Theron M Covin
Biographic Data
| ID | 7115617 |
|---|---|
| NAME | Theron M Covin |
| GIVEN NAMES | Theron M |
| FAMILY NAME | Covin |
| SIGNATURE | COVIN T M |
| AFFILIATIONS | Psychological and Educational Services, Inc. |
| VERIFIED | No |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 17 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 1978 |
| H-INDEX | 0 |
Comparison of the Pintner and Otis-Lennon Scores of Caucasian Boys in First Grade
The Pintner-Cunningham Primary Test-Revised Edition (Pintner, Cunningham, & Durost, 1965 ) and the Otis-Lennon Mental Ability Test, Primary I1 Level (Otis & Lennon, 1967) are two tests of general mental ability for young children. The Pintner is designed to be used with children from the second half of kindergarten through Grade 2 whereas the Primary I1 Level of the Otis-Lennon is designed to assess the mental abilities of pupils enrolled in the …
Stability of the Wisc-R for 9-Year-Olds with Learning Difficulties
The WISC-R was administered to 30 urban public school 9-yr.-olds twice at one-day intervals by the same white examiner. Children were of low income and had been referred for learning problems. Correlations between the first and second administrations were for Verbal IQ .83, for Performance IQ .84, and for Full Scale IQ .85. Stability coefficients for the subtest scaled scores ranged from .22 on Comprehension to .86 on Block Design
Relationship of Peabody and Wisc-R IQs of Candidates for Special Education
For 50 low achievers in Southern elementary schools, correlations ranged from a low of .06 between Peabody Form B and WISC-R Performance IQs to a high of .59 between the Peabody Form A and WISC-R Verbal Scale IQs. Mean IQs were not significantly different ( p > .05), although the Peabody tended to overestimate WISC-R IQs
Comparison of Wisc and Wisc-R Full Scale IQs for a Sample of Children in Special Education
The WISC and WISC-R were administered on occasions 2 yr. apart to 186 children with learning difficulties. Ages ranged from 6 to 13 yr. initially and from 8 through 15 yr. at second testing. Pearson correlations ranged from .85 between the WISC and WISC-R Full Scale IQs at Age 9 to .96 at Ages 8, 14, and 15. No significant differences were noted between the sets of Full Scale IQs
Comparability of Wisc and Wisc-R Scores for 30 8- and 9-Year-Old Institutionalized Caucasian Children
Wisc-R Full Scale Mean IQs for Both Black and White Children, Aged 6 through 15 and Having Difficulty in School
Differences in WISC-R Full Scale mean IQs by age for 931 lower-class English-speaking Southern children were reported. Black children and white children tended to have similar mean IQs at Age 6 ( t = —0.55). By Age 9 the differences in mean IQ became distinct and increased with age. The mean IQ of the black children declined after Age 8 while the mean IQ of the white children remained about the same or increased after Age 8
Comparability of Wisc and Peabody IQs of Young Children from Three Heterogeneous Groups
Peabody and WISC IQs of three groups of children from differing socioeconomic status levels and/or intellectual levels were compared. For the total sample of 67, correlations of .88, .88, .91 were obtained between the Peabody and WISC Verbal, Performance, and Full Scale IQs, respectively. The Peabody IQs correlated .74 with the WISC Full Scale for the middle-range of intelligence (kindergarten). Those of higher socioeconomic status in a child stu…
Wisc Full Scale IQ Mean Differences of Black Children and White Children Aged 6 through 15 and Having Problems in School
Differences in Full Scale WISC IQ for 300 black and 300 white southern children from families of low income and aged 6 through 15 yr., who were referred for psychometric assessment, are reported, and three distinct trends observed. The difference between IQs of these blacks and whites tended to increase from Ages 6 through 15 yr. The black children tended generally to decrease in IQ from Ages 6 through 15, while the white children tended to incre…
Comparability of the Peabody and Wisc Scores among Black Five-Year-Olds
Correlations between the Pintner, Otis-Lennon, Peabody, and Wechsler Intelligence Scale for Children—Revised
TO compare four intelligence tests: the Pintner-Cunninghzm Primary Test -Revised Edition, the Otis-Lennon Mental Ability Test, Elementary I Level, Form J, Forms A and B of the Peabody Picture Vocabulary Test, and the Wechsler Intelligence Scale for Children-Revised, data were collected from 48 second-grade 7-yr.-old public school children who were from low-income urban families and were being considered for placement in classes for the educable m…
Alternate Form Reliability of the Peabody Picture Vocabulary Test
Dunn ( 1 ) stated that coefficients of equivalance for Forms A and B of the Peabody Picture Vocabulary Test appeared to be satisfactory for both average and mentally retarded children. The present study sought to determine alternate form reliability coefficients for the Peabody. Data were collected from 317 Negro males, 241 white males, 161 Negro females, and 151 white females ( N .= 870), ages 6 through 15 yr. and Grades 1 through 10. The childr…
Intellectual Differences in Black and White Southern Low Achievers
WISC IQs obtained by 300 black children and 300 white children were compared. The subjects were 15 white males, 15 white females, 15 black males, and 15 black females at each age level from 6 to 15 yr. Mean IQs on the Verbal, Performance, and Full Scale for blacks were 6968, 6992, and 6691 respectively and were significantly lower than the respective average of 7980, 7980, and 7950 for whites. Means, standard deviations, and ts for stratified sam…
Comparison of Otis-Lennon Mental Ability Test, Elementary i Level and Wisc-R IQs among Suspected Mental Retardates
Correlations of .72, .59, and .76 were computed between the Otis-Lennon I and WISC-R Verbal, Performance, and Full Scale IQs respectively for a group of 119 public school students suspected to be mentally retarded. On this basis, WISC-R Verbal and Full Scales seem to be more sensitive than the WISC-R Performance Scale to the mental processes measured by the Otis-Lennon I. Mean differences were not significant for Full Scale IQs ( p < .05). Modera…
Comparability of Peabody and Wais Scores among Adolescents Suspected of Being Mentally Retarded
Correlations of .91, .87, and .92 were computed between the Peabody, Form B, and WAIS Verbal, Performance, and Full Scale IQs, respectively, for 30 public school students. On this basis, the Peabody, Form B seems to be more related to the WAIS Verbal and Full Scales than to the WAIS Performance Scale. Correlations for stratified samples by race were also computed
Comparability of Wisc and Wisc-R Full Scale IQs for Elementary School Children with Learning Difficulties
Comparison of Slosson and Peabody IQs among Candidates for Special Education
The Peabody Picrure Vocabulary Tesr and Slosson Intelligence Scale have been compared in at least three studies. Hammill (1969) recorded a correlation of .81 for 155 intellectually normal children, aged 4 to 16 yr.; Johnson and Johnson (1969) reported a correlation of .57 for 29 5-yr.-olds. Pikulski (1973) disclosed a correlation of .72 for 59 poor readers, ages 7-6 to 14-7. The present study compared Slosson and Peabody IQs for 50 children who w…
Stability of the Peabody Form a Scores among First-Year Kindergarten Five-Year-Olds
Dunn (1965) recognized that IQs on the Peabody Picture Vocabulary Test in time might fluctuate with experience of the individual. This study sought to determine the stability of Form A of the Peabody for all children enrolled in the public kindergarten in the Andalusia City School system during the 1973-74 academic year. Data were collected from 7 white females. 8 white males, 20 Negro females and 20 Negro males. The mean age of the 55 children w…
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Stability of the Peabody Form a Scores among First-Year Kindergarten Five-Year-Olds
Dunn (1965) recognized that IQs on the Peabody Picture Vocabulary Test in time might fluctuate with experience of the individual. This study sought to determine the stability of Form A of the Peabody for all children enrolled in the public kindergarten in the Andalusia City School system during the 1973-74 academic year. Data were collected from 7 white females. 8 white males, 20 Negro females and 20 Negro males. The mean age of the 55 children w…
Comparability of the Peabody and Wisc Scores among Black Five-Year-Olds
Correlations between the Pintner, Otis-Lennon, Peabody, and Wechsler Intelligence Scale for Children—Revised
TO compare four intelligence tests: the Pintner-Cunninghzm Primary Test -Revised Edition, the Otis-Lennon Mental Ability Test, Elementary I Level, Form J, Forms A and B of the Peabody Picture Vocabulary Test, and the Wechsler Intelligence Scale for Children-Revised, data were collected from 48 second-grade 7-yr.-old public school children who were from low-income urban families and were being considered for placement in classes for the educable m…
Alternate Form Reliability of the Peabody Picture Vocabulary Test
Dunn ( 1 ) stated that coefficients of equivalance for Forms A and B of the Peabody Picture Vocabulary Test appeared to be satisfactory for both average and mentally retarded children. The present study sought to determine alternate form reliability coefficients for the Peabody. Data were collected from 317 Negro males, 241 white males, 161 Negro females, and 151 white females ( N .= 870), ages 6 through 15 yr. and Grades 1 through 10. The childr…
Intellectual Differences in Black and White Southern Low Achievers
WISC IQs obtained by 300 black children and 300 white children were compared. The subjects were 15 white males, 15 white females, 15 black males, and 15 black females at each age level from 6 to 15 yr. Mean IQs on the Verbal, Performance, and Full Scale for blacks were 6968, 6992, and 6691 respectively and were significantly lower than the respective average of 7980, 7980, and 7950 for whites. Means, standard deviations, and ts for stratified sam…
Comparison of Otis-Lennon Mental Ability Test, Elementary i Level and Wisc-R IQs among Suspected Mental Retardates
Correlations of .72, .59, and .76 were computed between the Otis-Lennon I and WISC-R Verbal, Performance, and Full Scale IQs respectively for a group of 119 public school students suspected to be mentally retarded. On this basis, WISC-R Verbal and Full Scales seem to be more sensitive than the WISC-R Performance Scale to the mental processes measured by the Otis-Lennon I. Mean differences were not significant for Full Scale IQs ( p < .05). Modera…
Comparability of Peabody and Wais Scores among Adolescents Suspected of Being Mentally Retarded
Correlations of .91, .87, and .92 were computed between the Peabody, Form B, and WAIS Verbal, Performance, and Full Scale IQs, respectively, for 30 public school students. On this basis, the Peabody, Form B seems to be more related to the WAIS Verbal and Full Scales than to the WAIS Performance Scale. Correlations for stratified samples by race were also computed
Comparability of Wisc and Wisc-R Full Scale IQs for Elementary School Children with Learning Difficulties
Comparison of Slosson and Peabody IQs among Candidates for Special Education
The Peabody Picrure Vocabulary Tesr and Slosson Intelligence Scale have been compared in at least three studies. Hammill (1969) recorded a correlation of .81 for 155 intellectually normal children, aged 4 to 16 yr.; Johnson and Johnson (1969) reported a correlation of .57 for 29 5-yr.-olds. Pikulski (1973) disclosed a correlation of .72 for 59 poor readers, ages 7-6 to 14-7. The present study compared Slosson and Peabody IQs for 50 children who w…
Stability of the Wisc-R for 9-Year-Olds with Learning Difficulties
The WISC-R was administered to 30 urban public school 9-yr.-olds twice at one-day intervals by the same white examiner. Children were of low income and had been referred for learning problems. Correlations between the first and second administrations were for Verbal IQ .83, for Performance IQ .84, and for Full Scale IQ .85. Stability coefficients for the subtest scaled scores ranged from .22 on Comprehension to .86 on Block Design
Relationship of Peabody and Wisc-R IQs of Candidates for Special Education
For 50 low achievers in Southern elementary schools, correlations ranged from a low of .06 between Peabody Form B and WISC-R Performance IQs to a high of .59 between the Peabody Form A and WISC-R Verbal Scale IQs. Mean IQs were not significantly different ( p > .05), although the Peabody tended to overestimate WISC-R IQs
Comparison of Wisc and Wisc-R Full Scale IQs for a Sample of Children in Special Education
The WISC and WISC-R were administered on occasions 2 yr. apart to 186 children with learning difficulties. Ages ranged from 6 to 13 yr. initially and from 8 through 15 yr. at second testing. Pearson correlations ranged from .85 between the WISC and WISC-R Full Scale IQs at Age 9 to .96 at Ages 8, 14, and 15. No significant differences were noted between the sets of Full Scale IQs
Comparability of Wisc and Wisc-R Scores for 30 8- and 9-Year-Old Institutionalized Caucasian Children
Wisc-R Full Scale Mean IQs for Both Black and White Children, Aged 6 through 15 and Having Difficulty in School
Differences in WISC-R Full Scale mean IQs by age for 931 lower-class English-speaking Southern children were reported. Black children and white children tended to have similar mean IQs at Age 6 ( t = —0.55). By Age 9 the differences in mean IQ became distinct and increased with age. The mean IQ of the black children declined after Age 8 while the mean IQ of the white children remained about the same or increased after Age 8
Comparability of Wisc and Peabody IQs of Young Children from Three Heterogeneous Groups
Peabody and WISC IQs of three groups of children from differing socioeconomic status levels and/or intellectual levels were compared. For the total sample of 67, correlations of .88, .88, .91 were obtained between the Peabody and WISC Verbal, Performance, and Full Scale IQs, respectively. The Peabody IQs correlated .74 with the WISC Full Scale for the middle-range of intelligence (kindergarten). Those of higher socioeconomic status in a child stu…
Wisc Full Scale IQ Mean Differences of Black Children and White Children Aged 6 through 15 and Having Problems in School
Differences in Full Scale WISC IQ for 300 black and 300 white southern children from families of low income and aged 6 through 15 yr., who were referred for psychometric assessment, are reported, and three distinct trends observed. The difference between IQs of these blacks and whites tended to increase from Ages 6 through 15 yr. The black children tended generally to decrease in IQ from Ages 6 through 15, while the white children tended to incre…
Comparison of the Pintner and Otis-Lennon Scores of Caucasian Boys in First Grade
The Pintner-Cunningham Primary Test-Revised Edition (Pintner, Cunningham, & Durost, 1965 ) and the Otis-Lennon Mental Ability Test, Primary I1 Level (Otis & Lennon, 1967) are two tests of general mental ability for young children. The Pintner is designed to be used with children from the second half of kindergarten through Grade 2 whereas the Primary I1 Level of the Otis-Lennon is designed to assess the mental abilities of pupils enrolled in the …
Developmental psychology (17 works) · Psychology (17 works) · Cognition (16 works) · Psychiatry (15 works) · Wechsler Intelligence Scale for Children (11 works) · Cognitive Abilities and Testing (10 works) · Wechsler Adult Intelligence Scale (9 works) · Peabody Picture Vocabulary Test (7 works) · Clinical Psychology (6 works) · Clinical Psychology (6 works)