Alex Darbes
Biographic Data
| ID | 7125568 |
|---|---|
| NAME | Alex Darbes |
| GIVEN NAMES | Alex |
| FAMILY NAME | Darbes |
| SIGNATURE | DARBES A |
| AFFILIATIONS | University of Akron |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1968 |
| LATEST PUBLICATION YEAR | 1982 |
| H-INDEX | 0 |
A Comparison of Interscorer Agreement for the Comprehension, Similarities, and Vocabulary Subtests of the Wisc and Wisc-R
Thirty-one PhD Clinical Psychologists (Division 12 members of APA) selected from the 1974 American Psychological Association Register of members scored Comprehension, Similarities and Vocabulary subtest items common to the WISC and WISC-R. Twenty-two examiners used WISC criteria and nine examiners used WISC-R criteria. Although percentages of interscorer agreement favored the WISC-R judges, the Wilcoxon's T Statistic for Matched-Pairs Signed-Rank…
Self-Esteem and Internal-External Control
A recent conceptualization of self-esteem defines it within a self-other context in an attempt to take social factors into account (Ziller, Hagey, Smith, & Long, 1969). One of the assumptions that Ziller, et al. make about their self-esteem measure is that Ss who have high self-esteem will have a higher potential for self-reinforcement. From this, one can infer that high scorers on the Ziller, ei al. self-esteem measure should score low on Roaer'…
Creativity, Intelligence, and Achievement
Two tests of creativity (complexity-simplicity preferences, and a true-false personality questionnaire), one test of intelligence (Stanford-Binet IQ) and one achievement test (Stanford Achievement Test, Advanced Battery Partial: KM-3) were administered to 62 high school students. Six 2 × 2 analyses of variance were computed for each achievement subtest, with high and low creativity and high and low IQ as independent variables. It was found that I…
Norms on the Famous Sayings Test for Student Beauticians
No prominent works on this page.
Creativity, Intelligence, and Achievement
Two tests of creativity (complexity-simplicity preferences, and a true-false personality questionnaire), one test of intelligence (Stanford-Binet IQ) and one achievement test (Stanford Achievement Test, Advanced Battery Partial: KM-3) were administered to 62 high school students. Six 2 × 2 analyses of variance were computed for each achievement subtest, with high and low creativity and high and low IQ as independent variables. It was found that I…
Norms on the Famous Sayings Test for Student Beauticians
Self-Esteem and Internal-External Control
A recent conceptualization of self-esteem defines it within a self-other context in an attempt to take social factors into account (Ziller, Hagey, Smith, & Long, 1969). One of the assumptions that Ziller, et al. make about their self-esteem measure is that Ss who have high self-esteem will have a higher potential for self-reinforcement. From this, one can infer that high scorers on the Ziller, ei al. self-esteem measure should score low on Roaer'…
A Comparison of Interscorer Agreement for the Comprehension, Similarities, and Vocabulary Subtests of the Wisc and Wisc-R
Thirty-one PhD Clinical Psychologists (Division 12 members of APA) selected from the 1974 American Psychological Association Register of members scored Comprehension, Similarities and Vocabulary subtest items common to the WISC and WISC-R. Twenty-two examiners used WISC criteria and nine examiners used WISC-R criteria. Although percentages of interscorer agreement favored the WISC-R judges, the Wilcoxon's T Statistic for Matched-Pairs Signed-Rank…
Psychology (4 works) · Developmental psychology (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Clinical Psychology (2 works) · Cognition (2 works) · Linguistics (2 works) · Test (biology (2 works) · Applied Psychology (1 works) · Applied Psychology (1 works)