农村儿童评估：PPVT-R与WISC-R的关联研究
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本文档《心理学在公立学校》第21卷，1984年1月发表的一篇学术论文中，探讨了修订版的Peabody Picture Vocabulary Test (PPVT-R) 与Wechsler Intelligence Scale for Children - Revised (WISC-R) 在农村儿童评估中的比较。作者Constance L. Hollinger和Patricia H. Sarvis针对一个自然发生的农村儿童样本（N=53）进行了研究，这些孩子是由于需要评估而被转介的。
研究结果显示，PPVT-R与WISC-R的各个量表和分测验得分高度相关。然而，当研究集中在发展障碍的学生子群体时，发现随着样本大小减小和一般能力范围受限，这种关联性出现了显著降低。这意味着对于这类特殊儿童，PPVT-R可能无法充分反映他们的智力水平。
值得注意的是，尽管PPVT-R在总体上低估了WISC-R的所有三个量表分数，但唯一统计学上显著的低估发生在标准分数与WISC-R的表现量表之间。这表明在对农村孩子的智力评估中，PPVT-R的标准可能不完全适用于所有农村背景下的儿童。
论文还根据先前的研究发现进行讨论，指出这些结果对理解农村儿童智力评估的局限性和适用性具有重要意义。作者强调了在使用PPVT-R评价农村儿童认知能力时，需要考虑其可能存在的偏差，并建议在解读结果时应谨慎考虑个体差异和特定环境因素的影响。
这篇论文提供了一个关于如何在农村儿童评估中适当地结合PPVT-R和WISC-R的洞见，强调了在处理此类评估时需要综合考虑多种因素，确保评估结果的准确性和有效性。
P.vychology
in
fke
Schools
Volume
21.
January.
1984
A COMPARISON OF THE PPVT-R AND WISC-R WITH
RURAL CHILDREN REFERRED FOR ASSESSMENT
CONSTANCE L. HOLLINGER AND PATRICIA H.
SARVIS
Cleveland State Universily
The present study investigated the relationship between the Revised Peabody Picture
Vocabulary Test (PPVT-R) and the WISC-R
for
a naturally occurring sample
of
rural children referred for assessment
(N=53).
The results indicated that the PPVT-R
was highly correlated with WISC-R scale and subtest scores. Examination of a sub-
sample
of
developmentally handicapped students revealed substantial reduction in
correlational relationships as a function
of
reduced sample size and restricted range
of
general ability. While the PPVT-R was found to underestimate all three WISC-R
scale scores, the discrepancy between the PPVT-R standard scores and the WISC-R
Performance Scale score was the only statistically significant underestimation.
Results are discussed in terms
of
prior research findings and implications
for
inter-
pretation.
Since its introduction in 1959, the Peabody Picture Vocabulary Test (PPVT) (Dunn,
1959) has been widely used as a measure of verbal comprehension and has been found to
correlate moderately well with verbal scales of individually administered intelligence
tests (Anastasi, 1976). A review of the research literature reveals significant correlation
coefficients
for
the PPVT with WISC-R Verbal IQ scores, with nonsignificant
relationships emerging between the PPVT and WISC-R Performance IQs (Covin, 1976;
Vance, Prichard,
&
Wallbrown, 1978). However, significant differences have been found
between mean PPVT standard scores and both the mean Stanford-Binet and Wechsler
IQs (Gensemer, Walker,
&
Cadman, 1976; Ritter, Duffy,
&
Fischman, 1974), with the
PPVT found to overestimate the ability
of
EMR students, as measured by the WISC-
R,by as many as 12 IQ points (Covin, 1976; Hodapp
&
Hodapp, 1980; Vance, Prichard,
8c
Wallbrown, 1978). It has been suggested that one explanation for the observed
difference between the PPVT and intelligence test scores is the fact that the PPVT’s stan-
dardization sample was old and quite limited in terms of representativeness (Naglieri,
1981).
Given the recency of the introduction
of
the Peabody Picture Vocabulary Test-
Revised (PPVT-R) (Dunn
&
Dunn, 1981), the research literature on the PPVT-R is
rather limited, with evaluations
of
the PPVT-R’s validity resting onthe similarities
between the PPVT-R and its predecessor and the existing validation studies conducted
on the PPVT (Anastasi, 1981; Sattler, 1982). Substantial differences between the PPVT-
R and its predecessor have been documented, however. Prasse and Bracken (198 1) have
found that, contrary to the overestimationcharacteristic of the PPVT, the PPVT-R un-
derestimated WISC-R Full Scale IQ scores by approximately
5
points
for
an urban
EMR sample. Further, significant differences were found between PPVT-R standard
scores and WISC-R Verbal, Performance, and Full Scale IQs. With the exception of the
Picture Completion subtest, neither WISC-R subtests nor scale scores were found
to
cor-
relate significantly with the PPVT-R.
Such findings not only contradict findings in the research literature on the PPVT but
also contradict findings reported by Naglieri (198 1)
for
a randomly selected sample of 26
Requests for reprints should be sent to Constance
L.
Hollinger, College
of
Arts
&
Sciences, Dept.
of
Psychology, Cleveland State University, Cleveland, OH
441
15.
97
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