非语言智力测试(UNIT)的构念效度分析
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"这篇学术论文‘Construct validity of the universal nonverbal intelligence test (UNIT)’发表于1995年10月的心理学杂志《Psychology in the Schools》，由Melissa Testerman Reed和R. Steve McCallum两位来自田纳西大学的研究者撰写。文章主要探讨了通用非语言智力测试（UNIT）的构念效度，该测试是为评估有限英语熟练程度的风险儿童的智力而设计的。"
论文的核心内容涉及UNIT测试的构建效度分析。UNIT的创建目标在于评估那些英语能力有限的高风险儿童的智力。研究中，对104名公立学校的孩子进行了数据收集，通过标准化程序并以交错顺序施测UNIT和Woodcock-Johnson修订版的认知能力测试（WJ-R），以此检验UNIT在心理测量学和概念上的稳健性。
Spearman-Brown信度系数被用来验证UNIT的信度。全球得分系数范围从0.86（推理商）到0.93（符号商），显示出较高的内部一致性。这表明UNIT在不同子领域中的测量结果具有稳定性。此外，确认性因素分析提供了支持UNIT的两因素结构的证据，表明测试能够有效区分两个主要的智力维度。
探索性因素分析进一步将UNIT与WJ-R相结合，结果显示UNIT能够有效测量记忆和推理等智力方面的能力。这为UNIT作为非语言智力评估工具的有效性和适应性提供了额外的支持，特别是对于英语非母语的学习者。
这项研究强调了UNIT作为一种非语言智力评估工具在教育心理学领域的潜在价值，尤其是在针对英语有限的儿童群体时，能够克服语言障碍，准确评估其智力水平。这些发现对于改进教育策略，特别是针对语言学习困难的儿童的干预措施具有重要的实践意义。
Construct Validity
of
the
UNIT
279
METHOD
Subjects
Participants were 104 1st- through 8th-grade and 10th-grade students enrolled in
public elementary, middle, and high schools in a rural county school district in East
Tennessee. Almost all participants were White (only two were minority). There were
61 females and 43 males, who ranged in age from 6 years, 7 months
to
17 years. Eligibility
for the free lunch program was used as a socioeconomic indicator: 28% of the par-
ticipants were eligible for the program. Participants were randomly selected from all
students who received parent permission to participate in the study. Students were selected
on a stratified basis by grade level: approximately 34 students were from grades 1-3;
37 from grades 4-6; 21 from grades 7-8; and 12
from
grade
10.
Characteristics
of
the
sample, including relatively small size, rural setting, and racial composition, limit gen-
eralizability
.
Instruments
The UNIT provides scores for
a
Full Scale
IQ,
as well as Memory, Reasoning, Symbolic, and Symbol-Reduced Quotients. The test
is in the process of standardization by Riverside Publishing Company and is being normed
on children and adolescents ranging in age from
5
years to 17 years,
11
months, with
stratification based on demographic variables
to
create a representative sample of the
United States population.
Field-testing data were available for approximately
60
subjects. The Rasch Model
procedure was used to determine item retention and ordering. Item analyses were con-
ducted to obtain standard error and infit and outfit indices as well as difficulty levels.
Items with unacceptable standard errors and poor fit characteristics were eliminated.
The standardization version
of
the UNIT was used in this study.
The UNIT is described by the authors as employing easily recognized international
symbols in an effort
to
reduce content bias for any race, culture, or ethnic group. Ad-
ministration procedures are conducted entirely through pantomime and demonstration.
The gestures used in the UNIT administration are drawn from gestures common in com-
munication within the United States and other cultures.
Universal Nonverbal Intelligence Test.
A
brief description
of
abilities assessed by each UNIT subtest follows:
1.
SymbolicMemory.
This is a test of short-term memory in which students can
use any internal language (symbols) to remember and code sequences.
2.
Cube Design.
This is a timed test requiring visual processing and nonverbal
reasoning; solution
of
this task is less amenable to verbal mediation via symbols.
3.
Spatial Memory.
This is a test of visual short-term memory with stimuli that
are not symbolically coded or recalled.
4.
Analogic Reasoning.
This is a test
of
reasoning ability
in
which symbolic
mediation will facilitate solution.
5.
Object Memory.
This is
a
test
of
visual short-term memory with stimuli that
can be readily coded and recalled through symbolic mediation.
6.
Mazes.
This is a timed visual motor test
of
reasoning and planning that is
less amenable
to
symbolic mediation.
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