Using Nonverbal Tests to Help Identify Academically Talented Children
Using Nonverbal Tests to Help Identify Academically Talented Children
复制标题
使用非语言测试帮助识别有学业天赋的孩子
DOI：
10.1177/0734282911428194
复制
发表时间：
2012
影响因子：
1.7
通讯作者：
James L. Gambrell
中科院分区：
文献类型：
--
作者：
D. Lohman;James L. Gambrell
缩减（非语言）能力测试是ELL儿童的主要人才识别工具。在低社会经济地位和少数民族儿童中适当使用这种测试更为微妙。当语言简化测试被用于人才鉴定时，应该采用非语言测试，这些测试不仅仅测量图形推理能力。对于幼儿来说，基于图片的推理测试可以大大拓宽评估的范围。我们报告的新数据表明，ELL，低SES，和少数民族儿童在等级K至2通常表现得一样好或更好的，这样的测试比图形推理测试。我们还表明，在3至6年级的儿童，语言减少定量测试是一个经常被忽视的替代图形测试。最后，关于能力的推断需要将一个孩子的表现与其他有类似机会发展测试技能的孩子的表现进行比较。这通常不是ELL，穷人和少数民族儿童的情况，即使在非语言测试中。在这种情况下，多个规范的角度可以大大有助于确定学术天才的儿童。
Language-reduced (nonverbal) ability tests are the primary talent identification tools for ELL children. The appropriate use of such tests with low-SES and minority children is more nuanced. Whenever language-reduced tests are used for talent identification, nonverbal tests that measure more than figural reasoning abilities should be employed. For young children, picture-based reasoning tests can significantly broaden the scope of the assessment. We report new data showing that ELL, low SES, and minority children in Grades K to 2 typically perform as well or better on such tests than on figural reasoning tests. We also show that for children in Grades 3 to 6, language-reduced quantitative tests are an often overlooked alternative to figural tests. Finally, inferences about ability require comparison of a child’s performance with the performance of other children who have had similar opportunities to develop skills tested. This is often not the case for ELL, poor, and minority children, even on nonverbal tests. In such cases, multiple normative perspectives can greatly assist in the identification of academically talented children.