Diagnostic and Identification Implications of Primary Mental Abilities Test for Educationally Deficient Children.

Resumen

Evaluated were the diagnostic and identification implications of the Primary Mental Abilities Test (PMAT) with 241 educable retarded, learning disabled, slow learning, and normal children (mean ages 8 to 9 years). Correlations between PMAT scores and Stanford Achievement Test scores were significant for the low IQ Ss, but not for the normal IQ Ss. Cluster analysis indicated a clear distinction between low and normal IQ Ss with no other distinguishable variables (such as sex or score patterns). Data suggested that while the PMAT was not useful for early identification of learning disabled or underachieving children, it was an efficient diagnostic test for children with lower intellectual ability. (CL)

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Cómo citar (APA 7)

Welch, M. W., & Cook, J. M. (1974). Diagnostic and Identification Implications of Primary Mental Abilities Test for Educationally Deficient Children.. https://eric.ed.gov/?id=ED109860