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Autor/inn/enMason, Elizabeth M.; Wenck, L. Stanley
TitelDifferences in Factor Structures of Cognitive Functioning of Learning Disabled (LD) and Emotionally Handicapped (EH) Children.
QuelleIn: Educational and Psychological Measurement, 49 (1989) 4, S.767-82Infoseite zur ZeitschriftVerfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
SchlagwörterAchievement Tests; Cognitive Processes; Comparative Testing; Educational Assessment; Elementary Education; Elementary School Students; Emotional Disturbances; Factor Analysis; Factor Structure; Intelligence Tests; Learning Disabilities; Mathematics Tests; Psychological Testing; Psychometrics; Public Education; Test Interpretation; Test Results; Peabody Individual Achievement Test; Wechsler Intelligence Scale for Children
AbstractCognitive differences between 987 LD children and 178 EH children in public schools on a psychoeducational assessment battery were studied, and differences in factor structure were investigated. Caution is suggested in interpreting the results of multivariate statistical analyses, which indicated heterogeneity in the matrices of LD and EH children. (SLD)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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