WILSON COLLEGE STUDIES IN PSYCHOLOGY: I. A COMPARISON OF THE WECHSLER-BELLEVUE, REVISED STANFORD-BINET, AND AMERICAN COUNCIL ON EDUCATION TESTS AT THE COLLEGE LEVEL

被引：19

作者：

Anderson, Edward E. ^{[1
]}

Anderson, Sarah Ferrall ^{[1
]}

Ferguson, Caroline ^{[1
]}

Gray, Jean ^{[1
]}

Hittinger, Jane ^{[1
]}

McKinstry, Eleanore ^{[1
]}

Motter, Mary Elizabeth ^{[1
]}

Vick, Gale ^{[1
]}

机构：

[1] Wilson Coll, Dept Psychol, Chambersburg, PA USA

来源：

JOURNAL OF PSYCHOLOGY | 1942年 / 14卷 / 02期

关键词：

D O I：

10.1080/00223980.1942.9917130

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

引用

页码：317 / 326

页数：10

共 16 条

[1] The interpretation of IQ's on the L-M Stanford-Binet [J].

Bernreuter, RG ;

Carr, EJ .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1938, 29 :312-314

[2] Improving the prediction of academic success through differential weighting [J].

Butsch, RLC .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1939, 30 :401-420

[3] Achievement ratios of college students [J].

DuBois, PH .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1939, 30 :699-702

[4]

Garrett H.E., 1969, STAT PSYCHOL ED

[5] Factors related to the college achievement of high-attitude students who fail of expectation and low-aptitude students who exceed expectation [J].

Gerberich, JR .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1941, 32 :253-265

[6] THE NEW STANFORD-BINET AT THE COLLEGE LEVEL [J].

Manuel, H. T. ;

Adams, F. J. ;

Jeffress, Sylvia ;

Tomlinson, Helen ;

Gragg, D. B. .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1940, 31 (09) :705-709

[7] The significance of IQ's on the revised Stanford-Binet scales [J].

Merrill, MA .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1938, 29 :641-651

[8] Irregularities of university students on the revised Stanford-Binet [J].

Mitchell, MB .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1941, 32 :513-522

[9] The relation of college achievement tests to grades and to intelligence [J].

Rigg, MG .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1939, 30 :397-400

[10] PREDICTING SUCCESS IN COLLEGE: A STUDY OF VARIOUS CRITERIA [J].

Schmitz, Sylvester B. .

JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1937, 28 (06) :465-473

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