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AN INVESTIGATION OF THE RELATION OF FOUR TEN-!fORD VOCABULARY TESTS WITH SEVERAL ESTABLISHED TESTS
A Project Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
by Lawrence Levis Rawald I August 1950
UMI Number: EP46533
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T h is project report, w ritte n under the direction of the candidate’s adviser and ap p ro ved by him , has been presented to and accepted by the F a c u lty o f the School o f E d u c a tio n in p a r t ia l fu lf illm e n t of the requirements f o r the degree
o f M a s t e r of
Science in E ducation.
D ate...........................................................................
c f j f ....................... ...... A d v is e r
Dean
August 31, 1950
To Whom It May Concern: Due to conditions beyond the control of L.L. Rawald the requirement that a project be submitted in pica type has been waived. Signed, Adviser
I TABLE OF CONTENTS CHAPTER I.
PAGE THE PROBLEM AND IMPORTANCE OF THE STUDY The problem
.
.
.
.
.
Statement of the problem
1
.
1
.
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1
.
.
.
1
GENERAL METHOD OF INVESTIGATION .
.
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3
Importance of the study II.
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Abilities tested
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3
Verbal ability.
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3
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k
Established tests used
Wide Range Achievement Test
.
k
Otis Quick Scoring Mental Ability Test
5
U.S. Navy General Classification Test
6
Subjects tested
.
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.
Subjects involved in investigation Administration and scoring tests
6
. .
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6
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7
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7
Method of administering and scoring tests III.
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VOCABULARY TESTS USED IN THE STUDY Choosing the vocabulary tests .
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11 11
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Data collected
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. 1 3
Correlations
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26
I?.
SUMMARY AND CONCLUSIONS Summary . Conclusions
BIBLIOGRAPHY APPENDIX
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Ill LIST OF TABLES TABLE
PAGE
I,
Data for Vocabulary I
II.
Data for Vocabulary II
III. IV. V.
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.
14
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Data for Vocabulary III Data for Vocabulary IV
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15 20
..
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22
Average Humber of Words Correctly Defined for .
.
23
Average Scores of the Established Tests for Each of the Vocabulary Tests .
VIII.
16
Vocabulary Test Correlations in Relationship
Each Vocabulary Test VII.
.
.
to the Various Established Tests VI.
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.
24
Comparing Otis Quick Scoring I.Q. With Vocabulary Tests
.
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,
.
.
25
IV LIST OF FIGURES FIGURE 1.
PAGE
Scattergram of Correlation of Vocabulary I and Otis Quick Scoring I.Q.
2.
.
.
.
Scattergram of Correlation of Vocabulary I and Navy General Classification Test.
3.
29
.
30
.
31
Scattergram of Correlation of Vocabulary I and Wide Range Achievement Test-Spelling
$.
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Scattergram of Correlation of Vocabulary I and Wide Range Achievement Test-Reading
4.
26
Scattergram of Correlation of Vocabulary I and Wide Range Achievement Test-Arithmetic
6.
Scattergram of Correlation of Vocabulary II and Otis Quick Scoring I.Q.
7.
.
.
.
9.
33
Scattergram of Correlation of Vocabulary II and Navy General Classification Test.
5.
32
.
34
Scattergram of Correlation of Vocabulary II and Wide Range Achievement Test-Reading
35
Scattergram of Correlation of Vocabulary II.
36
and Wide Range Achievement Test-Spelling 10.
Scattergram of Correlation of Vocabulary II and Wide Range Achievement Test-Arithmetic
11.
37
Scattergram of Correlation of Vocabulary III and Otis Quick Scoring I.Q.
.
.
.
3^
V FIGURE 12.
PAGE
Scattergram of Correlation of Vocabulary III and Wavy General Classification Test
13.
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44
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45
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46
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47
Scattergram of Correlation of Vocabulary IV
Distribution of Frequency of Test Scores Vocabulary I
22.
43
Scattergram of Correlation of Vocabulary IV
and Wide Range Achievement Test-Arithmetic 21.
42
Scattergram of Correlation of Vocabulary IV
and Wide Range Achievement Test-Spelling 20.
.
.
and Wide Range Achievement Test-Reading. 19.
41
Scattergram of Correlation of Vocabulary IV and Wavy General Classification Test
18.
.
Scattergram of Correlation of Vocabulary IV and Otis Quick Scoring I.Q.
17.
40
Scattergram of Correlation of Vocabulary III and Wide Range Achievement Test-Arithmetic
16.
.
Scattergram of Correlation of Vocabulary III and Wide Range Achievement Test-Spelling
15.
39
Scattergram of Correlation of Vocabulary III and Wide Range Achievement Test-Reading
14.
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49
Distribution of Frequency of Test Scores Vocabulary II .
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. 5 0
FIGURE 23.
Distribution of Frequency of Test Scores Vocabulary III
24.
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Distribution of Frequency of Test Scores Vocabulary IV
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.
CHAPTER I THE PROBLEM AND ITS IMPORTANCE For many months a time-saving and valid estimate of intelligence was wanted at a certain Naval Discipline Barracks.
These tests were to aid counseling before the
actual testing program had begun.
Many types of tests were
given thought, but were discarded for the vocabulary test that is the basis of this study.
A short vocabulary test
seemed most suited for this situation. I. THE PROBLEM Statement of the problem. It was the purpose of this study: (1 ) to select a 10 -word vocabulary test that would give a valid estimate of an individuals intellectual capacity; (2 ) to show the relationship between the four tenword vocabulary tests selected and such established tests as the Otis Quick Scoring Mental Ability Test, Form Am, Navy General Classification Test, and the Wide Range Achievement Test with the Reading, Spelling, and Arithmetic parts. Importance of the study. Vocabulary tests have been stressed as one of the most important components of intelligence.
With this point in mind, four ten-word
vocabulary tests were selected to attempt to give a valid
estimate of an individuals intellectual capacity.
This
estimate facilitates counseling during the pre-testing period.
In this study an attempt was made to employ
techniques that would show that these vocabulary tests could be used as indicators of intelligence in the population at a Naval Discipline Barracks. It was realized that a ten-word test is too short for any real estimate of a persons verbal capacity but with a definite need for some type of easily given and scored test, this ten-word vocabulary test was thought to be sufficient indication of the persons verbal ability.
Previous
reports on a short vocabulary test have been presented by William A. Hunt and Elizabeth G. French.
Their study
included fifteen words selected by Thorndike from Form L of the Revised Stanford-Binet, the items being 3,7,11,14,16, 1 8 ,2 0 ,2 2 ,2 4 ,2 6 ,2 8 ,3 1 ,3 4 ,3 8 , and 4 4 .
In this study it was
found that in correlating two fifteen word vocabulary tests with the Navy General Classification Test the correlations were significant with a
.6 7 and .72.
This study showed
that there may be some use for a short vocabulary test as an indication of verbal ability.
CHAPTER II GENERAL METHOD OF INVESTIGATION An attempt will be made in this chapter to show the general method of investigation indicating the abilities tested, the established tests used, a brief background of the subjects, and the mechanics of administering and scoring the tests. I. ABILITY TESTED Verbal ability. We first concern ourselves with the ability tested in this study.
It is thought that these
vocabulary tests may be sufficient evidence of a persons mental ability through use of verbal power.
It has been
found by Wechsler, Binet, Terman, and other investigators that the verbal ability of an individual is one of the most important components of one's intelligence and thus include vocabulary lists in many of their tests. The established tests used in this study have been considered verbal type tests.
The Otis Mental Ability Test
purports to measure that innate quality but is still said to be a verbal type test because of the vocabulary that is needed in taking the test.
The hide Range Achievement Test
and the Navy General Classification Test were also considered verbal tests because of the very nature of the tests.
The abilities measured by these vocabulary tests in this study are three in number.
One is the ability to
identify the words, two is the ability to write, three is the ability to define the words.
It could really be
condensed to say that the main ability tested by these tests is just the verbal ability.
Although the other
abilities are important, the verbal ability as indicated by this test is of significant importance in relation to the verbal abilities of better established tests. II. ESTABLISHED TESTS USED The Wide Range Achievement Test. This test purports to measure the school achievement of any individual (from kindergarten to college) in a total of not more than fortythree minutes of testing time. Success in such an •undertaking obviously involves an extremely difficult job of sampling from the total school learnings.
In this test, the sampling is done, first by
limiting the measurement to certain mechanical aspects of three tool subjects (reading, spelling, and arithmetic)$ and secondly, by selecting items, in each of these three areas, which showed a regularly increasing percentage of successes at succeeding grade levels. The aspects of the three subjects tested are: (a) skill in pronouncing printed words (ranging from letters of
5 the alphabet to such words as remiges, heinous, and conduit); (b) skill in mathematical computation (ranging from counting dots to simple algebra and logs) and (c) skill in spelling words dictated (ranging from letters of the alphabet to such unfamiliar words as pusillanimous, iridescence
and eleemosynary.
It is the opinion of Vernon M. Sims that the use of the test should be confined to occasions where information is desired concerning ability in the three specific skills named above; and even here, as is true with any wide-range 1 test, the measurement is bound to be relatively crude. Otis Quick-Scoring Mental Ability Test. There are two aspects of the mental quality of an individual which must not be confused.
One is his degree of mental ability
and the other his degree of brightness.
The term ’’mental
ability” refers to that innate quality which increases with age, whereas the term ’’brightness” refers to that constant quality which determines the rate of growth of the mental ability of an individual and the degree of mental ability which he will eventually reach. The seventy five items in each form of each examination 1 Buros, Oscar Krisen, The Third Mental Measurement Yearbook, Rutgers University Press, Mew Brunswich, 1949. (21) P. 21.
6 have been arranged in the order of difficulty, according to the number of passes of each item by the students taking the preliminary editions.
The higher form of this test was
used because of the grade of school. M a w General Classification Test. This test was not available to anyone except authorized Naval personnel, but the test is a multiple choice test with a possible score of seventy-seven. Group Group Group Group Group
The scale is as follows: 65 and above 55 to 64
I II III IV V
45 to 54 35 to 44 0 to 34
High Above average Average Below average Very low
This test was given to all individuals upon entering the service. III. SUBJECTS TESTED Sub.jects involved in this investigation. The subjects of this paper are confined in a Naval Discipline Barracks for crimes ranging from a few days over-leave to murder. A large majority of these individuals have broken homes or have been in childrens homes of one type or the other.
It
may be said that the greater proportion come from the low income brackets.
This group is a heterogenious one,
consisting of such races as Negroes, Mexicans, Italians, Nordic, and others.
Only a few of this group had not at
least started junior high school.
The subjects were selected from the files of this Discipline Barracks covering a six month period from February to July of 1949.
The following criteria served as a basis for
the selection of the subjects: 1) . Record showed that he had taken the Classification Test. 2). Record showed a score given by Otis Mental Ability Test, Form Am. 3). Record showed that he had taken the Achievement Test in its entirety. 4). Record showed that he had taken one vocabulary tests under study.
Wavy General Quick Scoring Wide Range of the
The subjects were then divided into four groups depending upon the vocabulary test taken. All these tests with the exception of the Wavy General Classification Test were given to the individuals during their first week of confinement at this institution.
The Wavy
General Classification Test was given to the individuals upon their enlistment in the service. IV. ADMINISTRATION AND SCORING Administration of the Wide Range Achievement Test. Spelling Section; Inform subjects by the way of introduction, that this a spelling test; that single words will be dictated to find out how many of them the subject can spell correctly and that the words should be written on the lines provided for in the test blank, for greater ease in scoring, the words are written downward in the columns in the order in which they are listed.
The test directions may be repeated
when necessary, no other help is given during the dictation. Examiner pronounces each word carefully, then reads the illustrative phrase next to it, then pronounces the spelling word. The raw score is the number of words correctly spelled plus seven. Any reversals in the order of letters or any mirror reversals of single letters must be scored as incorrect.
The
raw score may best be found by looking up in the spelling list the number which corresponds to the highest consecutive success and adding to this all successes above the basal limit. Capacity is best measured by the average of the three highest sub-scores of comparable tests such as the Bellvue Scale and the Wide Range Achievement Scale than by averages of all scores.
A copy of the words is found on pages sixty
two to sixty five of the Appendix. Arithmetic Section; the subject is simply asked to solve as many of the problems as he can.
However, the
arrangement of the problems should be explained with special care.
Examiner should tell the subject that the first row
contains only additions, the second row only subtractions, the third row only multiplications and so forth.
All
figuring should be done in the free space on the blank.
Let
subject work by himself until he has reached his limit of
achievement, not longer, however, than thirty minutes. The total arithmetic score is the number of problems correctly solved.
See page seventy three of the Appendix
for the arithmetic test. Reading Section; Look at each word carefully and read it out loud as well as you can.
Begin here (point to the
line) and read the words across the page; this line first, then the next etc,. Ten consecutive successes from the lower limit of the critical range and ten consecutive failures is its upper limit. College students start with "luxurious". Students of the ninth to twelth grades start with ’’theory". Students of the sixth to eighth grades start with "chin" Students of the primary grades start with "to". Only correct responses need be recorded.
Immediate
re-reading of the same word may be directed only if examiner is not sure whether the first response was right or wrong. Examiner should never intimate, either by motion or emotion, that he is dissatisfied with the responses. The raw score is the number of words correctly pro nounced.
The total is obtained by adding to the number
corresponsing to the highest consecutive success all correct responses above the basal limit.
The reading list is seen on
page seventy two of the Appendix. Administration of the Otis Quick Scoring Mental Ability
Test. Form Am. The instructions on the front page of the test were read aloud, while the examinees read silently along with the verbal instructions.
After reading instructions,
they were asked if everything was understood and to do the practice problems on the front page of the test.
They were
then instructed to turn the page and begin the test.
At the
end of thirty minutes they were told to stop work and to hand in the papers. Scoring is done by hand with an answer sheet which is placed over the examinees paper.
The raw
score is the right. Forty— two correct is equal to an I.Q. of one hundred. The difference aboveforty-two
is added
to one hundred and the difference below forty-two is sub tracted
from one hundred.
(Examplej
raw score 46 equals
104, raw score 35 equals 93 I.Q.) Administration of the General Classification Test is similar to that of the Otis Mental Ability Test but due to the restrictions surrounding this test, it was impossible to find out exactly how this test was given. this test was done by machine.
Scoring of
CHAPTER III VOCABULARY TESTS USED IN THE STUDY Choosing the vocabulary for this test was not difficult, it took very little time, it was the collection of the data and finding the correlation of the vocabulary tests with the established tests that made it so time con suming.
The materials are described and listed on the
following pages. Choosing the Vocabulary Test. Five sets of words of ten words each were chosen from the list suggested by the Mental Examiner1s Hahdbook by Wells and Rues ch.
In this
book there vrere two lists given, both equated with Termain's 1916 list.
The 11saucer" list was in approximate order of
difficulty and the "adverb" list was alphabetically arranged. The "saucer" list was chosen from this study and five tenword tests were picked from this list.
Starting with the
words jelly, men, merry, spade, and fry, every tenth word was used and the following list resulted in the order of difficulty. Vocabulary I - consisted of the following words: spade, cave, far, immune, kingdom, flagstone, incur, adjutant, convine, and eglantine. Vocabulary II - words were as follows: merry, agree, achieve, resume, lathe, rejuvenate, infallible, sob, tetrasyllable, canard-.
12 Vocabulary III - words were as follows: men, wealth, recognize, ladle, ruthless, coil, assent, dupe, venture, minster. Vocabulary IV - words were as follows: jelly, like, spinal, temperature, rations, leer, lenient, exemplify, wench, prodigal. Vocabulary V - words were as follows: fry, major, take, forewarn, inquisition, clubfoot, harumscarum, nuncio, presentiment, spiracle. Vocabulary V - had to be omitted due to a mimeo graphing error. Only a few copies of this.test were printed. These words were put in the sentence, •’What does ____________ mean?” listed and put as the last page of the Cornell Index.
There were little instructions; all verbal
instructions there were was a sentence or two stating that they were to define the words to the best of their ability and if they could not answer some words, to leave them blank and answer the ones they could.
The tests are shown
with the Cornell Index in the Appendix. The scoring of these tests was based on whether or not the individual indicated that he had some knowledge of the words defined.
If it was shown that he was using the
word correctly he was given full score, there was no half credit answers.
The total number of words defined correctly
was the total score of the vocabulary test.
If an
individual answered four, five,or six words correctly, he was considered of average intelligence for this population, those getting more than six words correct were considered
13 to be above the average of this population, while those below four correct words were classified as below average. To emphasize again, only full credit responses were accepted.
These were the words that would indicate that
the examiner would be able to use the word correctly in a relevant context. Bata Collected. The original data are shown in tables I-IV. The total number of subjects for the entire study was 178.
These subjects were irregularly distributed, i.e.,
the first vocabulary had a total of fifty-five while vocab ulary number two had only twenty-five.
Vocabulary three
and four had fifty-three and forty-five subjects respectively. As one looks at the data sheets one may notice that there were no General Classification scores for some of the last subjects on each list.
This was due to the hard
ship in finding enough cases that had complete records. This reduces the number of subjects when correlation is between the Vocabulary Tests and the General Classification Test but is not thought to be otherwise harmful to this study.
14 TABLE I DATA FOR VOCABULARY I Vocabulary I
Spade, Cave, Far, Immune, Kingdom, Flagstone, Incur, Adjutant, Corvine, Eglantine.
& Subject number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
27 28 29 30 31 32 33 34 35 36
A
B
C
D
E
20
5 7 6 5 6 3 5 5 4 4 0 6 6 7 4 0 8 5 5 3 4 5 4 3 2 5 7 3 7 3 4 3 2 3 3 5
53 45 57 59 49 48 49 44 52 46 42 47 54 50 32 36 51 52 58 45 39 59 31 30 35
98 94 104 97 101 92 104 94 104 87 91 93 100 95 81 86 93 93 98 99 83 104 85 82 75 106 88 87 91 83 84 84 79 107
10.8 9.7 7.4 14.4 9.7 6.5 7.4 8.5 7.3 7.9 7.8 11.3 10.4 9.7 12.8 9.0 4.0
23
18 24 20 18 33 23 18 23 26
20 25 19 32 21 23 27 21 25 18 23 19 21 21 32 26
22 24 18 22 38 18 21 22 17
60
50 42 58 34 39 51 31 50 40 34
84
88
8 .3 1 3 .0
10.8 6.4 9.7 6.2 2 .7
4.9 9.3 13.8 9.8 12.6 5.8 7.3 9.3 5.0 11.3 6.9 7.1
F
G
6.8 5.9 9.0 8.7 1.0 3.6 9.5 6.9 7.4 6.5 5.6 4.6 6.2 6.5 8.8 8.5 4.6 4.6 5.6 4.7 6.0 5.5 6.1 4.2 7.7 11.3 6.1 6 .4 7.1 - 4.6 6.8 4.9 4.9 9.1 7.6 4.5 5.6 6.5 8.7 7.1 4*0 4.5 9.0 7.5 5.1 4.9 3.6 3.3 4.6 5.0 6.1 9.0 8 .4 7.3 7.6 5.3 6.2 8.4 5.0 7.3 8.2 5.6 7.4 7.1 4.0 4.9 5.6 9.5 5.2 4.4 6.4 5.5
15 TABLE I (continued) Vocabulary I Subject number 37 38 39 40 a 42 43 44 45 46 47 48 49 50 51 52 53 54 55
continued
aA
B
C
D
E
19 24 17 18 22 23 18 21 20 19 19 22 32 19 19 30 24 17 47
5 3 6 4 6 4 3 2 2 0 6 6 6 7 6 5 7 4 7
49 45 52 50 52 33 32 39
100 80 104 88 102 83 80 93 81 72 95 89 95 104
11.2 7.1 15.5 8.8 12.4 9.7 8.0 7.9 5.4 5.1 9.5 11.0 9.5 11.8 11.8 11.0 12.2 4.1 12.8
116 106
99 72 96
F 10.0 4.5 8.5 7.1 10.0 7.1 6.4 7.6 5.3 3.8 7.9 7.0 6.1 7.5 9.3 8.1 7.4 3.1 9.6
G 6.7 5.0 5.9 6.9 5.2 6.9 5.5 5.6 5.3 3.9 7.9 5.5 5.3 10.6 9.9 5.4 6.9 4.4 10.6
KEY OF INDIVIDUAL DATA FOR SUBJECTS TESTED A - Age B - Spelling Test. Scores indicate number of words correctly defined. C - Navy General Classification Test scores. D - Otis Quick Scoring I.Q. scores. E - Wide Range Achievement Test-Reading-scores in grade levels. F - Wide Range Achievement Test-Spelling-scores in grade levels. G - Wide Range Achievement Test-Arithmetic-scores in grade levels.
16 TABLE II DATA FOR VOCABULARY II Vocabulary II
Subject number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Merry, Agree, Achieve, Resume, Lathe, Rejuvenate, Infallible, Sob, Tetrasyllable, Canard.
A
B
C
D
E
F
25 20 18 18 20 18 20 18 19 24 23 23 18 20 20 20 27 19 30 40 18 22 20 22 24
4 1 2 5 6 5 4 4 3 4 2 3 2 6 2 4 8 2 8 6 2 4 3 3 4
48 24 41 45 41 45 42 47 51 40 49 44 48 42 35 51 53 40 61 90
91 82 92 88 96 95 80 94 93 92 92 89 94 92 80 94 98 85
7.3 6.7 8.8 9.0 11.5 11.3 12.6 10.3 10.1 12.6 5.6 5.3 7.4 13.4 5.7 10.3 10.6 7.4 14.4 8.2 5.4 6.9 9.4 5.7 8.9
6.3 4.8 7.5 5.3 8.1 6.8 8.2 5.1 6.0 9.3 5.1 3.7 5.6 9.1 5.7 7.3 8.4 5.9 8.7 5.5 4.4 5.3 5.7 5.8 5.9
41
106
90 80 92 86 85 90
G 7.5 5.3 5.0 5.0 9.9 5.4 5.0 5.0 5.4 5.8 5.8 5.8 12.8 6.1 4.6 6.2 6.2 5.6 5.9 4.8 4.8 4.5 4.9 5.0 4.8
KEY OF INDIVIDUAL DATA FOR SUBJECTS TESTED A - Age B - Spelling Test. Scores indicate number of words correctly defined. C - Navy General Classification Test scores. D - Otis Quick Scoring I.Q. scores.
17 TABLE II (continued) Vocabulary II
continued
E - Wide Range Achievement Test-Reading-scores in grade levels. F - Wide Range Achievement Test-Spelling-scores in grade levels. G - Wide Range Achievement Test-Arithmetic-scores in grade levels.
18 TABLE III
i
f
DATA FOR VOCABULARY III Vocabulary III
Men, Wealth, Recognize, Ladle, Ruthless, Coil, Assent, Dupe, Venture, Minster •
•35Subject number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
17 18 19 20 21 22 23 24 25 26
27 28 29 30 31 32 33 34 35
A
B
C
D
19 24 19 24 34 24 22 19 24 20 18 22 28 19 26 20 23 18 19 21 25 24 21 19 22 22 21 19 23 21 18 21 18 20 21
6 6 9 7 6 9 6 4 9 5 7 6 0 2 2 5 9 4 1 7 9 4 6 4 7 7 5 5 7 9 8 9 5 5 5
45 43 48 39 51 60 54 36 52 43 45 53 35 30 37 37 56 38 30 43 58 42 40 40 47 53 33 43 42 63 51 50 bk 45 32
87 104 97 85 87 106 104 102 104 84 98 99 72 75 82 92 110 76 84 90 102 81 99 88 89 99 86 98 91 114 95 108 84 94 87
E 10.0 10.7 14.2 8.2 8.7 16.7 8.8 5.3 16.7 9.3 9.3 10.7 4.5 7.2 8.7 9.0 13.4 6.1 3.8 8.7 10.6 6.8 10.0 7.0 9.2 10.3 6.4 6.4 7.3 17.3 10.8 10.7 6.5 10.1 4.9
F
G
6.9 7.7 10.3 6.1 6.6 9.8 6.8 4.0 10.1 7.2 6.2 5.6 3.4 3.2 6.0 5.6 9.4 5.2 3.8 6.4 6.1 5.6 8.5 4.6 6.4 6.2 5.8 5.7 6.1 8.7 7.5 8.7 6.6 7.4 3.8
4.8 8.5 6.8 3.9 4.7 10.2 5.6 4.9 9.5 4.9 4.7 9.6 3.9 4.1 4.8 4.5 9.2 5.2 5.9 2.7 5.0 6.4 10.8 4.7 4*8 6.1 4.8 5.8 5.8 7.1 6.5 7.1 5.4 5.9 4.9
19 TABLE III (continued) Vocabulary III continued Subject number -36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53
A
B
C
D
24 22 20
5 7 7 6 5 3 9 3 6 8 6 3 8 4 7 5 5 5
47 59 55
88 98 97 85 97 87 109 99 79 86 83 72 96 97 99 70 90 86
26
23 20 31 23 19 22 22 29 25 18 21 32 17 19
E 10.1 9.8 7.8 12.8 10.0 7.0 15.9 13.6 6.8 12.4 7.0 6.6 15.0 8.0 8.5 9.5 3.9 6.1
F 8.2 8.7 7.1 7.9 9.1 6.1 9.9 10.3 5.3 9.5 5.4 4*8 9.6 6.0 7.4 6.3 4*6 4.8
G 5.4 7.7 5.9 4.5 5.1 4.5 6.9 8.1 3.8 5.8 3.8 3.9 5.5 5.0 6.5 4.8 5.4 4.1
KEY OF INDIVIDUAL DATA FOR SUBJECTS TESTED A - Age B - Spelling Test. Scores indicate number of words correctly defined. C - Navy General Classification Test scores. B - Otis Quick Scoring I.Q. scores. E - Wide Range Achievement Test-Reading-seores in grade levels. F - Wide Range Achievement Test-SpeUing-scores in grade levels. G - Wide Range Achievement Test-Arithmetic-scores in grade levels.
20 TABLE IV DATA FOR VOCABULARY IV Vocabulary IV
Subject number 1 2 3 4 5 6 7 8 9 IQ. 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
27 28 29 30 31 32 33 34 35
A 18 25 21 24 24 18 21 23 28 21 19 25 20 29 25 22 18 18 19 19 20 25 22 20 20 19 23 22 21 21 39 34 18 25 24
Jelly, Like, Spinal, Temperature, Rations, Lenient, Exemplify, Wench, Prodigal.
B
C
D
4 6 10 6 6 7 5 6 6 5 7 7 5 7 6 8 6 5 5 0 0 5 7 5 7 6 7 0 8 8 9 1 8 9 5
32 39 68 48 56 61 46 53
71 7S 110 105 102 115 84 100 93 92 105 90 96 96 94 121 S3 80 98 92 73 84 99
46
39 56 48 46
56 56 57 44 39 47 44 33 37 50 a 47 42 41 36 50 50 59
84 84
95 90 68 102 97 105 89 114 69 100
E 7.6 5.6 13.2 8.7 7.4 12.8 13.8 10.6 7.8 9.2 15.5 12.8 9.5 9.5 7.8 10.7 7.1 9.2 11.2 10.4 4.4 6.1 9.2 7.8 8.5 9.5 8.5 2.3 8.3 7.0 15.9 7.0 14.4 5.6 8.7
F ' 6.9 5.0 7.4 7.4 7.5 9.6 7.9 9.0 7.1 6.0 9.9 9.0 7.1 6.2 6 .4
9.8 5.1 4.4 7.6 9.3 3.2 4.2 9.1 7.2 5.2 7.3 6.1 0.0 7.2 4.5 10.1 6.9 12.3 3.7 5.9
G 4.9 4.7 5.2 4.7 6.2 6.1 4.8 7.5 8.1 4.2 7.5 5.3 6.1 5.6 4.1 10.2 4.9 4.6 5.3 9.1 5.9 5.3 6 .4
6.7 5.0 5.5 5.2 3.6 6.7 5.5 9.0 5.9 6.9 2.9 4.7
21 TABLE I7(continued) Vocabulary IV Subject number 36 37 38 39 40 41 42 43 44 45
continued
A
B
21 18 21 21 22 21 31 22 19 27
0 9 9 10 9 3 9 6 6 8
C
D 84 99 79 101 95 92 108 99 91 103
E
F
6.1 12.6 5.8 10.1 9.3 5.7 13.2 10.1 13.4 14.4
4.4 6.9 4.6 8.1 5.6 5.4' 9.1 7.3 8.5 9.1
G 5.5 8.3 4.1 5.4 5.0 5.2 10.8 5,2 7.5 7.5
KEY OF INDIVIDUAL DATA FOR SUBJECTS TESTED A - Age B - Spelling Test, Scores indicate number of words correctly defined. C - Navy General Classification Test scores. D - Otis Quick Scoring I.Q. scores. E - Wide Range Achievement Test-Reading-scores in grade levels. F - Wide Range Achievement Test-Spelling-scores in grade levels. G - Wide Range Achievement Test-Arithmetic-scores in grade levels.
22 TABLE V VOCABULARY TEST CORRELATIONS IN RELATIONSHIP TO THE VARIOUS ESTABLISHED TESTS Vocabulary Tests
Established Tests I
II
III
IV
Otis Quick Scoring I.Q.
.52
.77
.87
.41
Navy General Classification Test
.56
.61
.60
.73
Wide Range Achievement Test Reading
.52
.67
.68
.51
Spelling
.54
.63
.64
.41
Arithmetic
.44
.09
.30
.20
23
TABLE VI AVERAGE NUMBER OF WORDS CORRECTLY DEFINED FOR EACH VOCABULARY TEST Vocabulary ;
I
4.47
Vocabulary
II
3.91
Vocabulary
III
5.77
Vocabulary
IV
6.02
\
24 TABLE VII AVERAGE SCORES OF THE ESTABLISHED TESTS FOR EACH OF THE VOCABULARY TESTS Established Tests
Vocabulary Tests I
II
Otis Quick Scoring I.Q
92.2
Navy General Classification Test
III
IV
90.2
92.1
93.5
45.5
47.6
4 2 .2
47.3
9.1
9.0
9.0
9.4
Spelling
7.4
5.8
6.8
6.9
Arithmetic
6.1
5.4
5.7
6.2
Wide Range Achievement Test Reading
25
TABLE VIII COMPARING OTIS QUICK SCORING I.Q, WITH VOCABULARY TESTS
Vocabulary Test
I.Q. Average
Score Average
I
92.2
4.5
II
90.2
3.9
III
90.1
5.8
IV
93.5
6.0
26 CORRELATION
The correlations for the study were done with the aid of the G.L. Correlation Charts.
With these charts the
following formula for the correlation was used:
£*V
—
\l n /
_ _ _ _ _ \
N
b v
k*
i N
N -
1
H
The coefficient of correlation is a statistical measure of resemblance between two related quantitative measures. The two measures may be an individuals scores on two different tests as in this study.
The correlation in
this paper represents the resemblance between the four ten word vocabulary tests and the Otis Quick Scoring, Wide Range Achievement Test and the Navy General Classification Test which are all considered verbal type tests.
Perfect corre
lation, the ultimate degree of resemblance, is indicated by a coefficient of 1.00.
No relationship is indicated by.00,
although the interpretation of coefficients vary somewhat with the use to which they are put.
The following scale
was useful in making this study* .9 0 -
.75 .50 .20 .00
-
.99 "very high11 .89 "high” .74 ’•marked11 .49 11present, but low11 .19 "negligibleor indifferent”
It was found in this study that the majority of coefficients of correlations were classified as marked, which means that there appears to be a marked relationship between the vocabulary test, the basis of this study, and the established tests. Table V shows the correlation between the established tests and the vocabulary tests under study. As shown on Table V, Vocabulary III appears to be the best indication of the individuals verbal intelligence. The scattergrams for the various correlations are shown in figures 1 - 20.
28
V X
fo fO
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0
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4
0
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FIGURE I SCATTERGRAM OF CORRELATION OF VOCABULARY I AND OTIS QUICK SCORING I.Q.
o ■4
4
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