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The relation between the Bhatia patterns test, Porteus maze test, grade scores and a group measure of achievement.

University of British Columbia

The purpose of this study was to explore some of the possibilities of a promising new culture-free, individual performance test of intelligence. This test, the Bhatia Patterns Test, was originally designed for a test battery that was used on Indian school children. The problem of this study was to determine if the Patterns Test had any value in a North American setting. One hundred and sixty-five pupils were tested with the Bhatia Patterns Test and the Porteus Maze Test. In addition, the I.Q. scores of the California Short Form Test of Mental Maturity, the scores of the Stanford Achievement Intermediate Battery (Form K) and the grade scores of the pupils were collected. More specifically, this study wished to ascertain whether there were any differences between sexes with the Patterns Test, whether the Patterns Test and the Maze Test correlated significantly, whether the Patterns Test was related to a standardized group achievement measure, and whether the Patterns Test was related to the pupils’ grade scores. One hundred and sixty-five school pupils were chosen at random from grades four, five and six from five Vancouver elementary schools. The subjects were given the Patterns Test and the Maze Test in a counterbalanced design to determine whether either of the tests had an effect upon each other. The counterbalanced design was analyzed by a two by two latin square. In addition, all the scores were correlated with each other to determine what relationships existed between the various measures. It was concluded that there were no sex differences among the scores of the subjects. The Bhatia Patterns Test and the Porteus Maze Test did not correlate significantly. The Patterns Test correlated higher with a standardized achievement test than did a group measure of intelligence. The Patterns Test did not correlate significantly with the pupils’ grade scores.

Text

2012-01-04

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http://hdl.handle.net/2429/39872

Psychology

University of British Columbia

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