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AID 3

Adaptive Intelligence Diagnosticum

1. Auflage

von Klaus D. Kubinger

Paper and Pencil

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Einsatzbereich

School- and educational psychology; developmental psychology; clinical psychology; vocational and educational consulting; even for testees with a mother-tongue other than English – for clients of 6;0 to 15;11 years, or older in some circumstances (individual administration).

Inhalt

Test-battery for children and adolescents measuring complex as well as basic cognition (“intelligence“). It aims for a profile interpretation with respect to many abilities (pragmatic approach of testing intelligence); partially with thematic reference to Wechsler. It applies so-called “adaptive” item selection according to the testee’s level of proficiency for ten subtests and one addon-test, which serves for high economy, i.e. high accuracy of measurement with relatively few items. There are tests with “verbal-acoustic“ tasks: Everyday Knowledge, Applied Computation, Immediately Reproducing-numerical, Producing Synonyms, Verbal Abstraction, Social Understanding and Material Reflection, Storing by Repetition-lexical, Producing Antonyms. There are tests with “manual-visual“ tasks: Competence in Realism, Social and Material Sequencing, Coding and Associating, Anticipating and Combining-figural, Analysing and Synthesising-abstract, Formal Sequencing, Immediately Reproducing-figural/abstract, Learning and Long-range Memorisingfigural/spatial, Recognition of Structures-visuo-motoric. All twelve sub- and five add-on-tests of the AID refer to deliberately defined abilities. The items of most of the subtests capture a wide range of performances and due to adaptive testing, administration is very economic. Furthermore, some subtests can be administered in many forms, adapted to suit the problem. By default, for ten subtests (and one add-on-test), item groups are administered step by step in a way that suits the testee’s performance in preceding item groups. Additionally, conventional testing is also possible, either specific or unspecific to the testee. Five subtests (and one add-on-test) may even be administered (adaptively) as short forms, and there are proper parallel forms for eight subtests in case a second test administration takes place after a short period of time. Due to adaptive testing, resulting adequate achievement motivation of the testee can be expected. The “(lower margin of) intelligence quantity“ – that is the cognitive minimal ability – acts as the best global index of cognitive abilities, complementedby the range of “intelligence“ – that is the diversity of the ability spectrum. However, most preferable is a profileinterpretation which interprets the T-scores of all subtests in relation to one another. The Diagram for screeningpartial performance weaknesses refers to specific developmental disorders or learning disabilities and the Supplemental sheet for categorising the testee’s “attitude to work” acts as a qualitative assessment of the testee’s working and contact behaviour. The availability of instructions for non-verbal administration for six sub- and three add-ontests enriches the field of possible application of the AID.

Zuverlässigkeit

  • internal consistency is given for ten sub- and four add-ontests due to validness of the Rasch model (and a generalisation of this model) – (minimal and maximal) standard errors of estimation are listed
  • split-half coefficients of reliability for nine subtests (of the original German edition), predominantly between r = .91and r = .95
  • stability coefficients after four weeks and after a period of at least a year, predominantly between .83 and .95 and between rtt = .60 and rtt = .80, respectively (German edition)

Testgültigkeit

  • content validity given due to ratings of experts
  • construct validity established with reference to an (intelligence-) “model” for the identification of specific developmental disorders or learning disabilities (three hierarchical depending (domain-) factors: perception, retrieval andutilisation; German edition)
  • discriminant construct validity is given with respect to numerous achievement tests and several personality questionnaires

Normen

Standardisation is based on a sample of 1098 children and adolescents (sampled 2010-2013), adjusted according to the afore established progress of test performance depending on age.

Bearbeitungsdauer

Depending on the accuracy of measurement about 40 to 75 minutes; for each add-on-test an additional two to ten minutes.

Ref-ID: 51634