Reliability of Goodenough test (1926) and CMMS (1993) in cognitive assessment of children with learning difficulties

Authors

  • Susi Lippi Marques Federal University of São Carlos image/svg+xml
  • Sonia Regina Pasian Universidade de São Paulo RP
  • Maria Aparecida Paiva Franco Federal University of São Carlos image/svg+xml
  • Ivana Regina Panosso Federal University of São Carlos image/svg+xml
  • Araguacy Brazil Viana Federal University of São Carlos image/svg+xml
  • Daniela Andrea de Oliveira Federal University of São Carlos image/svg+xml

DOI:

https://doi.org/10.1590/S0103-863X2002000200008

Keywords:

Goodenough Test, Columbia Maturity Mental Scale (CMMS), Reliability

Abstract

The reliability of intellectual test results has been investigated by test-retest assessment at short intervals, which leads to doubts about its effective stability, mainly because of the intensity and quickness of socio-cultural and environmental changes in the last decades. This study has aimed at investigating the temporal stability, after a long interval between test-retest, through Goodenough Test (1926/1964) and the Columbia Maturity Mental Scale (CMMS, 1972/1993). We have assessed 60 students (both sexes) at a primary state school, from seven to nine years old, presented learning difficulties. The tests were applied, individually, in two occasions, with an interval of six months between test-retest. It was found a correlation index of 0.631 between the whole scores obtained in two Goodenough Tests (1926/1964) applied. Concerning the CMMS (1972/1993) it was found a correlation index of 0.608 between the age standard results. The indexes obtained have suggested reasonable stability of data, offering technical reliability of children's cognitive assessment.

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Published

2002-01-01

Issue

Vol. 12 No. 23 (2002)

Section

nd

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How to Cite

Marques, S. L., Pasian, S. R., Franco, M. A. P., Panosso, I. R., Viana, A. B., & Oliveira, D. A. de. (2002). Reliability of Goodenough test (1926) and CMMS (1993) in cognitive assessment of children with learning difficulties. Paidéia (Ribeirão Preto), 12(23), 105-112. https://doi.org/10.1590/S0103-863X2002000200008