Assessment of basic relational concepts

The Psychoeducational Assessment of Preschool Children: Third Edition

Volumn , Issue , 2004, Pages 186-203

  Boehm, Ann E ^a  

^a Och Spine at New York Presbyterian Hospitals   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 71949107517     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410611451     Document Type: Chapter

References (105)

1. Amidon, A., & Carey, P. (1972). Why fve year-olds cannot understand Before and after. Journal of Verbal Learning, Verbal Behavior, 11, 417-423
2. Anderson, S.B., Bogatz, G.A., & Draper, T. (1974, 1979). Circus. Princeton, NJ: Educational Testing Service.
3. Anderson, S.B., Bogatz, G.A., & Draper, T. (1976). Circus: Levels A and B (Teacher's ed. of the manual and technical report). Menlo Park, CA: Addison-Wesley.
4. Ault, R.L., Cromer, C.C., & Mitchell, C. (1977). The Boehm Test of Basic Concepts: A three-dimensional version. Journal of Educational Research, 70 (4), 186-188
5. Beilin, H. (1975). Studies in the cognitive basis of language development. New York: Academic Press.
6. Blake, J., & Beilin, H. (1975). The development of "same" and "different" judgments. Journal of Experimental Child Psychology, 19, 177-194
7. Blewitt, P. (1982). Word meaning acquisition in young children: A review of theory and research. In H.W. Reese & L.P. Lipsitt (Eds.), Advances in child development and behavior (Vol. 17, pp. 139-195. New York: Academic Press.
8. Bloom, L. (1991). Language development from two to three. New York: Cambridge University Press.
9. Bloom, L., & Lahey, M. (1978). Language development and language disorders. New York: Wiley.
10. Bluma, S., Shearer, A., Frohmann, A., & Hillard, J. (1976). Portage guide to early education (Rev. ed.). Portage, WI: Portage Project.
11. Boehm, A.E. (1966). The development of comparative concepts in primary school children. Unpublished doctoral dissertation, Columbia University.
12. Boehm, A.E. (1969, 1971). Boehm Test of Basic Concepts. New York: Psychological Corporation.
13. Boehm, A.E. (1970, 1973). Prueba Boehm de Con-cepto Basicos. New York: Psychological Corporation.
14. Boehm, A.E. (1976). Boehm resource guide for basic concept teaching. New York: The Psychological Corporation.
15. Boehm, A.E. (1986a). Boehm Test of Basic Concepts-Revised. San Antonio, TX: Psychological Corporation.
16. Boehm, A.E. (1986b). Boehm Test of Basic Concepts- Preschool Version. San Antonio, TX: Psychological Corporation.
17. Boehm, A.E. (1987). Prueba Boehm de Conceptos Basicos (Rev. ed.). New York: Psychological Corporation.
18. Boehm, A.E. (1990). Assessing children's knowledge of basic concepts. In C.R. Reynolds & P.W. Kampaus (Eds.), Handbook of psychological and educational assessment of children: Intelligence and achievement (pp. 654-670. Austin, TX: Psychological Corporation.
19. Boehm, A.E., Classon, B., & Kelly, M. (1986). Preschool teachers' spoken use of basic concepts. Unpublished manuscript, Teachers College, Columbia University, New York.
20. Boehm, A.E., Kaplan, C., & Preddy, D. (1980). How important are basic concepts to instruction: Validation of the Boehm Test of Basic Concepts. Unpublished paper, Teachers College, Columbia University, New York.
21. Boehm, A.E., & Slater, B.R. (1981). The Cognitive Skills Assessmentttery (2nd ed.). New York: Teachers College, Columbia University.
22. Bracken, B.A. (1984). Bracken Basic Concept Scalean Antonio, TX: Psychological Corporation.
23. Bracken, B.A. (1986a), Incidence of basic concepts in the directions of fve commonly used American tests of intelligence. School Psychology International 7, 1-10
24. Bracken, B.A. (1986b). The Bracken Concept Developmentogram. San Antonio, TX: Psychological Corporation.
25. Bracken, B.A. (1998). Bracken Basic Concept Scaleevised San Antonio, TX: Psychological Corporation.
26. Bracken, B.A., Barona, A., Bauermeister, J.J., How-ell, K.K., Poggioli, L., & Puente, A, (1990). Multinational validation of the Spanish Bracken Basic Conceptale for cross-cultural assessments. Journal of School Psychology.
27. Bracken, B.A., & Cato, L.A. (1986). Rate of conceptual development among deaf preschool and primary children as compared to a matched group of non-hearing-impaired children. Psychology in the Schools, 23, 95-99
28. Bracken, B.A., & Fouad, N. (1987). Spanish translation and validation of the Bracken Basic Concept Scalechool Psychology Review, 16, 94-102
29. Brigance, A.H. (1991, 1978). Revised Brigance Diagnostic Inventory Early Development, North Billerica, MA; Curriculum Associates.
30. Brown, D. (1976). Validation of the Boehm Test of Basic Concepts. (Doctoral Dissertation, University of Wisconsin). Dissertation Abstracts International, 36, 4338A.
31. Carni, E., & French, L.A. (1984). The acquisition of before and after reconsidered: What develops? Journal of Experimental Child Psychology, 37, 394-403
32. Caton, H. (1976). The Tactile Test of Basic Concepts. Louisville, KY: American Printing House for the Blind.
33. Caton, H. (1977). The development and evaluation of a tactile analogue to the Boehm Test of Basic Concepts, Form A. Journal of Visual Impairment and Blindness, 71, 382-386
34. Cazden, D. (1971). Evaluation of learning in preschool education: Early language development. In B. Bloom, J. Hastings, & G. Madaus (Eds.), Handbook on formative and summative evaluation of student learning (pp. 345-398. New York: McGraw-Hill.
35. Central Arkansas Education Center1972). The detection and remediation of defciencies in verbal understanding of frst grade students. Little Rock, AR: Central Arkansas Education CenterERIC Document Reproduction Service NoD 080967, EC 000705).
36. Chin, j. (1976). The development of basic relational concepts in educable mentally retarded children(Doctoral dissertation, Teachers College, Columbia University, 1976). Dissertation Abstracts International, 36, 4338.
37. Clark, D.C. (1971). Teaching of concepts in the classroom: A set of teaching prescriptions derived from experimental research. Journal of Educational Psychology Monograph, 63 (3), 253-278
38. Clark, E. (1970). How young children describe events in time. In G. Flores D' Arcais & W.J. Levelt (Eds.), Advances in Psycholinguistics. New York: American Elsevier.
39. Clark, E. (1971). On the acquisition of the meaning of before and after. Journal of Verbal Learning, Verbal Behavior, 70 266-275
40. Clark, E. (1973). Non-linguistic strategies and the acquisition of word meanings. Cognition, 2, 161-182
41. Clark, E. (1978). In, on, and under revisited again. Papers and Reports in Child Language Development from Stanford University, Palo Alto, 15, 38-45
42. Clark, E. (1980). Here's the top: Nonlinguistic strategies in the acquisition of orientation terms. Child Development, 51, 329-338
43. Clark, E. (1983). Meanings and concepts, In P.H. Mussen (Ed.), Handbook of Child Psychology. P.H. Flavell & E.M. Markman (Eds.), Vol. 3; Cognitive development (pp. 787-840. New York:Wiley.
44. Coker, P.I. (1978). Syntactic and semantic factors in the acquisition of before and after. Journal of Child Language, 5 261-277
45. Cummings, J.A., & Nelson, R.B. (1980). Basic concepts in oral directions of group achievement tests. Journal of Educational Research, 73, 259-261
46. Davis, J. (1974). Performance of young learning-impaired children on a test of basic concepts. Journal of Speech and Hearing Research, 17, 342-351
47. deVilliers, J.G., & deVilliers, P.A. (1978). Language acquisition, Cambridge, MA: Harvard University Press.
48. deVilliers, J.G., & deVilliers, P.A. (1979). Early language. Cambridge, MA: Harvard University Press.
49. Dickie, D.C. (1980). Performance of severely and profoundly hearing impaired children on aural/ oral and total communication presentations of the Boehm Test of Basic Concepts (Doctoral dissertation, Michigan State University). Dissertation Abstracts International, 49, 6227-6228A.
50. Di Napoli, N., Kagedan-Kage, S.M., & Boehm, A.E. (1980), Basic concept acquisition in learning-disabled children. (ERIC Document Reproduction Service NoD 240718).
51. Doll, E. (1966a). Preschool Attainment Record. Circle Pines, MN: American Guidance Service.
52. Donaldson, M., & Balfour, G. (1968). Less is more: A study of language comprehension in children. British Journal of Psychology, 59, 461-472
53. Donaldson, M., & Wales, R. (1970). On the acquisition of some relational terms. In J. Hayes (Ed.), Cognition and the development of language (pp. 235-268). New York:Wiley.
54. Fein, G., & Eshleman, S. (1976). Individuals and dimensions in children's judgment of "same" and "different." Developmental Psychology, 10, 793-796
55. Flavell, J. (1970). Concept development. In P.H. Mussen (Ed.), Carmichael's manual of child psychology. New York: Wiley.
56. French, L.A. (1985). Acquiring and using words to express logical relationships. In S.A. Kuczaj & M.D. Barrett (Eds.), The development of words meaning (pp. 307-338. New York: Springer-Verlag.
57. French, L., & Brown, A. (1977). Comprehension of before and after in logical and arbitrary sequences. Journal of Child Language, 4 (2), 247-256
58. French, L.A., & Nelson, K. (1985). Young children's knowledge relational terms: Some ifs, ors, or buts. New York: Springer-Verlag.
59. Friedman, W., & Seely, P. (1976). The child's acquisition of spatial and temporal word meanings. Child Development, 47, 1103-1108.
60. Gathercole, V.C. (1985). More and more and more about more. Journal of Experimental Child Psychology, 40, 73-104
61. Glucksberg, S. (1975). Word versus sentence interpretation: Do adults overextend the meaning of "different"? Paper presented at the meeting of the Society for Research and Development, Denver.
62. Hainsworth, P., & Siqueland, E. (1969). Meeting Street School Screeningst. East Providence, RI: Crippled Children and Adults of Rhode Island.
63. Hammill, D.D. (1985). Detroit Tests of Learning Aptitude (DTLA-2). Austin, TX: Pro-Ed.
64. Harris, L., & Strommen, E. (1971). The role of front-back features in children's "frontback, and beside" placement of objects. Merrill-Palmer Quarterly, 18, 259-271
65. Johnson, H. (1975). The meaning of before and after for preschool children. Journal of Experimental Child Psychology, 19, 88-99
66. Josephs, J. (1975). Children's comprehension of same and different in varying contexts. Unpublished doctoral dissertation, Columbia University.
67. Kamii, C. (1971). Evaluation of learning in preschool education: Socio-emotional, perceptual-motor, and cognitive development. In B. Bloom, J. Hastings, & G. Madaus (Eds.), Handbook on formative and summative evaluation of student learning (pp. 281-344). New York: McGraw-Hill.
68. Kaplan, C. (1978). A developmental analysis of children's direction following behavior in grades K-5. Unpublished doctoral dissertation, Columbia University.
69. Kaufman, A. (1978). The importance of basic concepts in individual assessment of preschool children. Journal of School Psychology, 16, 207-211
70. Kaufman, A.S., & Kaufman, N.L. (1983). Kaufman Assessment Battery for Children. Circle Pines, MN: American Guidance Service.
71. Kavale, K.A. (1982). A comparison of learning disabled and normal children on the Boehm Test of Basic Concepts. Journal of Learning Disabilities, 15, 160-161
72. Kavanaugh, R. (1976). Developmental changes in preschool children's comprehension of comparative sentences. Merrill-Palmer Quarterly, 22, 309-318
73. Kennedy, G. (1970). The Language of Tests for Young Children (CSE Working Paper 7). Los Angeles: Center for the Study of Evaluation, UCLA Graduate School of Education.
74. Klausmeier, H.J. (1976). Instructional design and the teaching of concepts. In J.R. Levin & V.I. Allen (Eds.), Cognitive learning in children. New York: Academic Press.
75. Klausmeier, H.J. (1992). Concept learning and concept teaching. Educational Psychologist, 27, 267-286
76. Kuczaj, S., & Maratos, M. (1975). On the acquisition of front, back, and side. Child Development, 4, 202-210
77. Lahey, M. (1988), Language disorders and language development. New York: Macmillan.
78. Lesiak, W.J., & Lesiak, J.L. (1994), Kindergarten tasks for kindergarten readiness-II. Brandon, VT: Clinical Psychology Publishing.
79. Levin, J., Henderson, B., Levin, A.M., et al. (1975). Measuring knowledge of basic concepts in disad-vantaged preschoolers. Psychology in the Schools, 12, 132-139
80. Levine, S., & Carey, S. (1982). Up front: the acquisition of a concept and a word. Journal of Child Language, 9, 645-657
81. Lidz, C.S. (1983). Issues in assessing preschool children, In K.D. Paget & B.A. Bracken (Eds.), The psychoeducational assessment of preschool children. New York: Grune & Stratton.
82. MacGinitie, W.H. (1989). Gates-MacGinitie Reading Tests. Boston: Houghton Miffin.
83. Madden, R., Gardner, E.F., & Collins, C.S. (1983). Stanford Early School Achievementst (2nd ed.). Cleveland, OH: Psychological Corporation.
84. Meisner, J. (1973). Use of relational concepts by inner city children. Journal of Educational Psychology, 46, 22-29
85. Mickelson, N.I., & Galloway, C.G. (1973), Verbal concepts of Indian and non-Indian school beginners. Journal of Educational Research, 67, 55-56.
86. Moers, F., & Harris, J. (1978). Instruction in basic concepts and frst grade achievement. Psychology in the Schools, 15, 84-86
87. Moss, M. (1979), Test of Basic Experiences 2: Norms and technical data book. Monterey, CA: CTB/ McGraw-Hill.
88. Nason, F.O. (1986). Systematic instruction of basic relational concepts: Effects on the acquisition of concept knowledge and of language and mathematics achievement of Puerto Rican frst graders from low income families. Unpublished doctoral dissertation, Teachers College, Columbia University.
89. Nelson, R.B., & Cummings, J.A. (1981). Basic concept attainment of educably mentally handicapped children: Implications for teaching concepts. Education and Training of the Mentally Retarded, 16, 303 - 306.
90. Nurss, J.R., & McGauvran, M. (1986). Metropolitan Readiness Tests (5th ed.). San Antonio, TX: Psychological Corporation.
91. Palermo, D.S. (1973). More about less: A study of language comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 211-221
92. Palermo, D.S. (1974). Still more about the comprehension of "less." Developmental Psychology, 10, 827-829
93. Patterson, M.C. (1981). Performance of Hutter children in English and Hutterish versions of the Boe-hm Test of Basic Concepts. Dissertation Abstracts International, 41, 2987.
94. Piaget, J. (1967). Six psychological studies. New York: Random House.
95. Preddy, D., Boehm, A.E., & Shepherd. M.J. (1984).PBCB:A norming of the Spanish translation of the Boehm Test of Basic Concepts. Journal of School Psychology, 22, 407-413
96. Richards, M.M. (1982). Empiricism and learning to mean. In S. Kuczaj (Ed.), Language development, Vol. 1: Syntax and semantics. Hillside, NJ: Erl-baum.
97. Richards, M.M., & Haupe, L.S. (1981), Contrasting patterns in the acquisition of spatial/temporal terms. Journal of Experimental Child Psychology, 32, 485-512
98. Spector, C.C. (1977). Concepts comprehension of normal kindergarten children with deviant syntactic development. Unpublished doctoral dissertation, New York University.
99. Spector, C.C. (1979). The Boehm Test of Basic Concepts: Exploring the test results for cognitive defcits. Journal of Learning Disabilities, 12, 564-567
100. Tennyson, R.D., & Cocchiarella, M.J. (1986). An empirically based instructional design theory for teaching concepts. Review of Educational Research, 86, 40-71
101. Tennyson, R.D., & Park, D. (1980). The teaching of concepts: A review of instructional design research literature. Review of Educational Research, 50, 55-70
102. Thai, B. (1973). Concept learning-mastery in Harcum Junior College Laboratoryrsery School/Kindergarten, Psychology, 10 (2), 35-36
103. Trehub, S., & Abramovitch, R. (1978). Less is not more: Further observations on nonlinguistic strategies. Journal of Experimental Child Psychology, 25, 160-167
104. Weiner, S. (1974). On the development of more and less. Journal of Experimental Child Psychology, 17, 271-287
105. Wiig, E., & Semel, E. (1976). Learning disabilities in children and adolescents. Columbus, OH: Merrill.