This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Ayres, R. R. Articles by Cooley, E. J. Search for Related Content Social Bookmarking                         What's this?

Sequential versus Simultaneous Processing on the K-ABC: Validity in Predicting Learning Success

Western Oregon State College

Eric J. Cooley

Western Oregon State College

The validity of the Mental Processing Scales of the Kaufman Assessment Battery for Children (K-ABC) was examined by using two learning tasks as criteria. The learning tasks, which approximated reading instruction using unfamiliar symbols, were constructed and presented in a sequential or a simultaneous manner to 208 first-grade children. Correlations between the learning tasks established that they were distinctly different. Subjects who showed the largest differences between performance on the sequential and simultaneous learning tasks (N = 51) were then administered the Mental Processing Scales of the K-ABC. Correlational and analysis of variance (ANOVA) results indicated that the K-ABC Simultaneous Processing Scale was most strongly related to the sequential learning task. Several possible explanations for these paradoxical results are explored. There is an apparent discrepancy between the sequential and simultaneous measures of the K-ABC and the Kaufmans' proposed remedial instruction strategies. A central determinant of these results may be that although the sequential learning task required rather complex cognitive involvement, the sequential scales of the K-ABC focus only on simple operations of short-term encoding and recall.

Journal of Psychoeducational Assessment, Vol. 4, No. 3, 211-220 (1986)
DOI: 10.1177/073428298600400304


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				J. P. Braden and S. R. Shaw Intervention Validity of Cognitive Assessment: Knowns, Unknowables, and Unknowns Assessment for Effective Intervention, March 1, 2009; 34(2): 106 - 115. [Abstract] [PDF]

				S. K. Bain Sequential and Simultaneous Processing in Children with Learning Disabilities: An Attempted Replication Journal of Special Education, January 1, 1993; 27(2): 235 - 246. [Abstract] [PDF]

				D. J. Reschly Found: Our Intelligences: What Do they Mean? Journal of Psychoeducational Assessment, September 1, 1990; 8(3): 259 - 267. [Abstract] [PDF]

				B. A. Rothlisberg Processing Styles, Reading Performance and the Kaufman Assessment Battery for Children Journal of Psychoeducational Assessment, December 1, 1989; 7(4): 304 - 311. [Abstract] [PDF]