A FACTORAL COMPARISON OF THE IOWA-BRACE MOTOR EDUCABILITY TEST AND A TEST OF GENERAL MENTAL ABILITY by ELIZABETH JANE CUSHING B.Sc,
D a l h o u s i e U n i v e r s i t y , 1966
A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF Master o f P h y s i c a l
Education
i n the School of P h y s i c a l E d u c a t i o n and R e c r e a t i o n
We accept t h i s t h e s i s as conforming
t o the r e q u i r e d
standard
THE UNIVERSITY OF BRITISH COLUMBIA J u l y , 1968
In p r e s e n t i n g t h i s
thesis
an advanced degree at the L i b r a r y s h a l l I
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in p a r t i a l ' f u 1 f i l m e n t , o f the requirements
the U n i v e r s i t y of
make i t
British
freely available
that permission
for
Columbia,
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this
of
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written
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ABSTRACT The
C a l i f o r n i a Test of Mental M a t u r i t y
L e v e l 2 and
- Long Form
the Iowa-Brace T e s t of Motor E d u c a b i l i t y were
administered
t o 112
randomly s e l e c t e d
girls
from grade f i v e c l a s s e s
c i t y schools of Vancouver,
i n seven
British
Columbia. The higher
scores obtained
than those
on b o t h t e s t s were s l i g h t l y
expected i n the normal p o p u l a t i o n .
A small p o s i t i v e r e l a t i o n s h i p between t o t a l Iowa-Brace scores and
(0.30) was
t o t a l IQ.
found
The
correla-
t i o n o f the Non-Language S e c t i o n IQ of the C a l i f o r n i a T e s t o f Mental M a t u r i t y with Iowa-Brace t o t a l score was cantly
(0.02) h i g h e r
s e c t i o n IQ was
than t h a t o b t a i n e d
correlated
f i v e f a c t o r s accounting
variance.
Only one
when the Language
with t o t a l Iowa-Brace.
P r i n c i p a l component a n a l y s i s isolated
signifi-
o f these
of the Iowa-Brace T e s t
f o r 6.7 per
factors
cent of the
showed any
test
relationship
t o the f i v e f a c t o r s of the C a l i f o r n i a T e s t o f Mental Maturity.
F a c t o r V showed low p o s i t i v e c o r r e l a t i o n s
the L o g i c a l Reasoning and
Spatial Relations
with
factors.
No p r a c t i c a l l y u s e f u l r e l a t i o n s h i p seems t o e x i s t between the Iowa-Brace Motor E d u c a b i l i t y T e s t and the f o r n i a T e s t o f Mental M a t u r i t y .
Cali-
TABLE OF CONTENTS CHAPTER I.
PAGE
THE PROBLEM AND DEFINITION
OF TERMS USED . . .
1
The Problem .
1
Statement o f t h e problem Significance
o f t h e problem .
1 .
.
.
.
.
1
Delimitations
4
Limitations
4
D e f i n i t i o n s o f Terms Used
II.
5
Motor E d u c a b i l i t y
5
Factor
5
References
6
REVIEW OF THE LITERATURE
7
Motor e d u c a b i l i t y
7
Intelligence testing
III.
.
10
Motor l e a r n i n g r e s e a r c h
10
References
13
METHODS
15
Sample
15
T e s t i n g prodecures
15
The t e s t s
16 •
Method o f a n a l y s i s
17
References
.
.
.
.
18
iv CHAPTER IV.
PAGE
RESULTS AND DISCUSSION Presentation
19
o f Data . '
19
Sample d i s t r i b u t i o n s
.
Correlation
22
P r i n c i p a l component a n a l y s i s
24
Discussion
.
28
References V.
19
:
30
SUJMMARY, CONCLUSION AND RECOMMENDATIONS
.
.
.
Summary
31 '31
Conclusion
31
Recommendation
33
References
34
BIBLIOGRAPHY APPENDICES
.
.
.
.
.
.
.
.
35 41
Appendix A .
42
Appendix B
46
Appendix C
47
LIST OF TABLES TABLE 'I.
PAGE R e l a t i o n s h i p s Between Iowa-Brace Test o f Motor E d u c a b i l i t y and Achievement i n Learning
i n Three Sports
I I . . Pearson Product-Moment
3
Correlation
C o e f f i c i e n t s f o r Iowa-Brace Scores and C a l i f o r n i a T e s t o f Mental M a t u r i t y
I.Q.
Scores III.
Rotated F a c t o r M a t r i x
23 f o r Iowa-Brace Motor
E d u c a b i l i t y Test IV.
26
C o r r e l a t i o n Between F a c t o r s o f Iowa-Brace Test and F a c t o r s o f C a l i f o r n i a T e s t o f Mental M a t u r i t y - Long Form
27
LIST OF FIGURES FIGURE 1.
PAGE Percentage o f V a r i a n c e Represented by Each Factor the
2.
at D i f f e r e n t Stages o f P r a c t i c e on
Complex C o - o r d i n a t i o n
Test
12
• D i s t r i b u t i o n o f T o t a l I.Q. f o r 112 Grade Five G i r l s
3.
20
D i s t r i b u t i o n o f T o t a l Scores on Iowa-Brace f o r 112 Grade F i v e G i r l s
4.
Scatter
Test 21
P l o t o f T o t a l Iowa-Brace, and T o t a l
C a l i f o r n i a Test Form I.Q
o f Mental M a t u r i t y
- Long 25
ACKNOWLEDGEMENTS The
w r i t e r would l i k e t o express her a p p r e c i a t i o n
t o Dr. S.R. Brown f o r h i s i n v a l u a b l e a s s i s t a n c e i n the p r e p a r a t i o n o f t h i s manuscript. Without the c o - o p e r a t i o n Vancouver School
o f Dr. Norman E l l i s o f the
Board and t h e p r i n c i p a l s and t e a c h e r s o f
the schools p a r t i c i p a t i n g ,
t h i s study c o u l d not have been r
undertaken. The
a s s i s t a n c e g i v e n by Miss Helen Klassen,
Miss
A n t o i n e t t Van B e r k e l and o t h e r s d u r i n g t e s t i n g s e s s i o n s i s greatly
appreciated.
CHAPTER I THE
PROBLEM AND DEFINITIONS OF TERMS USED
S t u d i e s showing s p e c i f i c i t y retention
i n t h e l e a r n i n g and
o f motor s k i l l s have c a s t doubt on t h e e x i s t e n c e 1
of a g e n e r a l motor e d u c a b i l i t y c o n s t r u c t . physical
educators s t i l l
f e e l that
Yet, many
such a. c a p a c i t y
t o a g r e a t e r or l e s s e r degree i n a l l o f t h e i r
students.
There i s some evidence i n t h e l i t e r a t u r e t o suggest the
exists
that
Iowa-Brace T e s t o f Motor E d u c a b i l i t y can be used t o
predict
achievement i n the e a r l y stages o f l e a r n i n g a 2
motor s k i l l .
Factor a n a l y t i c studies
o f the e a r l y
stages
of the motor l e a r n i n g p r o c e s s show a c o n s i d e r a b l e amount o f v a r i a n c e accounted f o r by "non-motor" f a c t o r s such as those 3 measured by t e s t s o f g e n e r a l mental a b i l i t y . I. THE PROBLEM Statement o f t h e problem.
The purpose o f t h i s
study i s t o compare t h e f a c t o r a l s t r u c t u r e s Brace T e s t o f Motor E d u c a b i l i t y Mental M a t u r i t y —
Long Form
Significance
and t h e C a l i f o r n i a T e s t o f
(a g e n e r a l mental a b i l i t y t e s t ) .
o f t h e problem.
The Iowa-Brace T e s t o f
Motor E d u c a b i l i t y has a low r e l i a b i l i t y using equivalent correlations
o f the Iowa-
(0.6111 ± 0.0320
h a l v e s ) and o n l y moderately h i g h p o s i t i v e
are found between t h i s t e s t and t h e l e v e l o f
2. skill
achieved i n new motor tasks.4
(See Table I) For
these reasons i t s u s e f u l n e s s as a p r e d i c t o r l e a r n a motor s k i l l
i s questionable.
of a b i l i t y to
The Iowa-Brace T e s t
of Motor E d u c a b i l i t y and o t h e r s t u n t - t y p e motor t e s t s are r a r e l y used i n p h y s i c a l r e s e a r c h today. use
Investigators
educability
education classes or
i n other f i e l d s sometimes
these t e s t s without r e a l i z i n g t h a t modern motor
learning
r e s e a r c h has l e d t o doubt i n t h e i r v a l i d i t y . Research designs which r e q u i r e t h a t the e f f e c t s o f s e v e r a l
equivalent
d i f f e r e n t treatments can be
e v a l u a t e d are common i n p h y s i c a l
education research.
measure o f a b i l i t y t o l e a r n motor s k i l l s so r e s e a r c h e r s s u b s t i t u t e achievement. justified
groups so
No r e l i a b l e
i s a v a i l a b l e and
i n t e l l i g e n c e t e s t s or school
The use o f i n t e l l i g e n c e t e s t s can only be
i f those used have s u b t e s t s l o a d i n g
some o f the f a c t o r s i d e n t i f i e d as p l a y i n g l e a r n i n g o f a new motor s k i l l ;
h e a v i l y on
r o l e s i n the
such as s p a t i a l r e l a t i o n s ,
p e r c e p t u a l speed, v i s u a l i z a t i o n and mechanical
analysis.5
The use of i n t e l l i g e n c e t e s t s t o group c h i l d r e n
into
physical
convenient
education c l a s s e s
i s administratively
s i n c e most schools are a l r e a d y u s i n g an i n t e l l i g e n c e t e s t i n g program f o r grouping i n academic s u b j e c t testing for physical
areas and separate
e d u c a t i o n consumes v a l u a b l e t e a c h i n g
time. When motor e d u c a b i l i t y t e s t s were f i r s t studies
introduced
were conducted which showed no r e l a t i o n s h i p between
TABLE I . RELATIONSHIPS BETWEEN IOWA-BRACE TEST OF MOTOR EDUCABILITY AND ACHIEVEMENT AND. LEARNING IN THREE SPORTS*
Basketball 1. I n i t i a l Achievement 2. F i n a l Achievement D i f f e r e n c e (2-1)
• .3117
+
Volleyball +
Baseball
.1113
.3004
.0647
.3392
.0872
.2949 + .0647
.2834
.1219 + .1214
-.0305 + .0711
.5371
+
+ .0770 +
.0802
.1054 + .0860
*Eugenia G i r e and Anna Espenschade, "The R e l a t i o n s h i p Between Measures o f Motor E d u c a b i l i t y and L e a r n i n g o f S p e c i f i c Motor S k i l l s , " Research Q u a r t e r l y , 13:43-56, March, 1942.
4 motor e d u c a b i l i t y t e s t r e s u l t s and 6 tests.
Now
researchers
those o f
intelligence
are u s i n g i n t e l l i g e n c e t e s t s to
serve the same, purpose motor e d u c a b i l i t y t e s t s were o r i g i n a l l y designed
to serve.
I t t h e r e f o r e becomes important
re-examine the r e l a t i o n s h i p between these two Delimitations.
girls.
I t was
decided
would take up as l i t t l e
L e v e l two
o f the C a l i f o r n i a T e s t o f Mental M a t u r i t y
f o r use
i n grades four, f i v e and
the number o f students range f o r l e v e l two
six.
By
hoped t o reduce
whose ages were o u t s i d e the normal
of the C a l i f o r n i a Test o f Mental. Matur-
There are t h r e e l e v e l s o f the Iowa-Brace Motor
E d u c a b i l i t y Test, one for
one
s c h o o l time as p o s s i b l e .
s e l e c t i n g the sample from grade f i v e i t was
ity.
to t e s t
so t h a t t e s t i n g s e s s i o n s would r e q u i r e o n l y
examiner and
i s designed
types o f t e s t s .
D i f f e r e n t forms of the Iowa-Brace
T e s t are used f o r boys and only g i r l s
to
f o r elementary s c h o o l c h i l d r e n ,
j u n i o r h i g h s c h o o l c h i l d r e n , and
school c h i l d r e n .
one
one
for senior high
A sample composed o f grade f i v e g i r l s
expected to f a l l w e l l w i t h i n the age
range s u i t a b l e to
was the
elementary form of the Iowa-Brace T e s t of Motor E d u c a b i l i t y . Limitations. was
In s p i t e o f the f a c t t h a t the
r e s t r i c t e d to grade f i v e g i r l s ,
n e a r l y one
sample
quarter
the s u b j e c t s were eighteen months or more beyond t h e i r birthday. has
of tenth
Although the C a l i f o r n i a Test o f Mental M a t u r i t y
t a b l e s f o r students
up to t h i r t e e n years
of age
the
Iowa-Brace Test
i s not
s i m i l a r l y adjusted
age.
S c o r e s on t h e I o w a - B r a c e T e s t ,
early
i n t e l l i g e n c e t e s t s a f t e r which i t i s patterned,
gradually high
i n c r e a s e w i t h age.
scores
were o b t a i n e d
Iowa-Brace Test by
i n the
of
the
t h i s reason s p u r i o u s l y
t h e g i r l s more t h a n e i g h t e e n
schools
sample o f g i r l s
those
on t h e e l e m e n t a r y l e v e l o f
beyond t h e i r t e n t h b i r t h d a y . allowed
For
like
to correct for
I t was
impossible
the
months i n the
time
t o t e s t enough s u b j e c t s t o ' form
a l l w i t h i n eighteen
months o f t h e i r
a
tenth
birthday. II.
D E F I N I T I O N OF
Motor e d u c a b i l i t y — n e s s w i t h w h i c h an
may
be
Aileen
Carpenter:
i n d i v i d u a l l e a r n s a new —
bility
TERMS USED
defined
Bryant
motor
Cratty:
"The
readi-
skill."'
"Motor
educa-
as t h e c a p a c i t y t o l e a r n [ a m o t o r
skill. — l e a r n motor s k i l l s Factor•—
e a s i l y and
CH.
McCloy:
11
The
ability
well. 9
a hypothetical construct underlying
. ,. 10 measureable v a r i a b l e .
to
some
REFERENCES Bryant J . C r a t t y , "Comparison o f L e a r n i n g a F i n e Motor Task with L e a r n i n g a Simple Gross Motor Task U s i n g K i n e s t h e t i c Cues," Research Q u a r t e r l y , 33:212-221, May, 1962; F r a n k l i n Henry, "Increased Response L a t e n c y f o r Complicated Movements and a 'Memory Drum'- Theory o f Neuro-. motor R e a c t i o n , " Research Q u a r t e r l y , 31:448-457, 1960; and Joseph B. Oxendine, " G e n e r a l i t y and S p e c i f i c i t y i n the L e a r n i n g o f F i n e and Gross Motor S k i l l s , " Research Q u a r t e r l y , 38:86-94, March, 1967. • 2 Eugenia G i r e and Anna Espenschade, "The R e l a t i o n s h i p Between Measures of. Motor E d u c a b i l i t y and L e a r n i n g S p e c i f i c Motor S k i l l s , " Research Q u a r t e r l y , 13:43-56, March, 1942. Learning
Bryant J . C r a t t y , Movement Behavior and Motor ( P h i l a d e l p h i a : Lea and F e b i g e r , 19677"] P- 249. "^Gire and Espenschade, l o c . c i t . C r a t t y , op. c i t . , p. 261.
G r a n v i l l e B. Johnson, "A Study o f the R e l a t i o n s h i p t h a t E x i s t s Between P h y s i c a l S k i l l as Measured, and the General I n t e l l i g e n c e o f C o l l e g e Students," Research Q u a r t e r l y , 13:57-59, March, 1942; C.H. McCloy and Norma D. Young, T e s t s and Measurements i n H e a l t h and P h y s i c a l E d u c a t i o n (New York: A p p l e t o n - C e n t u r y - C r o f t s , Inc., 1954), p. 83. 7 . A i l e e n Carpenter, "Test o f Motor E d u c a b i l i t y f o r the F i r s t Three Grades," C h i l d Development, 11:294, December, 1940. g C r a t t y , . o p . c i t . , p. 11. McCloy, op. c i t . , p. 84. Harry H. Harman, Modern F a c t o r A n a l y s i s The U n i v e r s i t y o f Chicago Press, 1967), p. 14.
(Chicago:
CHAPTER II REVIEW OF
THE
Motor e d u c a b i l i t y . factors generally cessful learning physical
LITERATURE
C. H. McCloy l i s t e d
accepted t o be of the
change d i r e c t i o n ,
McCloy's l i s t
(2) dynamic energy, (4)
flexibility,
an undue amount of excess f a t or
(5)
e n t e r s i n t o the
learning
learning
one
ative.
(1)
tivity
and
ability
motor c o - o r d i n a t i o n
IT
(10)
co-ordination
arm
rhythm,
(15)
timing,
the oper-
the sensi(6)
(7)
sensory-
(8)
sensory-
( a d a p t a t i o n to e x t e r n a l
forces), direction, (as i n
f o r a combination of movements,
accuracy o f d i r e c t i o n , (16)
which
(5) p e r c e p t u a l speed,
f o r c o m p l i c a t e d u n i t a r y movement
(13)
of
inherent
(3) g e n e r a l k i n e s t h e t i c
(eye-hand, e y e - f o o t ) ,
co-ordination
control,
lack
In
factors
judgement c o n c e r n i n g time, h e i g h t , d i s t a n c e ,
d i v i n g ) , (11) (12)
(6)
f a c t o r s are
to v i s u a l i z e s p a t i a l r e l a t i o n s h i p s , I
to
been i d e n t i f i e d
a l l o f the
(4) balance,
motor c o - o r d i n a t i o n
(1)
i n s i g h t i n t o the n a t u r e o f
(2) depth p e r c e p t i o n , control,
ability
agility,
A c c o r d i n g t o McCloy these were the
skill,
(9)
(3)
includes:'
of v a r i o u s motor s k i l l s .
s k i l l not
i n motor e d u c a b i l i t y :
suc-
"dead" weight.^
Another group o f f a c t o r s has
of any
t o the
types of motor s k i l l s taught i n
education c l a s s e s .
muscular s t r e n g t h ,
prerequisite
several
motor rhythm,
(17)
(14) quick
sensory and
8 adaptive d e c i s i o n s ,
(18)
aesthetic feelings.
i d e n t i f i e d some of these
f a c t o r s by
2
McCloy
factor analytic studies
o f t e s t s p u r p o r t i n g t o measure motor e d u c a b i l i t y and by
subjective observation. The
was
others
Iowa R e v i s i o n o f the Brace T e s t o f Motor A b i l i t y
developed by
CH.
the S t a n f o r d - B i n e t
McCloy i n the e a r l y t h i r t i e s .
He
I n t e l l i g e n c e T e s t as a model f o r h i s t e s t
o f "motor e d u c a b i l i t y . " Of the f o r t y s t u n t s i n the
Brace
J
t e s t twenty-one were s e l e c t e d f o r use o f the t e s t .
Only s t u n t s h a v i n g
i n the Iowa R e v i s i o n
low c o r r e l a t i o n s with
measures o f s t r e n g t h , s i z e and m a t u r i t y , i n c l u d e d i n the Iowa-Brace t e s t . t h a t scores
used
and power were
T h i s t e s t was
i n c r e a s e d with the age
o f the
designed
so
subject.^
A study by Eugenia G i r e and Anna Espenschade determined the r e l i a b i l i t y equivalent halves.
The
o f the Iowa-Brace Test, u s i n g
reliability
c o e f f i c i e n t was
0.6111
- 0.0320 which i s lower than t h a t of the longer Brace T e s t . Achievement i n the e a r l y stages
o f l e a r n i n g ..several motor
s k i l l s a s s o c i a t e d with common s p o r t s c o r r e l a t e d q u i t e h i g h l y with the Iowa-Brace T e s t .
5
(See Table I, page
3.)
A f a c t o r a n a l y s i s o f the Iowa-Brace T e s t o f Motor E d u c a b i l i t y was six
factors:
balance,
performed by E s t e r Cope. (1) dynamic energy,
She
identified
(2) f l e x i b i l i t y ,
(4) h o r i z o n t a l s e m i - c i r c u l a r c a n a l balance,
"insight",
(6) arm
co-ordination.
study were h i g h s c h o o l g i r l s
The
ranging
(3) (5)
subjects i n t h i s
i n age
from e l e v e n
to
9 eighteen.
S e v e r a l t e s t s were i n c l u d e d i n the f a c t o r
s i s b e s i d e the Iowa-Brace t e s t .
These i n c l u d e d the
Jump, P h y s i c a l F i t n e s s Index and t e s t s of balance, bility,
and
analy-
rhythm. ^ J u n i o r h i g h s c h o o l g i r l s 1
are
Sargent flexi-
normally
t e s t e d on a s l i g h t l y d i f f e r e n t s e t o f s t u n t s than those for h i g h s c h o o l g i r l s . i c a l l y designed
to y i e l d
S i n c e the Iowa-Brace t e s t was i n c r e a s i n g l y higher
i n c r e a s e s i n age,the use of one of
scores
used
specif-
with
s e t o f s t u n t s f o r a sample
such g r e a t age range appears t o be a weakness o f t h i s
study.
No
evidence
o f the r e l i a b i l i t y or v a l i d i t y o f the
t e s t s o f f l e x i b i l i t y , balance
or rhythm was
McCloy r e p o r t e d t h a t he
found
given.
no r e l a t i o n s h i p
be-
tween measures o f i n t e l l i g e n c e and measures o f motor 7 educability.
McCloy's o b s e r v a t i o n t h a t t h e r e was
no
r e l a t i o n s h i p between h i s t e s t o f motor e d u c a b i l i t y and 'general
i n t e l l i g e n c e appears t o be based on s t u d i e s o f
c o l l e g e students. negative and
C o l l e g e age
students
ideas about t h e i r a b i l i t y
o f t e n have p r e f i x e d
to' perform motor t a s k s
about the importance o f such t a s k s .
A t t i t u d e s such as
these c o u l d a f f e c t the l e v e l o f performance on the IowaBrace T e s t and might obscure any r e l a t i o n s h i p between i t and intelligence. C e c i l l e Meserve found
.
.
a c o r r e l a t i o n o f 0.318
the Brace Motor A b i l i t y T e s t and
I.Q.
as measured by
between the
O t i s and S t a n f o r d - B i n e t I n t e l l i g e n c e T e s t s i n a sample o f "normal boys."^ V i c k e r s e t a l found
a significant
.
positive
10 c o r r e l a t i o n between the Brace S c a l e and
the upper and
lower
ranges of i n t e l l i g e n c e i n a sample of c h i l d r e n ages f i v e
to
9 nine. any
Using college
age
s u b j e c t s Johnson f a i l e d t o
r e l a t i o n s h i p between h i s t e s t o f motor e d u c a b i l i t y
scores on the American C o u n c i l T e s t . ^ . Several studies
of E d u c a t i o n
gence and
the
o f m e n t a l l y r e t a r d e d c h i l d r e n have
1
method an
i n t e l l i g e n c e t e s t s has
of time
l o g i c a l age.
derived
then l e v e l e d o f f . equivalents"
No
by chrono-
intelli-
based on the normal curve. individual
such c o n s i s t e n c y throughout l i f e
found f o r motor e d u c a b i l i t y scores because motor t e s t s were modelled a f t e r the
studies
old intelligence tests.
listed
above, the
is
educability
modern methods of c a l c u l a t i n g g e n e r a l mental a b i l i t y been used i n the
the
up t o about
Modern t e s t s of
These scores are r e l a t i v e l y c o n s t a n t f o r one 12 throughout l i f e .
In
obtained
increased
since the
from t e s t s c o r e s by
U s i n g t h i s method "IQ"
f i f t e e n and
gence g i v e "IQ
changed.
" i n t e l l i g e n c e q u o t i e n t " was
d i v i d i n g the mental age
age
In the p e r i o d
1
i n the p r e c e d i n g s e c t i o n were completed
method of s c o r i n g old
intelli-
Iowa-Brace Motor E d u c a b i l i t y Test." "" "
Intelligence testing. studies
and
Intelligence
found a p o s i t i v e r e l a t i o n s h i p between measures of
the
find
Had scores
r e s u l t s might
w e l l have been d i f f e r e n t . Motor l e a r n i n g
r e s e a r c h . „ Recent s t u d i e s
l e a r n i n g have found t h a t t h e r e i s a g r e a t d e a l
of
i n motor specificity
11 i n the l e a r n i n g o f motor s k i l l ' s .
1o J
T h i s d i s c o v e r y has c a s t
doubt on t h e e x i s t e n c e o f g e n e r a l motor e d u c a b i l i t y . However, t h e r e i s some evidence t o suggest t h a t the e a r l y stages o f l e a r n i n g a motor s k i l l Edwin Fleishman
a r e not t a s k - s p e c i f i c .
found t h a t i n the e a r l y stages o f l e a r n i n g
g e n e r a l f a c t o r s such as psychomotor c o - o r d i n a t i o n , s p a t i a l relations,
v i s u a l i z a t i o n , mechanical
c e p t u a l speed . accounted scores.
experience, and p e r -
f o r most o f t h e v a r i a n c e i n t e s t
In the l a t e r stages o f p r a c t i c e psychomotor c o -
ordination,
r a t e o f movement and a f a c t o r p e c u l i a r t o the
c r i t e r i o n t a s k accounted
f o r most o f t h e v a r i a n c e i n the
14 scores.
(See F i g u r e 1, page 12.) Fleishman
found t h a t 46.1 per c e n t o f t h e e a r l y
v a r i a n c e i n t e s t s c o r e s was accounted
f o r by "non-motor"
f a c t o r s , w h i l e o n l y 29.5 per cent was accounted factors.
f o r by motor
L a t e i n t h e l e a r n i n g process 10.5 per cent o f t h e
v a r i a n c e was accounted
f o r by "non-motor" f a c t o r s and 74.5
per cent by motor f a c t o r s . ^ .The importance factors i n the i n i t i a l
o f non-motor
stages o f l e a r n i n g agrees w i t h t h e
evidence t h a t v e r b a l i z a t i o n and mental p r a c t i c e the l e a r n i n g o f a motor s k i l l
i n the i n i t i a l
facilitate 17 stages.
12
FIGURE
1
PERCENTAGE OF VARIANCE REPRESENTED BY EACH FACTOR AT DIFFERENT STAGES OF PRACTICE ON THE COMPLEX CO-ORDINATION TEST* E d w i n Fleishman and Walter Hempel, "Changes i n F a c t o r S t r u c t u r e o f a complex Psychomotor T e s t as a F u n c t i o n o f P r a c t i c e , " Psychometrika, 19:239-252, September, 1954, c i t e d by Bryant C r a t t y , Movement Behavior and Motor L e a r n i n g ( P h i l a d e l p h i a : L e a and F e b i g e r , 1967), p. 262. x
REFERENCES •'•CH. McCloy and Norma D. Young, T e s t s and Measurements i n H e a l t h and P h y s i c a l E d u c a t i o n (New York: A p p l e t o n - C e n t u r y - C r o f t s , Inc., 1954), p. 10-11. 2
Ibid.,
p.
5-10.
C.H. McCloy, "An A n a l y t i c a l Study of the Stunt Type T e s t as a Measure o f Motor E d u c a b i l i t y . " Research Q u a r t e r l y , 8:46-55, October, 1937. 4 C H . McCloy, T e s t s and Measurements i n H e a l t h and P h y s i c a l E d u c a t i o n (New York: A p p l e t o n - C e n t u r y - C r o f t s , Inc., 1954), p. 85. 5 Eugenia G i r e and Anna Espenschade, "The R e l a t i o n s h i p Between Measures o f Motor E d u c a b i l i t y and L e a r n i n g o f S p e c i f i c Motor S k i l l s , " Research Q u a r t e r l y , 13:43-56. March, 1942. 3
^ E s t e r Cope, "A study o f the Component F a c t o r s o f the Iowa R e v i s i o n o f the Brace Motor A b i l i t y T e s t , " (Unpubl i s h e d Master's theses, S t a t e U n i v e r s i t y o f Iowa, 1938), p. 2-7. McCloy, op. c i t . ,
p.
83.
Q
C e c i l l e A. Meserve, "Status o f R e l a t i o n s h i p s o f Motor and Mental A b i l i t y , " (unpublished Master's t h e s i s , U n i v e r s i t y o f New Hampshire, 1933), c i t e d by J.A. Day, " R e l a t i o n s h i p s Between I n t e l l i g e n c e and S e l e c t e d P h y s i c a l , Motor and S t r e n g t h C h a r a c t e r i s t i c s o f Boys Nine, T h i r t e e n and Seventeen Years o f Age," (Unpublished Master's t h e s i s , The U n i v e r s i t y of Oregon, 1965), p. 15. ^ V e r n e t t V i c k e r s , L i l l i a m Poyntz, Mabel Baum, "The Brace S c a l e Used with Young C h i l d r e n , " Research Q u a r t e r l y , 13:299-308, October, 1942. G r a n v i l l e B. Johnson "A Study o f the R e l a t i o n s h i p t h a t E x i s t s Between P h y s i c a l S k i l l as Measured, and the General I n t e l l i g e n c e o f C o l l e g e Students," Research Q u a r t e r l y , 13:57-59, March, 1942. l 0
^^D.K. Brace, "Motor L e a r n i n g o f F e e b l e Minded G i r l s , " Research Q u a r t e r l y , 19:269-75, December, 1948; Chester H a r r i s [ed.), E n c y c l o p e d i a o f E d u c a t i o n a l Research (New York: M a c M i l l a n Company, 1960), p. 903.
14 12
Jim C. Nunnally, Psychometric Theory McGraw-Hill Book Company, 1967), p. 273.
(Toronto:
Joseph B. Oxendine, " G e n e r a l i t y and S p e c i f i c i t y i n the L e a r n i n g of. F i n e and Gross Motor S k i l l s , " Research Q u a r t e r l y , 38:86-94, March, 1967. 14 Edwin A. Fleishman and Walter E. Hempel, "Changes i n F a c t o r S t r u c t u r e of a Complex Psychomotor T e s t as a F u n c t i o n o f P r a c t i c e , " Psychometrika, 19:239-252, September, 1954. 15 Bryant J . C r a t t y , "A Three L e v e l Theory o f Percept u a l Motor Behaviour," Quest, Monograph VI, May, 1966, pp. 3-10. 16
Fleishman,
op. c i t . , p.
251.
17 V i r g i n i a H a r r i s o n , "A Review o f the Neuromuscular Bases f o r Motor L e a r n i n g , " Research Q u a r t e r l y , 33:59-69, March, 1962; Wilbur Twining, "Mental P r a c t i c e and P h y s i c a l P r a c t i c e i n L e a r n i n g a Motor S k i l l , " Research Q u a r t e r l y , 20:432-35, December, 1949; R.A. Vandal, e t a l . , "The F u n c t i o n o f Mental P r a c t i c e i n the A c q u i s i t i o n o f Motor S k i l l s , " J o u r n a l o f General Psychology, 29:243-50, October, 1943.
CHAPTER I I I METHODS Sample. from c i t y
The
schools
sample c o n s i s t e d
S t a f f by
Schools.
consecutively
and
seven of the
of the
classes
Directory
f o r use
i n the
during
and
at the
therefore
end
o f May.
The
a two
The
—
did
was
given
first
i n the
and
California
i n the
Tables provided
M a n u a l w e r e u s e d t o c o n v e r t raw f a c t o r s and
The
Iowa-Brace T e s t .
scoring
L a n g u a g e , N o n - L a n g u a g e and
afternoon
exactly.^
was
the
The
Standardized i n s t r u c t i o n s pre-
a l l of the marking f o r the
case of
follow-
l a s t h a l f hour of t e s t i n g .
C a l i f o r n i a Test of Mental Maturity
the
section
language s e c t i o n
m i n u t e b r e a k was
f o r each t e s t were f o l l o w e d
stencils.
within
was
non-language s e c t i o n of the
Test of Mental M a t u r i t y .
select
Long Form
was
scribed
Teach-
language
administered
the
of
used to
I o w a - B r a c e t e s t was by
Seven
A l l c l a s s e s were t e s t e d
the morning.
t e s t seven before the
followed
girl
study.1
C a l i f o r n i a Test of Mental Maturity
very long
grade f i v e
A l l g r a d e f i v e c l a s s e s w e r e numbered
procedures.
week p e r i o d
administered
ing
from the
a random number t a b l e was
Testing a three
112
of Vancouver, B r i t i s h Columbia.
c l a s s e s were randomly s e l e c t e d ing
of
The
scored using
hand
Examiner's
scores to p e r c e n t i l e s
deviation Total
examiner
IQ.
IQ's
i n the
S c o r e s on
case
the
in of
Iowa-
16 Brace Test were l e f t i n the raw score form because the norms f o r t h i s t e s t were e s t a b l i s h e d so long ago t h a t t h e i r present usefulness The
tests.
i s questionable. The Iowa-Brace T e s t c o n s i s t e d o f t e n
s t u n t s p r e s c r i b e d f o r use with elementary s c h o o l g i r l s by C H . McCloy.
D e s c r i p t i o n s o f these s t u n t s are t o be found
i n Appendix A. of
D e t a i l s o f t h e development o f t h i s t e s t and
its reliability
and v a l i d i t y have a l r e a d y been d i s c u s s e d
i n t h e Review o f t h e L i t e r a t u r e . The
C a l i f o r n i a Test o f Mental M a t u r i t y —
was s e l e c t e d f o r use i n t h i s study
Long Form
f o r s e v e r a l reasons'.
Iowa-Brace T e s t o f Motor E d u c a b i l i t y was p a t t e r n e d Stanford-Binet I n t e l l i g e n c e Test.
The
a f t e r the
The C a l i f o r n i a T e s t o f
Mental M a t u r i t y was s c a l e d t o g i v e t h e same r e s u l t s as t h e S t a n f o r d - B i n e t I n t e l l i g e n c e T e s t and c o r r e l a t e s .99 with i t . The
C a l i f o r n i a Test o f Mental M a t u r i t y has been f a c t o r
l y z e d and f i v e f a c t o r s have been i d e n t i f i e d
definitely:
(1) L o g i c a l reasoning,
(2) Numerical reasoning,
relations,
(5). V e r b a l c o n c e p t s . ^
the t e s t
(4) Memory,
i s such t h a t scores on these
obtained.
(3) S p a t i a l
The format of-
f a c t o r s are e a s i l y
The C a l i f o r n i a T e s t o f Mental M a t u r i t y —
Form i s commonly used i n the s c h o o l s , and d e t a i l e d mation about i t s r e l i a b i l i t y
ana-
Long infor-
and v a l i d i t y i s r e a d i l y
avail-
5 ' able. B.
R e l i a b i l i t y c o e f f i c i e n t s are t o be found
i n Appendix
17 Method o f a n a l y s i s .
The d i s t r i b u t i o n o f p u p i l s '
scores on t h e C a l i f o r n i a . T e s t o f Mental M a t u r i t y and on t h e Iowa-Brace t e s t were p l o t t e d s e p a r a t e l y and- t h e mean, s t a n dard d e v i a t i o n and standard
e r r o r o f each d i s t r i b u t i o n were
calculated. The
t o t a l scores on the Iowa-Brace T e s t were
c o r r e l a t e d with t h e t o t a l score on t h e C a l i f o r n i a T e s t o f Mental M a t u r i t y .
The Iowa-Brace t o t a l s c o r e s were a l s o
c o r r e l a t e d with t h e Language and Non-Language IQ s c o r e s . The
s i g n i f i c a n c e o f t h e d i f f e r e n c e between t h e c o r r e l a t i o n
coefficients
f o r Language and Non-Language was c a l c u l a t e d .
A p r i n c i p a l component a n a l y s i s o f t h e m a t r i x o f t r i s e r i a l correlation coefficients
f o r the s t u n t s i n t h e
Iowa-Brace T e s t o f Motor E d u c a b i l i t y was made.
I t was
necessary t o use t r i s e r i a l c o r r e l a t i o n c o e f f i c i e n t s because o n l y t h r e e p o s s i b l e scores can be obtained on an item o f t h e Iowa-Brace T e s t , but passed t r i a l
[o
(failed
2 trials),
1 (failed t r i a l 1
2) or 2 (passed on f i r s t t r i a l ) } .
f a c t o r s were i s o l a t e d accounting variance o f the t e s t .
Five
f o r 67 per cent o f t h e t o t a l
These f i v e f a c t o r s were compared with
the f i v e f a c t o r s o f t h e C a l i f o r n i a T e s t o f Mental M a t u r i t y in a correlation
matrix.
REFERENCES W. James Popham, E d u c a t i o n a l S t a t i s t i c s (New York: Harper and Row, P u b l i s h e r s , 1967), pp. 45-47, 381-383. 1
2
C H . McCloy and Norma D. Young, T e s t s and Measurements i n H e a l t h and P h y s i c a l E d u c a t i o n (New York: A p p l e t o n C e n t u r y - C r o f t s , Inc., 1954), pp. 91-94; E l i z a b e t h S u l l i v a n , et a l . , Examiner's Manual (Del Monte Research Park, Monterey C a l i f o r n i a ; C a l i f o r n i a Test Bureau - a D i v i s i o n o f McGrawH i l l Book Company, 1964), pp. 13-23. T e c h n i c a l Report (Del Monte Research Park, Monterey C a l i f o r n i a : C a l i f o r n i a Test Bureau - a D i v i s i o n o f McGrawH i l l Book Company, 1965), pp. 20-24. 4 H.E. Anderson and D.A.. Leton, "Factor A n a l y s e s o f the C a l i f o r n i a Test o f Mental M a t u r i t y , " E d u c a t i o n a l and P s y c h o l o g i c a l Measurement, 24:513-23, F a l l , 1964. Technical.Report,
op. c i t .
CHAPTER IV
RESULTS AND I.
DISCUSSION
PRESENTATION OF DATA
Sample d i s t r i b u t i o n s .
The d i s t r i b u t i o n s
of both
the Iowa-Brace Test and the C a l i f o r n i a T e s t of Mental Maturity
(Figures 2,
3) are s l i g h t l y n e g a t i v e l y skewed.
S i n c e both d i s t r i b u t i o n s the same d i r e c t i o n of c o r r e l a t i o n Pupils'
d e v i a t e from the normal curve i n
t h e i r skewness does not p r o h i b i t
standard was
error
calculated
scores on the C a l i f o r n i a T e s t o f Mental
ation
of measurement i s 3.07 8. u s i n g the KR2]_
designed
The
correlation
The
error
coefficient
given
i n the T e c h n i c a l Report.
This
t o have a mean o f 100.0, standard
devi-
and
standard
error
in
3.5.^
range of scores made by p u p i l s
Test of Motor E d u c a b i l i t y i s 9.14
The
standard
o f 16 f o r the t o t a l p o p u l a t i o n . 'The
the p o p u l a t i o n i s
error
The mean score f o r t h i s
and the standard d e v i a t i o n i s 15.39.
f o r t h i s l e v e l o f the t e s t t e s t was
use
coefficients.
M a t u r i t y range from 61 to 134. sample i s 105.0
the
i s from 1 to 17.
the standard d e v i a t i o n i s 3.44.
on the Iowa-Brace The mean score The
standard
o f measurement obtained by Eugenia G i r e u s i n g
equiv2
alent halves c o r r e l a t i o n
coefficient
(0.6111) was
2.15.
20
302520-
Range Mean S.D. S.E.
15.
73 105.0 15.39 3.078
10.
60
70
80
90 100 110 120 CTMM-LF T o t a l I.Q.
130
140
FIGURE 2 DISTRIBUTION OF TOTAL I.Q. FOR 112 GRADE FIVE GIRLS
21
48
40
Range Mean S.D. S.E.
>i 32^ o c &
241
5-1 fa 16
6
9 12 15 18 21 Iowa-Brace T o t a l Score
FIGURE 3 DISTRIBUTION OF TOTAL SCORE ON IOWA-BRACE TEST FOR '112 GRADE FIVE GIRLS
16 9.143 3.440 2.150
22 The Iowa-Brace T e s t l a c k s d i s c r i m i n a t i o n
i n t h i s sample as
demonstrated by the f a c t t h a t the standard e r r o r t h i r d s as l a r g e as the standard Correlation.
i s two
deviation.
The t o t a l score on the Iowa-Brace T e s t
was c o r r e l a t e d with the three IQ scores - Language, NonLanguage and T o t a l u s i n g Pearson product-moment c o r r e l a t i o n coefficients
(see Table I I ) .
Using a " t - t e s t " of s i g n i f i -
cance these c o r r e l a t i o n s were a l l found t o be s i g n i f i c a n t l y different
from zero at the 0.05
level.
The d i f f e r e n c e
between the c o r r e l a t i o n o f the t o t a l Iowa-Brace scores Language IQ ( r ^ )
a n <
3
t
n
e
c o r r e l a t i o n o f the T o t a l
Brace scores with the Non-Language tested
for significance.
IQ scores
The d i f f e r e n c e
standard e r r o r o f the d i f f e r e n c e
2.037 and i s s i g n i f i c a n t at the 0.02
Iowa-
(^13) was
i s 0.1756.
i s 0.0862.
with
The
The z r a t i o i s
level.
When 1 = T o t a l Iowa-Brace Z
"12
.
ST
2 = Language IQ 3 = Non-Language
=
2.037
IQ
23 TABLE I I
PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENTS FOR IOWA-BRACE SCORES AND CALIFORNIA TEST OF MENTAL MATURITY I.Q. SCORES Lang. I.Q.
N-L I.Q.
Total I.Q.
1.00
2.
Language I.Q.
3.
Non-Language I.Q.
.72
1.00 .
T o t a l I.Q.
.90
.95
1.00
T o t a l Iowa-Brace
.18 .
.35
.30
1.
Total I-B
1.00
24 The
difference
between these two
s i g n i f i c a n t beyond the
0.05
correlations
is
l e v e l which would have been
a c c e p t a b l e i n t h i s study.
The
Non-Language s e c t i o n
of
the
C a l i f o r n i a T e s t of Mental M a t u r i t y seems to account f o r most of the
r e l a t i o n s h i p between the
Mental M a t u r i t y and showing the
the
C a l i f o r n i a Test
Iowa-Brace T e s t .
r e l a t i o n s h i p between these two
r e c t a n g u l a r than e l l i p t i c a l and definitely positive
the
nent 'analysis
tests
used on
t o t a l t e s t variance.
The
P r i n c i p a l compo-
f a c t o r m a t r i x was
rotated
f i v e factors
Maturity. sets
of
of the
the by
factor the
the
structure.
unrotated
C. Iowa-Brace t e s t
correlated
with
scores
C a l i f o r n i a Test of Mental
Table IV shows the
factors.
rotated
final
f i v e f a c t o r s ' of the
were computed f o r each s u b j e c t and
five
cent of
f a c t o r m a t r i x and
f a c t o r m a t r i x i s g i v e n i n Appendix Scores on the
prepared
the c o r r e l a t i o n m a t r i x and
varimax 'method of r o t a t i o n t o g i v e the
on the
but
Iowa-Brace T e s t was
f a c t o r s were i s o l a t e d , a c c o u n t i n g f o r 67 per
Table I I I g i v e s the
i s more
A c o r r e l a t i o n matrix
correlation coefficients.
was
plot
relationship.
s t u n t s composing the
using t r i s e r i a l
scatter
shows a small,
, P r i n c i p a l component a n a l y s i s . for
The
of
c o r r e l a t i o n s between the
two
20
6
•
*
e
e
CO-
• » © co
c O
CO
•
•©
• • Coo •
O
©
«
C>
0
«
C
cs
So 0
e
e>
C
C
6
6
C>
c •
Ooo *
fi e
©a
(>
«
Co*.
«
»
tc
2
64
72
80
88
96 104 112 T o t a l I.Q.
120
128
136
144
FIGURE 4 SCATTER PLOT OF TOTAL IOWA-BRACE AND TOTAL I.Q,
TABLE I I I
ROTATED FACTOR MATRIX FOR IOWA-BRACE MOTOR EDUCABILITY TEST
I
II
Factors Ill 0.90514
-0. 09539
0.01606
11853
-0. 39314
-0. 06779
IV
V
1.
Hop Backward
0.07301
0.03727
2.
F u l l Right
0.08202
0. 51602
3.
F u l l Left
-0. 01375
0.01117
0.04208
-0. 92041
0.02560
4.
The Top
0.14466
-0. 04179
-0. 15778
-0. 12896
0.82922
5.
Forward Hand Kick
0.45619
0.36503
-0. 32704
-0. 25953
0.11465
6.
One Foot - Touch Head
0.01656
0.82817
-0. 04704
0.20532
-0. 02982
7.
Grapevine
-0. 18252
0.22666
0.32318
0.22651
0.64327
8.
Kneel, Jump t o Feet
0.17642
0.61824
0.03362
-0. 17918
0.30072
9.
Side Kick
0.73002
0.25956
-0. 12767
0.03846
0. 11614
0.79.979
-0. 10892
0.30206
-0. 01122
-0. 10142
10.
Turn Turn
Double Heel
Click
°-
to
TABLE : i v :
CORRELATION BETWEEN FACTORS OF IOWA-BRACE TEST AND FACTORS OF CALIFORNIA TEST OF MENTAL MATURITY LONG FORM F a c t o r s of Iowa-Brace II III fa i CJ
m o w u o -p o
rO fa
Test IV
V
L o g i c a l Reasoning
0.1629
0.1141
0.107 5
-0.1565
0.2859
Spatial Relationships
0.0808
0.0973
-0.1358
-0.2411
0.3035
Numerical Reasoning
0.2060
0.1431
-0.07 56
-0.1716
0.1042
V e r b a l Concepts
0.1583
0.0282
-0.1333
-0.0477
0.1107
Memory
0.0871
0.0480
0.0935
-0.0652
-0.0145
28 II.
DISCUSSION
There i s a s m a l l p o s i t i v e r e l a t i o n s h i p between the Iowa-Brace Test of Motor E d u c a b i l i t y and o f Mental M a t u r i t y .
the C a l i f o r n i a
The Non-Language s e c t i o n o f the
formia Test o f Mental M a t u r i t y has
a significantly
Test
Cali-
higher
r e l a t i o n s h i p t o the Iowa-Brace Test than the Language s e c t i o n does. P r i n c i p a l component a n a l y s i s o f the
correlation
matrix, o f the s t u n t s composing the Iowa-Brace Test f i e s f i v e f a c t o r s accounting o f the t e s t .
The
identi-
f o r 67 per cent o f the
variance
l a r g e number o f f a c t o r s i n p r o p o r t i o n to
the number o f v a r i a b l e s r e q u i r e d to account f o r 67 per
cent
o f the t e s t v a r i a n c e i n d i c a t e s t h a t the f a c t o r s o f t h i s t e s t have-very low i n t e r c o r r e l a t i o n s and Double h e e l c l i c k ,
s i d e k i c k and
load most h e a v i l y on F a c t o r I.
are q u i t e d i s t i n c t . forward
T h i s f a c t o r seems t o c o r r e s 5
pond with F a c t o r I I I i d e n t i f i e d by E s t e r Cope. t h i s f a c t o r a balance weighting
hand k i c k
She
f a c t o r i n s p i t e o f i t s very
on a t e s t o f b a l a n c e .
called
low
T h i s f a c t o r appears t o be
b e t t e r d e s c r i b e d as a t i m i n g f a c t o r . One
f o o t touch head, k n e e l
jump t o f e e t , and
r i g h t t u r n weight most h e a v i l y on F a c t o r I I . does not correspond
to any
This factor
o f E s t e r Cope's f a c t o r s .
seems t o be the a b i l i t y to use the arms to a s s i s t execution
o f r a p i d body movement.
p o r t e d by the f a c t t h a t the forward
full
This hypothesis hand k i c k a l s o
It
the i s suploads
29 s l i g h t l y on t h i s f a c t o r . on t h i s f a c t o r .
The top has a n e g a t i v e
weighting
In t h i s s t u n t the arms cannot be used
because the s u b j e c t must h o l d h i s ankles throughout t h e stunt. The hop backward s t u n t has a very h i g h p o s i t i v e l o a d i n g on F a c t o r I I I .
No r e a l attempt t o i d e n t i f y
f a c t o r can be made on t h i s b a s i s .
Similarly
full
this
left
turn
weights very h e a v i l y on F a c t o r IV. The
t o p and grapevine
weight h e a v i l y on F a c t o r V.
Kneel jump t o f e e t loads s l i g h t l y on t h i s
factor.
This i s
the o n l y f a c t o r o f the Iowa-Brace Test t h a t shows any c o r r e l a t i o n with
f a c t o r s o f the C a l i f o r n i a T e s t o f Mental M a t u r i t y .
Low p o s i t i v e c o r r e l a t i o n s are found between t h i s
f a c t o r and
the S p a t i a l R e l a t i o n s and L o g i c a l Reasoning f a c t o r s o f the C a l i f o r n i a Test o f Mental M a t u r i t y . an i n s i g h t or understanding
F a c t o r V appears t o be
into tasks.
REFERENCES •^Technical Report (Del Monte Research Park, Monterey, C a l i f o r n i a : C a l i f o r n i a Test Bureau - A d i v i s i o n o f McGrawH i l l Book Company, 1965), p. 18. 2Eugenia G i r e and Anna Espenschade. "The R e l a t i o n s h i p Between Measures o f Motor E d u c a b i l i t y and L e a r n i n g o f S p e c i f i c Motor S k i l l s , " Research Q u a r t e r l y , 13:43-56, March, 1942. J . P . G u i l f o r d , Fundamental S t a t i s t i c s i n Psychology and Education (Toronto: McGraw-Hill Book Company, Inc., 1956), pp. 184-185, 193-194. 3
James H. B j e r r i n g , "GO UBC FACT0: F a c t o r A n a l y s i s " (Vancouver: U n i v e r s i t y o f B r i t i s h Columbia Computing Center, 1966), p.7. (Mimeographed.) 4
^ E s t e r Cope, "A Study o f the Component F a c t o r s o f the Iowa R e v i s i o n o f the Brace Motor A b i l i t y T e s t " (unpublished Master's t h e s i s , S t a t e U n i v e r s i t y o f Iowa, 1938), pp. 6-7.
CHAPTER V SUMMARY, CONCLUSIONS AND I. The Level
SUMMARY
C a l i f o r n i a Test o f Mental M a t u r i t y
- L o n g Form
2 and t h e Iowa-Brace T e s t o f Motor E d u c a b i l i t y
g i v e n t o 112 g r a d e f i v e g i r l s . total
RECOMMENDATIONS
The c o r r e l a t i o n s
I o w a - B r a c e s c o r e s and t o t a l
L a n g u a g e IQ w e r e c a l c u l a t e d .
between
IQ, L a n g u a g e IQ, a n d N o n -
A p r i n c i p a l component
analysis
was
made o f t h e c o r r e l a t i o n m a t r i x o f t h e I o w a - B r a c e
The
factors
with
obtained
the factors
were
Test.
f o r t h e Iowa-Brace T e s t were
correlated
o f t h e C a l i f o r n i a Test o f Mental
Maturity.•
II. There i s a small
CONCLUSIONS p o s i t i v e r e l a t i o n s h i p between t h e
Iowa-3race Test o f Motor E d u c a b i l i t y of Mental M a t u r i t y
—
entirely
f o r b y t h e c o r r e l a t i o n between t h e Non-
accounted
Language s e c t i o n and
L o n g Form.
and t h e C a l i f o r n i a T e s t
This relationship
o f the C a l i f o r n i a Test o f Mental
t h e Iowa-Brace Test.
when i n t e l l i g e n c e t e s t s
a r e t o b e used- t o f a c i l i t a t e education classes
e q u i v a l e n t groups f o r research, o n l y t e s t s with non-language content should be used. tested
Maturity
T h i s w o u l d seem t o s u g g e s t
genous g r o u p i n g i n p h y s i c a l
be
i s almost
homo-
or t o establish substantial
This suggestion
d i r e c t l y before i ti s put into
that
practice.
should
The
f a c t o r s of the two
f o r F a c t o r V of the
t e s t s are not
related
Iowa-Brace Test which has
c o r r e l a t i o n s with the L o g i c a l Reasoning and
low,
except
positive
Spatial
Relations
f a c t o r s of the C a l i f o r n i a T e s t of Mental M a t u r i t y . The o n l y 67 per low
f i v e f a c t o r s of the
cent of the v a r i a n c e of the
i n t e r c o r r e l a t i o n s and
to one
Iowa-Brace Test account f o r
or two
appear t o be
s t u n t s i n most c a s e s .
problems a s s o c i a t e d
test.
They have
relatively specific
This,
coupled with
the
with the h i g h standard e r r o r of measure-
ment, c r e a t e s great doubt about the u s e f u l n e s s o f t h i s instrument f o r p r e d i c t i n g The
a b i l i t y t o l e a r n a motor
low p o s i t i v e c o r r e l a t i o n of the
s e c t i o n of the
section
and
might be
further
the
made.
Reasoning and
Non-Language
C a l i f o r n i a Test of Mental M a t u r i t y with p e r -
formance on the motor t a s k s i n c l u d e d suggests t h a t
skill.
study of the
learning The
i n -the Iowa-Brace Test
r e l a t i o n s h i p between t h i s
of a wide v a r i e t y of motor
low p o s i t i v e c o r r e l a t i o n s
of
skills
Logical
S p a t i a l r e l a t i o n s f a c t o r s of the C a l i f o r n i a
Test o f Mental M a t u r i t y with F a c t o r V of the
Iowa-Brace Test,
suggests t h a t these i n t e l l i g e n c e f a c t o r s may
play
r o l e i n the useful
e a r l y stages of l e a r n i n g
as p r e d i c t o r s
and
that
of success i n l e a r n i n g
T h i s concept i s supported by
an
important
they might
a motor t a s k .
Fleishman's study."'"
be
33 III.
RECOMMENDATION
.It i s recommended t h a t f u r t h e r study be made o f the r e l a t i o n s h i p between the l e a r n i n g o f a wide v a r i e t y o f motor skills
and non-language f a c t o r s o f g e n e r a l
intelligence
along the l i n e s o f Bryant C r a t t y ' s "Three Layer Theory o f Motor L e a r n i n g . " The to
r e s u l t s o f the above recommendation c o u l d be used
develop a t e s t t o measure v o c a t i o n a l a p t i t u d e f o r jobs
r e q u i r i n g the mastery o f a motor s k i l l .
T h i s t e s t might have
a core o f non-language i n t e l l i g e n c e t e s t items and be supplemented by some motor items o f s k i l l s very s i m i l a r to those i n v o l v e d i n the job task
itself.
REFERENCES J-Edwin Fleishman, "The R e l a t i o n s Between A b i l i t i e s and Improvement with P r a c t i c e i n V i s u a l D i s c r i m i n a t i o n R e a c t i o n Task," J o u r n a l o f E x p e r i m e n t a l Psychology, 49: 301-312, 1955.
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Oxendine, Joseph B. " G e n e r a l i t y and S p e c i f i c i t y i n the Learning of F i n e and Gross Motor S k i l l s , " Research Q u a r t e r l y , 38:86-94, March, 1967. Popham, W. James. E d u c a t i o n a l S t a t i s t i c s . Harper and Row, P u b l i s h e r s , 1967.
New
York:
Ray, Howard C. " I n t e r - r e l a t i o n s h i p s of P h y s i c a l and Mental A b i l i t i e s and Achievements of High School Boys," Research Q u a r t e r l y , 11:129-141, March, 1940. Review of E d u c a t i o n a l Research (ed. Jacob T. Hunt). V o l . XXXVIII, Washington: American E d u c a t i o n a l Research A s s o c i a t i o n , February, pp. 5-9, 19-41. Seashore, R.G. "Some R e l a t i o n s h i p s o f F i n e and Gross Motor A b i l i t i e s , " Research Q u a r t e r l y , 13: 259-74 ,. October 1942. S i e g a l , Sidney. Nonparametric S t a t i s t i c s f o r the B e h a v i o r a l Sciences. New York: McGraw-Hill Book Company, Inc., 1956. Smart, R u s s e l l C. "The Change of Composition of ' I n t e l l i g e n c e ' A R e p l i c a t i o n of a F a c t o r A n a l y s i s , " J o u r n a l of G e n e t i c Psychology, 107:111-16, September, 1965. Stroup, F r a n c i s and N.L. P i e l s t i c k . "Motor A b i l i t y and C r e a t i v i t y , " P e r c e p t u a l and Motor S k i l l s , 20:76-78,. February, 1965.
40
S u l l i v a n , E l i z a b e t h , W i l l i s W. C l a r k , and E r n e s t W. T i e g s . Examiner's Manual. D e l Monte Research Park, Monterey, C a l i f o r n i a : C a l i f o r n i a Test Bureau - a D i v i s i o n of McGraw-Hill Book Company, 1964. Thurstone, L.L. M u l t i p l e - F a c t o r A n a l y s i s . U n i v e r s i t y o f Chicago P r e s s , 1953.
Chicago:
Thurstone, L.L. Primary Mental A b i l i t i e s . U n i v e r s i t y of Chicago P r e s s , 1938.
Chicago:
Twining, Wilbur E. "Mental P r a c t i c e and P h y s i c a l P r a c t i c e i n L e a r n i n g a Motor S k i l l , " Research Q u a r t e r l y , 20: 432-35, December, 1949. Vandal, R.A., R.A. D a v i s , and H.A. C l u g i t o n . "The F u n c t i o n of'Mental P r a c t i c e i n the A c q u i s i t i o n of Motor S k i l l s , " J o u r n a l of G e n e r a l Psychology, 29:243-50, October, 1943. V i c k e r s , V e r n e t t e S., L i l l i a n Poyntz, and Mabel P. Baum. "The Brace S c a l e Used w i t h Young C h i l d r e n , " Research Q u a r t e r l y , 13:299-308, October 1942. V o i s a r d , P a u l P e t e r . "A Study of the R e l a t i o n s h i p Between Body B u i l d and Motor E d u c a b i l i t y o f Elementary S c h o o l Boys Ages 10-13." Unpublished Master's t h e s i s , The U n i v e r s i t y of I l l i n o i s , 1954. Wendler, A r t h u r J . "A C r i t i c a l A n a l y s i s of Test Elements Used i n P h y s i c a l E d u c a t i o n , " Research Q u a r t e r l y , 9:64-76, March, 1938. Westenday, Dorothy. "Mental C a p a c i t y and I t s R e l a t i o n t o P h y s i c a l E f f i c i e n c y , " American P h y s i c a l E d u c a t i o n Review, 28:216-219, March, 1923.
APPENDIX
APPENDIX A
IOWA R E V I S I O N OF BRACE TEST OF MOTOR E D U C A B I L I T Y
1. . HOP BACKWARD.
S t a n d on e i t h e r f o o t .
t a k e f i v e hops backward.
2.
To o p e n t h e e y e s .
b.
To d r o p t h e o t h e r
foot.
Stand w i t h both f e e t together.
the
arms and jump up i n t h e a i r , m a k i n g a f u l l
the
right.
turn
and t o l a n d
facing
t h e same d i r e c t i o n a s a t t h e s t a r t ,
To l o s e t h e b a l a n c e a n d h a v e t o s t e p keep from
F U L L LEFT TURN.
about t o
falling.
Stand w i t h
the
a i r and make a f u l l
the
same s p o t .
feet together.
turn t o the l e f t ,
Jump i n t o landing
on
Do n o t l o s e t h e b a l a n c e o r move t h e f e e t
after they s t r i k e the f l o o r .
4.
first
I t i s a failure:
N o t t o make a f u l l in
b.
turn to
i s , do n o t move t h e f e e t a f t e r t h e y
strike the f l o o r . . a.
. Swing
L a n d o n t h e same s p o t a n d d o n o t l o s e t h e
balance, that
3.
t h e e y e s and
I t i s a failure:
a.
F U L L RIGHT TURN.
Close
I t i s a failure:
a.
N o t t o t u r n a l l t h e way a r o u n d .
b.
To move t h e f e e t a f t e r t h e y s t r i k e t h e f l o o r .
THE TOP.
S i t down; p u t t h e arms b e t w e e n t h e l e g s a n d
43 under and behind the knees;
grasp t h e a n k l e s ; r o l l
r a p i d l y around t o t h e r i g h t w i t h t h e weight
first
over
the r i g h t knee, then the r i g h t shoulder, then on t h e back, then l e f t facing
shoulder, then l e f t knee; then s i t up
i n t h e o p p o s i t e d i r e c t i o n from that
started.
Repeat from t h i s p o s i t i o n
i n which you
and f i n i s h
i n t h e same d i r e c t i o n from which you s t a r t e d .
facing It i s a
failure: a.
To l e t go o f t h e a n k l e s .
b.
Not t o complete
FORWARD HAND KICK.
the c i r c l e .
Jump upward, swinging t h e l e g s
forward, bend forward and touch t h e toes w i t h both hands before landing. It
Keep the knees as s t r a i g h t
as p o s s i b l e .
i sa failure: a.
Not t o touch both f e e t w h i l e i n t h e a i r .
b.
To bend t h e knees more than 45 degrees.
ONE FOOT - TOUCH HEAD.
Stand on l e f t
and p l a c e both hands on t h e f l o o r . and s t r e t c h i t back.
foot.
Bend forward
Raise the r i g h t l e g
Touch t h e head t o t h e f l o o r and
r e g a i n t h e standing p o s i t i o n without l o s i n g b a l a n c e . I t is a failure: a.
Not t o touch head t o t h e f l o o r .
b.
L o s i n g the b a l a n c e and having t o touch t h e
• 44 r i g h t f o o t down or step about. GRAPEVINE.
Stand w i t h both h e e l s t i g h t t o g e t h e r .
Bend
down, extend both arms down between t h e knees, around behind the ankles, and h o l d t h e f i n g e r s t o g e t h e r i n f r o n t o f t h e ankles without
losing the balance.
t h i s p o s i t i o n f o r f i v e seconds.
Hold
It i s a failure:
a.
To f a l l
over.
b.
Not t o touch and h o l d the f i n g e r s of both hands t o g e t h e r .
c.
Not t o h o l d t h e p o s i t i o n f i v e
KNEEL, JUMP TO FEET.
Kneel on both knees.
toes o f both f e e t out f l a t b e h i n d . jump t o the f e e t without losing the balance. a.
seconds. Extend t h e
Swing the arms and
r o c k i n g back on the t o e s or
It i s a failure:
To have the toes c u r l e d
under and rock back
on them. b.
Not t o execute the jump, and not t o stand on both
SIDE KICK.
feet.
Throw the l e f t
foot
sideways t o t h e l e f t ,
jumping upward from t h e r i g h t f o o t ;
s t r i k e the feet
t o g e t h e r i n the a i r and land w i t h t h e f e e t a p a r t . f e e t should s t r i k e o u t s i d e t h e l e f t is a failure:
still
shoulder l i n e .
The Tt
a.
Not t o swing the f e e t enough t o t h e s i d e .
b.
Not t o s t r i k e t h e f e e t together i n t h e a i r .
c.
Not t o l a n d w i t h t h e f e e t
DOUBLE HEEL CLICK.
apart.
Jump i n t o t h e a i r and c l a p
together twice and land f e e t apart
feet
(any d i s t a n c e ) .
is a failure: a.
Not t o c l a p t h e f e e t t o g e t h e r
twice.
b.
To land.with f e e t touching each o t h e r .
46
APPENDIX B
RELIABILITY COEFFICIENTS
CALIFORNIA TEST OF MENTAL MATURITY - LONG FORM
1.
LOGICAL REASONING
.83
2.
SPATIAL RELATIONSHIPS
.90
3.
NUMERICAL REASONING
.94
4.
VERBAL CONCEPTS
.94
5.
MEMORY
. 84-
LANGUAGE I.Q.
.95
NON-LANGUAGE I.Q.
.93
TOTAL I.Q.
.96
APPENDIX C
UNROTATED FACTOR MATRIX
1.
Hop Backward
0.08862
-0. 13310
0.88310
0.12331
-0. 12134
2.
F u l l Right
0.49793
-0. 08802
0.12126
-0. 26841
-0. 32215
3.
F u l l Left
0.27287
-0. 38702
0.17531
-0. 76667
0. 08453
4.
The Top
0.36420
0.34845
0.00788
-0. 13886
0. 69166
5.
Forward Hand Kick
0.62890
-0. 15027
-0. 31970
-0. 06030
0.06988
6.
One Foot
0. 52299
0.36233
-0. 12749
0.15333
-0. 53557
7.
Grapevine
0. 19983
0.63909
0.40298
0.08765
0. 18919
8.
Kneel, Jump t o Feet
0.68370
0.21486
0.06293
-0. 09485
-0. 10221
9.
Side K i c k
0.62060
-0. 22454
-0. 18702
0.36781
0.16049
Double Heel K i c k
0. 33800
-0. 57970
0.20975
0.47130
0.19175
10.
Turn Turn
- Touch Head
