Teste Illinois de Habilidades Psicolinguísticasanalise critica do modelo mediacional e de diversos aspectos da validade do instrumento

Resumo

Our main objective refers to the validation of S. Kirk and McCarthy's (1961) Illinois Test of Psycholinguistic Abilities-ITPA-which can be envisaged as a tool for evaluating infantile linguistic development. Its authors employ C. Osgood's (1957) theory as a foundation stone, but, incorporating also the model derived from Information Theory, argue that in clinical pratice the ITPA may be used as a, further instrument in a psychodiagnostic process aimed at detecting communication problems in children between three and then years. Therefore, our investigation's purpose can be defined in there of three different leveIs of research: 1) The first, pertaining to constructs and their interrelationships, i.e., a criticaI analysis of the ITPA's theoretical validity; 2) The second, pertaining to diagnostic problems ln the area of learning, i.e., an evaluation of the instrument's sensitivity and discriminating power between groups which differ with regard to academic achievement; 3) The third-last but not least-pertaining to the practical results up to now achieved achieved-from a psychopedagogic view-point-with strategies derived from the aforementioned diagnostic tool. Our first aim led us to an empirical study of a sample which we may describe, succintly, as follows: 931 children, between three and ten ears, enrolled in nurseries, kindergarden of formal schooling groups, belonging to the Municipal Educational System of Rio de Janeiro's district, ln the State of Rio de Janeiro, Brazil. The methodological tools employed in our analysis were Factor-analytic techniques to which we added a logical approach of the results obtained by the former. Therefore, although unable to confirm, within the limits of our methodological choice, all dimensions proposed by Kirk and McCarthy, at a theoretical level, nevertheless some of them may be considered as proven. The second purpose led us to another empirical investigation of 71 children who presented several difficulties with regard to academic achievement, i.e., insufficient or deficient mastery of concepts, abilities and skills proposed by educational authorities. These children's ITPA scores were compared with the scores obtained by a second sub-group, randomly selected from the sample of our first study, and both were analyzed by means of a Discriminant Analysis, leading to the following conclusion: Although the ITPA'S construct validity has not been completely confirmed, nevertheless, at a diagnostic level, the ITPA's scores enable us to identify, with a low margin of error, the children who belong to one or to the other of the contrasted subgroups. In order to attain the objective of assessing the efficiency of learning strategies and schooling practices derived from remedial interventions postulated by the IIPA's utilization, we reviewed a great number of published research results, both in Brazil and ln other countries, which made use of the IIPA. Although not lacking both in quantity and quality, these endeavours, at least up to the present moment, lead to results which are still subject to controversy, and cannot be relied upon, as a basis which would enable us to evaluate properly, and with sufficient confidence, intervention practices destined to rehabilitate children with communicational problems which constitue a hindrance to their academic achievement.

Ficha do documento

Tipo

Tese

Ano

1984

Instituição

Fundação Getulio Vargas

Fonte

Repositório da FGV

Idioma

Português

Acesso

Não informado

Identificador

oai:repositorio.fgv.br:10438/9227

Palavras-chave

PsicologiaTeste Illinois de Habilidades PsicolinguísticasPsicolinguísticas - Testes de aptidão