ded to be higher at the upper age levels" (p. 772).
Test-retest reliability was also established for each score provided by the instrument (Anastasi, p. 772). Reliability coefficients for composite scores were "in the .90s, but the other results are difficult to interpret because of the small samples, restricted ranges on some tests, and an appreciable practice effect" (p. 772).
Achievement measurements assessed by the Wide Range Achievement Test, Revised and the Peabody Individual Achievement Test were the criteria for establishing concurrent validity for the Stanford-Binet Intelligence Test IV (Hollinger & Baldwin, 1990, pp. 1331-1336). A total of 21 white students ranging in age from seven years, six months to 17 years, 11 months who had been referred for evaluation (developmental handicaps, learning disabilities, or behavioral handicaps) were used to test the model. The hypothesized prediction that correlations between the S-B scores and all achievement scores (Hollinger & Baldwin, 1990, pp. 1331-1336). A total of 21 white students ranging in age from seven years, six months to 17 years, 11 months who had been referred for evaluation (developmental handicaps, learning disabilities, or behavioral handicaps) were used to test the model. The hypothesized prediction that correlations between the S-B scores and all achievement scores would be both significant and positive was partially supported.
The origins of social learning theory lie in attempts to combine psychoanalytic and stimulus-response theory into a comprehensive explanation of human behavior (Grusec, 1992, pp. 776-786). Various theories of human development often tend to view people as either active or passive in interactions with their environments. A passive concept of human development is behaviorism. Behaviorism emphasizes the critical significance of one's environment to the overall development of the individual (Turner & Helms, 1991, p. 8). Active conc...