Neuropsychological assessment of Zulu-speaking school children : some normative data

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dc.contributor.advisorLevett, Annen_ZA
dc.contributor.authorViljoen, Garyen_ZA
dc.date.accessioned2015-10-28T05:38:11Z
dc.date.available2015-10-28T05:38:11Z
dc.date.issued1992en_ZA
dc.descriptionIncludes bibliography.en_ZA
dc.description.abstractThis study investigates the Bender Gestalt and the Draw-a-Bicycle tests in South Africa by evaluating the applicability of the existing norms (Koppitz, 1975; Kolb & Whishaw, 1985) and by exploring the variables age, sex, educational level, and geographical area as they affect test performances in Zulu-speaking school children. Zulu-speaking subjects (N = 882), ranging in age from 6 - 18 years, completed both tests. Tests were administered in group form and independently scored. The study sample's performances on both tests were compared to the respective foreign norms and some significant discrepancies were apparent in each case, thereby confirming the hypothesis that these foreign norms are inappropriate for use with Zulu-speaking children. Initial normative data 'are presented for both tests for Zulu-speaking children. Results indicated that age accounted for most of the variance in both. tests. For the Bender Gestalt test, sex and geographical area were also significantly correlated to performance but their respective effect sizes were small enough to warrant excluding them as significant variables from the normative data. For the Draw-A-Bicycle test, sex was highly correlated to performance, and was therefore included in the normative data, with geographical area's small effect size warranting exclusion. Performances per age group, on both tests were found to correlate highly, suggesting inter-test reliability. The implications of these findings for further clinical use of the Bender Gestalt and the Draw-a-Bicycle tests, are considered. Limitations of the present study, in conjunction with suggestions for further research, are discussed.en_ZA
dc.identifier.apacitationViljoen, G. (1992). <i>Neuropsychological assessment of Zulu-speaking school children : some normative data</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,Department of Psychology. Retrieved from http://hdl.handle.net/11427/14400en_ZA
dc.identifier.chicagocitationViljoen, Gary. <i>"Neuropsychological assessment of Zulu-speaking school children : some normative data."</i> Thesis., University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1992. http://hdl.handle.net/11427/14400en_ZA
dc.identifier.citationViljoen, G. 1992. Neuropsychological assessment of Zulu-speaking school children : some normative data. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Viljoen, Gary AB - This study investigates the Bender Gestalt and the Draw-a-Bicycle tests in South Africa by evaluating the applicability of the existing norms (Koppitz, 1975; Kolb & Whishaw, 1985) and by exploring the variables age, sex, educational level, and geographical area as they affect test performances in Zulu-speaking school children. Zulu-speaking subjects (N = 882), ranging in age from 6 - 18 years, completed both tests. Tests were administered in group form and independently scored. The study sample's performances on both tests were compared to the respective foreign norms and some significant discrepancies were apparent in each case, thereby confirming the hypothesis that these foreign norms are inappropriate for use with Zulu-speaking children. Initial normative data 'are presented for both tests for Zulu-speaking children. Results indicated that age accounted for most of the variance in both. tests. For the Bender Gestalt test, sex and geographical area were also significantly correlated to performance but their respective effect sizes were small enough to warrant excluding them as significant variables from the normative data. For the Draw-A-Bicycle test, sex was highly correlated to performance, and was therefore included in the normative data, with geographical area's small effect size warranting exclusion. Performances per age group, on both tests were found to correlate highly, suggesting inter-test reliability. The implications of these findings for further clinical use of the Bender Gestalt and the Draw-a-Bicycle tests, are considered. Limitations of the present study, in conjunction with suggestions for further research, are discussed. DA - 1992 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1992 T1 - Neuropsychological assessment of Zulu-speaking school children : some normative data TI - Neuropsychological assessment of Zulu-speaking school children : some normative data UR - http://hdl.handle.net/11427/14400 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14400
dc.identifier.vancouvercitationViljoen G. Neuropsychological assessment of Zulu-speaking school children : some normative data. [Thesis]. University of Cape Town ,Faculty of Humanities ,Department of Psychology, 1992 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14400en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDepartment of Psychologyen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherClinical Psychologyen_ZA
dc.titleNeuropsychological assessment of Zulu-speaking school children : some normative dataen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMAen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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