{"title":"学习者过程评估的心理计量特性（第二版）》：伊朗小学生数学诊断》。","authors":"Hamid Khanipour, Masoud Geramipour, Mobina Radfar, Seyyedeh Samaneh Mirahadi","doi":"10.1080/21622965.2025.2461716","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Process Assessment of the Learner (Second Edition): Diagnostics for Math (PAL-II M) is a diagnostic tool for Math Learning Disability (MLD) with 14 subtests assessing specific math skills and math-related skills. This study examined the psychometric properties of PAL-II M and compared the performance of children with and without MLD.</p><p><strong>Materials and methods: </strong>The PAL-II M and the Learning Disability Evaluation Scale (LDES) were used as assessment instruments. The sample included 404 primary school students from Tehran and 95 children diagnosed with MLD.</p><p><strong>Results: </strong>The results confirmed the reliability of all subtests, except the Fingerprint Writing subtest. A three-factor model provided the best fit for the data, diverging from the original two-factor structure proposed for the test. Significant differences were found in PAL-II M scores between groups with and without MLD. Quantitative and spatial working memory were the strongest differentiators between the groups (χ<sup>2</sup> = 213.8, <i>p</i> < 0.001).</p><p><strong>Conclusions: </strong>The PAL-II M demonstrated strong psychometric properties and a cohesive factor structure among Iranian students. The subscales in PAL-II M are better categorized based on specific neuropsychological functions, including processes related to calculation, visual-spatial processing, and numerical processing. Furthermore, the test effectively distinguished between children with and without MLD. The interrelationships among PAL-II M subtests align with the various subtypes of MLD. Conceptualizing mathematical competency as a cohesive process encompassing general neuropsychological functions and specific learned mathematical skills is advantageous.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"1-9"},"PeriodicalIF":1.4000,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Psychometric properties of process assessment of the learner (second edition): Diagnostics for math among Iranian elementary school students.\",\"authors\":\"Hamid Khanipour, Masoud Geramipour, Mobina Radfar, Seyyedeh Samaneh Mirahadi\",\"doi\":\"10.1080/21622965.2025.2461716\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>Process Assessment of the Learner (Second Edition): Diagnostics for Math (PAL-II M) is a diagnostic tool for Math Learning Disability (MLD) with 14 subtests assessing specific math skills and math-related skills. This study examined the psychometric properties of PAL-II M and compared the performance of children with and without MLD.</p><p><strong>Materials and methods: </strong>The PAL-II M and the Learning Disability Evaluation Scale (LDES) were used as assessment instruments. The sample included 404 primary school students from Tehran and 95 children diagnosed with MLD.</p><p><strong>Results: </strong>The results confirmed the reliability of all subtests, except the Fingerprint Writing subtest. A three-factor model provided the best fit for the data, diverging from the original two-factor structure proposed for the test. Significant differences were found in PAL-II M scores between groups with and without MLD. Quantitative and spatial working memory were the strongest differentiators between the groups (χ<sup>2</sup> = 213.8, <i>p</i> < 0.001).</p><p><strong>Conclusions: </strong>The PAL-II M demonstrated strong psychometric properties and a cohesive factor structure among Iranian students. The subscales in PAL-II M are better categorized based on specific neuropsychological functions, including processes related to calculation, visual-spatial processing, and numerical processing. Furthermore, the test effectively distinguished between children with and without MLD. The interrelationships among PAL-II M subtests align with the various subtypes of MLD. Conceptualizing mathematical competency as a cohesive process encompassing general neuropsychological functions and specific learned mathematical skills is advantageous.</p>\",\"PeriodicalId\":8047,\"journal\":{\"name\":\"Applied Neuropsychology: Child\",\"volume\":\" \",\"pages\":\"1-9\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2025-02-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Applied Neuropsychology: Child\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/21622965.2025.2461716\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"CLINICAL NEUROLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Applied Neuropsychology: Child","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/21622965.2025.2461716","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"CLINICAL NEUROLOGY","Score":null,"Total":0}
Psychometric properties of process assessment of the learner (second edition): Diagnostics for math among Iranian elementary school students.
Purpose: Process Assessment of the Learner (Second Edition): Diagnostics for Math (PAL-II M) is a diagnostic tool for Math Learning Disability (MLD) with 14 subtests assessing specific math skills and math-related skills. This study examined the psychometric properties of PAL-II M and compared the performance of children with and without MLD.
Materials and methods: The PAL-II M and the Learning Disability Evaluation Scale (LDES) were used as assessment instruments. The sample included 404 primary school students from Tehran and 95 children diagnosed with MLD.
Results: The results confirmed the reliability of all subtests, except the Fingerprint Writing subtest. A three-factor model provided the best fit for the data, diverging from the original two-factor structure proposed for the test. Significant differences were found in PAL-II M scores between groups with and without MLD. Quantitative and spatial working memory were the strongest differentiators between the groups (χ2 = 213.8, p < 0.001).
Conclusions: The PAL-II M demonstrated strong psychometric properties and a cohesive factor structure among Iranian students. The subscales in PAL-II M are better categorized based on specific neuropsychological functions, including processes related to calculation, visual-spatial processing, and numerical processing. Furthermore, the test effectively distinguished between children with and without MLD. The interrelationships among PAL-II M subtests align with the various subtypes of MLD. Conceptualizing mathematical competency as a cohesive process encompassing general neuropsychological functions and specific learned mathematical skills is advantageous.
期刊介绍：
Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
