Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
0013164408323238v1
69/4/655    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Marshall, S. J.
Right arrow Articles by Gorin, J. S.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Development of the Tempe Sorting Task

A Principled Approach to Assessment of Children's Executive Functioning

Seth J. Marshall

Arizona State University

David L. Wodrich

Arizona State University

Joanna S. Gorin

Arizona State University

This study examined psychometric properties of the Tempe Sorting Task (TST), a new measure of executive function (EF) for children. To increase the meaningfulness of test score interpretations, an age-appropriate construct was employed to incorporate Denckla's description of EF. Multiple measures of EF, including the TST, were collected for children (N = 81). Interrater reliability estimates of the TST scores across trials were high. Split-half reliability estimates were slightly lower and varied across trials. Multiple significant correlations were observed between the TST, Expressive Attention task, and teacher Attention Deficit Hyperactivity Disorder (ADHD) rating scales. Furthermore, statistically significant differences in TST scores between children with elevated versus normal-range ADHD ratings (dTrial1 = 1:49, dTrial2 = 0:86) provided some evidence of the discriminatory power of the TST. Overall, results provided some evidence supporting the interpretation of TST measures as indicators of children's EF. Advantages of the TST over existing children's EF measures are considered.

Key Words: educational research • ADHD • measurement • teacher ratings • inhibition

This version was published on August 1, 2009

Educational and Psychological Measurement, Vol. 69, No. 4, 655-674 (2009)
DOI: 10.1177/0013164408323238
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?