Demsky Y, Carone D A, Burns W J, Sellers A
Nova Southeastern University, Ft. Lauderdale, FL 33314, USA.
Percept Mot Skills. 2000 Aug;91(1):311-21. doi: 10.2466/pms.2000.91.1.311.
The concurrent and content validity of the Rey-Osterrieth Complex Figure Test and the Beery Developmental Test of Visual-Motor Integration-Third Revision were investigated through correlational analysis. 432 children, ages 6 to 11 years, were administered both tests. Across age groups participants performed better on both measures, providing support for the similarity of the measures and their sensitivity to the development of visuomotor integration. Although analysis indicated considerable overlap in the content of the two scales, the shared variance ranged from 7% to 31%, depending on the age of the child. The Rey-Osterrieth figure is composed of overlapping squares, rectangles, triangles, and various other shapes. Given this complex combination, scores on this test reflect the examinees' visual organization and motor planning skills. On the other hand, the Beery test consists of a series of shapes which progress from simple figures to more complex ones. Because the figures become more difficult to copy, the score on this test reflects the examinees' developmental level of visuomotor ability. Despite these differences in test stimuli and interpretation of performance, the present study showed considerable shared variance in the scores of the examinees who took both tests. Finally, local norms for the Rey-Osterrieth figure using the scoring approach of E. M. Taylor (1959, adapted from Osterrieth, 1944) and including standard scores are presented for children ages 6 to 11 years.
通过相关性分析，研究了雷-奥斯特里茨复杂图形测验（Rey-Osterrieth Complex Figure Test）和贝里视觉运动整合发育测验第三版（Beery Developmental Test of Visual-Motor Integration-Third Revision）的同时效度和内容效度。对432名6至11岁的儿童进行了这两项测验。在各个年龄组中，参与者在两项测验中的表现都更好，这为测验的相似性及其对视觉运动整合发展的敏感性提供了支持。尽管分析表明两个量表的内容有相当大的重叠，但共享方差范围为7%至31%，具体取决于儿童的年龄。雷-奥斯特里茨图形由重叠的正方形、长方形、三角形和各种其他形状组成。鉴于这种复杂的组合，该测验的分数反映了受测者的视觉组织和运动规划技能。另一方面，贝里测验由一系列从简单图形到更复杂图形的形状组成。由于图形越来越难以复制，该测验的分数反映了受测者视觉运动能力的发育水平。尽管在测验刺激和表现解释方面存在这些差异，但本研究表明，参加两项测验的受测者的分数有相当大的共享方差。最后，给出了6至11岁儿童使用E.M.泰勒（1959年，改编自奥斯特里茨，1944年）评分方法并包括标准分数的雷-奥斯特里茨图形的局部常模。
