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Design Judgment Test

Design Judgment Test Reviews the test, by Maitland Graves (1948). The counselor's limited resources for measuring art aptitude are augmented by this test, which uses a new approach. Each plate has two or three designs of entirely novel and abstract character, so that judgment is relatively uninfluenced by familiarity or by subject-matter association. The "right" design of each set is organized in accordance with basic principles of aesthetic order while the other design or designs violate one or more of these principles. The selection of items was confirmed by the agreement of trained artists, and by internal consistency with the whole test. Validity is discussed in terms of the capacity of the test to separate groups such as students majoring in art and nonart curricula. This validation does not distinguish between aptitude and achievement, and further validation studies involving prediction are proposed. Percentile norms are given for art and nonart college and high school students, the college norms on about 1,000 cases and the high school norms on about 150. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Consulting Psychology PsycARTICLES®

Design Judgment Test

Abstract

Reviews the test, by Maitland Graves (1948). The counselor's limited resources for measuring art aptitude are augmented by this test, which uses a new approach. Each plate has two or three designs of entirely novel and abstract character, so that judgment is relatively uninfluenced by familiarity or by subject-matter association. The "right" design of each set is organized in accordance with basic principles of aesthetic order while the other design or designs violate one or more of these principles. The selection of items was confirmed by the agreement of trained artists, and by internal consistency with the whole test. Validity is discussed in terms of the capacity of the test to separate groups such as students majoring in art and nonart curricula. This validation does not distinguish between aptitude and achievement, and further validation studies involving prediction are proposed. Percentile norms are given for art and nonart college and high school students, the college norms on about 1,000 cases and the high school norms on about 150.
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