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Performance of Chinese Children in Taiwan on Beery's Developmental Test of Visual-Motor Integration

台灣孩童在貝氏視覺-動作整合發展測驗之表現

摘要


This study investigated whether cultural differences affected children's performance on Beery's Developmental Test of Visual-Motor Integration (VMI). The VMI, which was standardized in American and has been used widely to screen and to assess children with learning disabilities. The administrative method of the VMI is asking a child to copy 24 geometric forms as showed on the test booklet. As there is a very close relationship between copying geometric forms and writing Chinese characters, which are orthographically-based. We hypothesized that Chinese children after six years old with the experience of learning to write would perform better than American counterparts on the VMI; Chinese children at 4 years of age without learning to write would perform very similar with their American counterparts on the VMI. The VMI was administered to 90 Chinese children in Taiwan, aged 4, 7 and 10 years. The scores of Chinese children were compared with those of American standardization sample for each age group. Results revealed that all groups of Chinese children performed significantly better than the standardization sample of American children. The performance of Chinese children on the VMI was also found to be qualitatively different from American children (p<.05). Results were discussed in terms of differences in cultural practices and genetic theories. The results of this study have important clinical implications: the assessments standardized in one culture should be used with caution in other cultures. Further studies of standardization and validity of the VMI for Chinese population are necessary.

並列摘要


This study investigated whether cultural differences affected children's performance on Beery's Developmental Test of Visual-Motor Integration (VMI). The VMI, which was standardized in American and has been used widely to screen and to assess children with learning disabilities. The administrative method of the VMI is asking a child to copy 24 geometric forms as showed on the test booklet. As there is a very close relationship between copying geometric forms and writing Chinese characters, which are orthographically-based. We hypothesized that Chinese children after six years old with the experience of learning to write would perform better than American counterparts on the VMI; Chinese children at 4 years of age without learning to write would perform very similar with their American counterparts on the VMI. The VMI was administered to 90 Chinese children in Taiwan, aged 4, 7 and 10 years. The scores of Chinese children were compared with those of American standardization sample for each age group. Results revealed that all groups of Chinese children performed significantly better than the standardization sample of American children. The performance of Chinese children on the VMI was also found to be qualitatively different from American children (p<.05). Results were discussed in terms of differences in cultural practices and genetic theories. The results of this study have important clinical implications: the assessments standardized in one culture should be used with caution in other cultures. Further studies of standardization and validity of the VMI for Chinese population are necessary.

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