David Loomis's scientific contributions

Publications (3)

Article
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In creativity, there is scant evidence of significant racial and gender differences, and when such differences are found, there is no consistency regarding which groups perform best. There has been little work focusing on racial and gender biases and/or stereotypes within creativity assessment. It is study these issues by using a modified version o...
Chapter
The Kaufman Adolescent and Adult Intelligence Test (KAIT) was developed by Alan S. Kaufman and Nadeen L. Kaufman in 1993 and is an individually administered intelligence test for individuals ranging from 11 to 85-plus years of age. It has a strong theoretical base integrating Horn and Cattell's concept of fluid and crystallized intelligence, Luria...
Chapter
The Kaufman Assessment Battery for Children—Second Edition (KABC-II, Kaufman & Kaufman, 2004) measures the cognitive abilities and mental processing of children and adolescents between the ages of 3 years 0 months and 18 years 11 months. Administered individually, this clinical instrument consists of 16 subtests (plus a Delayed Recall scale) and pr...

Citations

... All tests were administered on the same day by 1 of 2 individuals trained in child psychometric testing, with assessment and training led by a trained research assistant with a Master of Arts (MA) in child development. The tests used were the Kaufman Assessment Battery for Children (KABC), 2nd edition (KABC-II), which assesses the IQ of children aged 2-12 y and provides a scaled score for multiple domains of cognitive ability, including sequential (short-term memory) and simultaneous (visual processing) processing, and learning ability (long-term storage and retrieval) (53). The sum of these 3 domains provides a composite Mental Performance Index (MPI) score (general mental processing ability) (53). ...
... Kaufman Adult Intelligence Scale (KAIT- Kaufman and Kaufman, 1993). It includes two components, a core battery and an expanded battery. ...
... Several studies have also identified how specific procedural choices impact the CAT's reliability as a measure, and researchers' depth of knowledge about procedures and their effects still remains incomplete (Cseh and Jeffries, 2019). A further criticism is that it cannot yield standardized scores the way many achievement tests can: the creativity of the artifacts, ideas, or performances in a group is judged in relation to each other, not some pre-established standard (Baer and Kaufman, 2019). But the main limitation with the CAT is practical -it is logistically difficult to source appropriate judges (Kaufman et al, 2008), and therefore to use in the classroom context. ...