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Abstract

The empirical validity of Ertl's brain wave analyzer was investigated by the known contrasted groups method. Thirty-two academically talented (mean IQ score = 147) and 16 academically handicapped (mean IQ score = 79) boys and girls aged 12-14 years were compared on four Primary Mental Abilities (PMA) tests, two Sequential Tests of Educational Progress (STEP) measures, and seven Brain Wave Analyzer (BWA) measures.

Results indicated that (1) the PMA and STEP variables alone provide excellent discrimination between academically handicapped and academically gifted adolescents; (2) the PMA and STEP variables in combination with BWA variables, (e.g., Frequency Ratio) did afford more accurate discrimination between the two groups than did any one measure alone—a finding suggesting that BWA variables can make a valuable contribution to the understanding of "learning potential"; (3) BWA variables alone did not furnish an adequate level of discrimination between the two groups—an outcome revealing that the BWA cannot be used as a substitute for paper-and-pencil measures of learning potential; (4) the present significant sex differences in BWA scores did imply a need for separate norms for males and females; and (5) the norms set forth in the BWA manual should be revised.

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References

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Empirical Validity of Ertl's Brain-Wave Analyzer (BWA02

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