Related Experiment Video
Updated: Jun 2, 2026
15:00
A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
Published on: February 7, 2025
Turkish children's Bender-Gestalt test performance: differences in public and private school children
1Psychology Department, Doğuş University, Acibadem Istanbul, Turkey. sozer@dogus.edu.tr
Psychological Reports
|April 30, 2011
Summary
This study examined the Bender-Gestalt test performance in 484 Turkish children aged 5-11. Older children, girls, and private school students showed better results, highlighting the impact of age, sex, and educational environment.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Neuropsychological Assessment
Background:
- Sociocultural factors significantly influence cognitive evaluations.
- The impact of school type on Bender-Gestalt test performance in children remains under-researched.
- Understanding demographic and educational influences is crucial for accurate cognitive assessment.
Purpose of the Study:
- To investigate the effects of age, sex, and school type on Bender-Gestalt test performance in Turkish children.
- To provide normative data for the Bender-Gestalt test for children aged 5-11 in Turkey.
- To explore the role of educational opportunities in cognitive assessments.
Main Methods:
- Individual administration of the Bender-Gestalt test to 484 children aged 5-11 years.
- Participants were recruited from both public and private schools in Turkey.
- Koppitz's Developmental Scoring System was used for data analysis.
Main Results:
- Older children demonstrated significantly fewer errors on the Bender-Gestalt test.
- Girls exhibited superior performance with fewer errors compared to boys.
- Children attending private schools outperformed those in public schools.
Conclusions:
- Age, sex, and school type are significant factors influencing Bender-Gestalt test performance in children.
- Educational background, specifically school type, plays a crucial role in cognitive evaluations.
- These findings underscore the importance of considering diverse educational factors when interpreting standardized test results.
Related Concept Videos
01:30Socioemotional Experience and Gender Development
Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
01:20Social Foundations of Self II: The Generalized Other
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
01:23Binet's Contribution to Measures of Intelligence
Alfred Binet, along with his student Théophile Simon, was tasked by the French Ministry of Education in 1904 to create a method for identifying students who struggled to learn through conventional classroom instruction. This initiative aimed to address overcrowding by placing such students in specialized schools. Binet and Simon developed an intelligence test comprising 30 tasks, ranging from simple commands, like touching one's nose or ear, to more complex tasks, such as drawing designs from...