McDonald, Karlie (2009) Developing Metanorms for the Boston Naming Test. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The aim of the overall study was to produce metanorms, using a spreadsheet developed to replicate the method proposed by Loonstra, Tarlow and Sellers (2001) with collected normative data from published studies for a neuropsychological test, the Boston Naming Test (BNT). The study was conducted in three stages. The aim of the first study was to demonstrate that the Metanorms Spreadsheet could accurately replicate the findings of the Loonstra et al. (2001) study. This study proved successful, indicating that the operations in the spreadsheet accurately reflect the methodology upon which it was based. The aim of the second study was to evaluate the accuracy of the metanorming method itself by dividing a known sample into a number of randomly selected samples and then reconstructing it using the Metanorms Spreadsheet. This study also proved successful indicating that the resultant metanorms can accurately generate the characteristics of a single sample derived from a number of diverse samples. The aim of the third study was to then apply the Metanorms Spreadsheet to developing metanorms for a commonly administered test of confrontation naming, the Boston Naming Test (BNT). Using data from published studies, metanorms were generated for nine age groups of children aged between 5 and 13, and eight groups of adults aged between 16 and 99. While it was a goal of the study to also generate BNT metanorms stratified by education, there were simply too few studies that provided enough data grouped by this variable. Despite some limitations, where studies had to be removed because of the way the researchers had recorded their normative data, such as using mean ages instead of actual age ranges, the study was able to generate useful metanorms. Future research would benefit from a more widespread use and investigation of the metanorms method with other neuropsychological tests, to further improve the normative data based upon which these tests are interpreted.
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| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013) |
| Supervisors: | Graeme Senior |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 03 Dec 2025 00:56 |
| Last Modified: | 03 Dec 2025 00:56 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52553 |
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