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1.
Raymond E. Webster Cathy W. Hall Michael B. Brown Larry M. Bolen 《Psychology in the schools》1996,33(3):193-201
This study assesses information processing and memory functioning in 50 children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) with and without learning disabilities (LD). Mode of presentation (visual vs. auditory), type of memory processing (immediate, short-term, and long-term), and order of recall (ordered vs. unordered) were assessed using the Learning Efficiency Test-II (LET-II). Both groups demonstrated difficulty with auditory ordered recall and lost substantial information from immediate memory to short-term and long-term memory stores. The ADHD/LD group also demonstrated more difficulty with ordered recall than the ADHD only group. While there were no differences between the two groups in regard to immediate recall, the ADHD/LD group demonstrated more problems transferring information into short-term and long-term memory stores than the ADHD only group. Verbal interference effects significantly decreased retention for both visual and auditory processing. Results indicate that ADHD alone presents significant problems in information processing, but the comorbid effects of a learning disability further intensify the negative impact of ADHD. © 1996 John Wiley & Sons, Inc. 相似文献
2.
The concurrent validity between the Woodcock-Johnson Psycho-Educational Battery-Revised Tests of Cognitive Ability (WJ-R, COG) (Early Development) and the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) was examined. These two measures were administered in two separate sessions in counterbalanced order to 30 normal 3-, 4-, and 5-year-old subjects from the Midwest. Findings suggested that the WJ-R Broad Cognitive Ability (BCA) and the WPPSI-R Full Scale IQ (FSIQ) and Verbal IQ (VIQ) were significantly correlated, but that the mean BCA scores on the WJ-R (COG) were significantly below the mean FSIQ scores on the WPPSI-R by only - 4.50 standard score points. No age or sex differences were found on either the WJ-R (COG) or the WPPSI-R. Significant correlations were found between the WJ-R (COG) BCA and the following WJ-R (COG) Broad Ability Factor scores: Long-Term Retrieval, Short-Term Memory, Auditory Processing, and one test called Picture Vocabulary representing comprehension-knowledge. A significant correlation was also found between the WPPSI-R Performance IQ (PIQ) and the WJ-R (COG) Visual Processing cluster. Findings are discussed in terms of the theories of intelligence underlying each test. Implications for assessment of preschoolers under PL 99–457 also are discussed. 相似文献
3.
The present investigation examined the validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) with the Woodcock‐Johnson III Tests of Cognitive Abilities (WJ‐III COG) by administering these instruments in counterbalanced order to 60 college students. Results indicated that the mean CTONI NIQ score was not significantly different from the mean WJ‐III COG General Intellectual Ability (GIA) score. However, mean score differences were found between the CTONI NIQ and the WJ‐III COG Verbal Ability, Thinking Ability, Comprehension‐Knowledge, and Fluid Reasoning cluster scores. Although the correlations between the CTONI and the WJ‐III COG cluster scores were generally of small magnitude, the CTONI Geometric Nonverbal IQ composite score demonstrated construct specificity, whereas the CTONI Pictorial Nonverbal IQ scale did not. The implications of the findings are discussed and practitioners are asked to use caution when using this instrument to assess the fluid reasoning abilities of college students. © 2007 Wiley Periodicals, Inc. 相似文献
4.
Jocelyn H. Newton David E. McIntosh Felicia Dixon Tasha Williams Elizabeth Youman 《Psychology in the schools》2008,45(6):523-536
This study examined the accuracy of three shortened measures of intelligence: the Woodcock–Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability (WJ III COG BIA) score; the Stanford–Binet Intelligence Scale, Fifth Edition Abbreviated IQ (SB5 ABIQ); and the Kaufman Brief Intelligence Test IQ Composite (K‐BIT) in predicting giftedness as assessed by the SB5 Full Scale IQ score (SB5 FSIQ). Participants were 202 third grade students who were individually administered the SB5, WJ III, and K‐BIT. Four scores (SB5 ABIQ, K‐BIT, WJ III COG BIA, and SB5 FSIQ) were extracted. Correlational analyses revealed positive, significant relationships among the four scores. Discriminant function analyses, conducted to examine the accuracy of the three shortened measures of intelligence in predicting giftedness, revealed that overall, the WJ III score was the most accurate, and the K‐BIT score was the least accurate in identifying giftedness. © 2008 Wiley Periodicals, Inc. 相似文献
5.
One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing/speed, and memory), each of which contributed to the prediction of reading and spelling skills. Factor scores from the three factors combined predicted 85% of the variance associated with letter/sight word naming, 70% of the variance associated with reading comprehension, 73% for spelling, and 61% for phonetic decoding. The auditory processing factor was the strongest predictor, accounting for 27% to 43% of the variance across the different achievement areas. The results provide practitioner and researcher with theoretical and empirical support for the inclusion of measures of the three factors, in addition to specific measures of reading achievement, in a standardized assessment of dyslexia. Guidelines for a thorough, research-based assessment are provided. 相似文献
6.
Jeffrey D. Hoffman Raymond E. Webster Larry M. Bolen Cathy W. Hall 《Psychology in the schools》1996,33(3):239-244
Memory tests, such as the Learning Efficiency Test-II (LET-II), have frequently been used to describe the memory characteristics of special populations such as persons with learning disabilities, brain damage, or Alzheimer's disease. Yet, few research studies have examined the memory characteristics of normally functioning children and compared these characteristics to their performance on ability tests or real-life achievement criteria. This study investigates the predictive and concurrent validities of the LET-II for performance on the Kuhlmann-Anderson Tests (K-A), class grades, and actual grade level functioning in reading and mathematics for third and fourth grade children of average intelligence. The LET-II memory factor scores correlated significantly with the K-A scores, class grades and actual grade level functioning in reading. The relevance of these findings for norm-referenced psychological tests, and in particular memory tests, in real-life settings is examined. © 1996 John Wiley & Sons, Inc. 相似文献
7.
A factor analysis of the 12 subtests of the Woodcock-Johnson Tests of Cognitive Ability was performed, using 286 conduct disordered male adolescents as subjects. A principal factor analysis procedure was utilized. Factors to be retained were confirmed using the scree test. The factor analysis procedure yielded three factors. These were interpreted as being a primary verbal ability factor, a secondary reasoning factor, and a secondary numerical processing factor. The perceptual speed and memory groupings identified by Woodcock were not duplicated. Implications of these results suggest the cautious use of the Cognitive Factor cluster scores for diagnosis of strengths and weaknesses for the behavior disordered population. 相似文献
8.
John M. Reddington Kel D. Cameron 《International Journal of Disability, Development & Education》1991,38(2):171-203
THIS DOUBLE‐BLIND experiment investigated various aspects of visual and auditory problems related to dyslexia. Seventeen children with dyslexia aged 7.25 to 10.25 years were compared with 17 normal readers matched for CA and intellectual ability. A speech perception task which measured the subjects’ auditory threshold level significantly separated the two groups. No difference was found when this task was performed at 35 dB above individual threshold levels. A significant difference between groups was found for the Form Constancy Subtest of the Frostig Developmental Test of Visual Perception (DTVP) (1966). A significant negative correlation found between these measures for the dyslexics, but not for the normal readers, supports previous evidence for auditory and visual subtypes in dyslexia. Various optometric measures were also examined. Four dyslexics, but no normal readers, suffered fixation disparity. This difference was significant. Six representative subjects of each group were compared for eye tracking in reading. The word span of the dyslexics was significantly smaller than that of the normal readers. A multiple discriminant analysis incorporating the auditory threshold task, form constancy, fusional reserves (distance, negative), accommodation right eye and heterophoria significantly discriminated the two reading groups. The perceptual variables were more heavily weighted than the optometric measures. It was concluded that while eye tracking and binocular fusion problems should always be considered in the assessment of dyslexics, factors involved in information processing in auditory and visual perception appear to be those which are more highly implicated. 相似文献
9.
Cognitive Architecture and Instructional Design 总被引：48，自引：0，他引：48
John Sweller Jeroen J. G. van Merrienboer Fred G. W. C. Paas 《Educational Psychology Review》1998,10(3):251-296
Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it. 相似文献
10.
Memory and Speed: Their Role in the Relation of Infant Information Processing to Later IQ 总被引：2，自引：0，他引：2
This study examined the extent to which memory and processing speed accounted for relations we had found earlier between infant information processing and childhood IQ. The measures of speed and memory were obtained when the children were 11 years of age using paper-and-pencil tasks and an extensive battery of computer-administered tasks. The relations of 7 month visual recognition memory and 1 years cross-modal transfer to 11 years IQ were both substantially reduced with statistical control of factors dericed from these measures. These results suggest that speed and memory underlie some of the infant-childhood continuities in cognition. Path and stuctural equation modeling indicated that the significant pathways from 7 month visual recognition memory to 11 year IQ were nboth directr and indirect, the indirect paths going through memory and speed. 相似文献
11.
Thomas P. Reilly Owen W. Drudge James C. Rosen Dorene E. Loew Mariellen Fischer 《Psychology in the schools》1985,22(4):380-382
Twenty-six normal first-grade children (M = 7.0 years) were administered the WISC-R, the McCarthy Scales, and the Woodcock-Johnson Scales of Cognitive Ability. Two years later, their levels of academic achievement were determined by way of the WRAT and global teacher ratings of classroom performance. Pearson intercorrelations among the summary indices of the three intellectual measures were significant and uniformly high (rang. 77-.95). Correlations between first-grade ability scores and third-grade achievement measures also were significant (range .64-.90), suggesting strong predictive validity for each of the cognitive instruments. Though not significantly so, the correlations between the Woodcock-Johnson and achievement tended to be the highest. The results indicate that all three intellectual measures are appropriate for predicting later academic achievement in young school-aged children. 相似文献
12.
Hearing-impaired students' performance on tests of visual processing: relationships with reading performance 总被引：1，自引：0，他引：1
Performance of hearing-impaired students on selected tests of visual processing and the relationship between performance on those measures and on a test of reading comprehension were investigated. Seventy-seven subjects, all 7- and 8-year-olds, were tested using the MVPT, ITPA Sequential Memory Subtest, VADS, Jordan, VMI, Slingerland, and SAT-HI. Scores of the hearing-impaired subjects failed to match those of the hearing norm sample of the VADS test but no systematic differences were found on the other tests of visual processing. Performance IQ was strongly associated with both visual processing and reading scores. Significant portions of the variance in reading scores were explained by IQ and performance on tests of memory for visual stimuli. Visual tests without a memory component failed to explain significant portions of the variance in reading performance. 相似文献
13.
A principal component factor analysis with varimax rotation was performed for 50 subjects on 18 cognitive and achievement variables. Four, five, six, and seven factors were specified for extraction. Variables were chosen to allow for investigation of factor loadings among measures of short-term auditory and short-term visual memory. Also included in the analysis were tests representative of other Gf-Gc factors. The results provide support for a model of Gf-Gc theory with distinct and separate short-term visual and short-term auditory memory factors. 相似文献
14.
Laurice M. Joseph Megan E. McCachran Jack A. Naglieri 《Journal of Research in Reading》2003,26(3):304-314
The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock‐Johnson Tests of Academic Achievement‐III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance. 相似文献
15.
Correlations between the WISC-R, the Woodcock-Johnson Achievement clusters, the Woodcock-Johnson Aptitude clusters, and the Broad Cognitive Ability Score were evaluated, using as a sample 60 BD male adolescents. Aptitude cluster scores were found to have insufficient validity to justify computation for such a population. The Broad Cognitive Ability Score was found to be significantly correlated to all W-J Achievement cluster scores. Implications were discussed of Hotelling's t-test analyses examining the correlations between the four W-J Achievement cluster scores and the WISC-R VIQ as compared to the four W-J Achievement cluster-Broad Cognitive Ability correlations. 相似文献
16.
Nicole Landi W. Einar Mencl Stephen J. Frost Rebecca Sandak Kenneth R. Pugh 《Annals of dyslexia》2010,60(1):102-121
Using functional magnetic resonance imaging, we investigated multimodal (visual and auditory) semantic and unimodal (visual only) phonological processing in reading disabled (RD) adolescents and non-impaired (NI) control participants. We found reduced activation for RD relative to NI in a number of left-hemisphere reading-related areas across all processing tasks regardless of task type (semantic vs. phonological) or modality (auditory vs. visual modality). Moreover, activation differences in these regions, which included the inferior frontal gyrus, the superior temporal gyrus, and the occipitotemporal region, were largely independent of in-scanner performance in our auditory semantic task. That is, although RD participants and NI participants differed in performance in visually presented conditions, they did not differ significantly in the auditory condition, yet similar patterns of reduced activation were observed in these regions across conditions. These findings indicate a neurobiological marker in RD that is independent of task, modality, or performance. These findings are discussed in the context of current neurobiological models of RD. 相似文献
17.
The aim of this study was to compare visual and verbal memory in children with nonverbal learning disability (NLD) using the Children's Memory Scale and to identify the profile of strengths and weaknesses in visual memory abilities. Performance was significantly lower on measures of visual than verbal memory, indicating that children with NLD have deficits in visual memory despite adequate verbal memory. A unique pattern of performance emerged for the visual but not the verbal subtests. Performance on the Faces Immediate subtest was well below average, although other measures of visual memory were within the average range. Hence, it appears that children with NLD have a specific deficit on immediate memory for faces. This facial memory deficit may be linked to a deficit in right hemisphere functioning, which has already been implicated in facial processing and may also be linked with other disorders (e.g., autism spectrum disorder) in which similar facial processing deficits have been documented. More research is needed to further understand the visual memory profile of children with NLD and to inform instruction and remediation. 相似文献
18.
Asja Maass Kirsten Kollhörster Annemarie Riediger Vanessa MacDonald Arnold Lohaus 《European Journal of Psychology of Education - EJPE》2011,26(3):339-353
The present study focuses on the short-term effects of electronic entertainment media on memory and learning processes. It
compares the effects of violent versus non-violent computer game content in a condition of playing and in another condition
of watching the same game. The participants consisted of 83 female and 94 male adolescents with a mean age of 17.6 years.
The dependent variables are memory for previously learnt verbal and visual material, memory for media-related content and
physiological measures of stress (heart rate, cortisol, salivary alpha-amylase). Besides the group comparisons, potential
mediation effects and gender differences were examined. The results show that violent content leads to a poorer memory performance
for verbal material and to an increased heart rate. The heart rate, however, does not mediate the effect on memory performance.
Genders differ regarding their abilities to memorise verbal and visual material, with females showing a better performance
(independent of the experimental condition), and for memorising media-contents, where the males outperform females (also independent
of experimental condition). The study supports the assumption that violent and arousing media content has a negative short-term
effect on simultaneous information processing and learning and that there are gender-specific media effects. 相似文献
19.
M. Dolores Calero Sara Mata Rosario Carles Carmen Vives Sonia López‐rubio Antonio Fernández‐parra Elena Navarro 《Psychology in the schools》2013,50(7):705-721
The objective of this study was to test the usefulness of dynamic assessment for determining cognitive abilities such as classification, auditory and visual memory, pattern sequences, perspective taking, verbal planning, learning potential, and metacognition in immigrant preschool children with and without competence in the dominant language (Spanish). One hundred seventy‐six preschool‐children were distributed in three groups according to the cultural background of their parents (native Spanish/Spanish‐speaking immigrants/non‐Spanish speaking immigrants). The children were assessed by means of the K‐BIT, the Application of Cognitive Functions Scale (ACFS), and metacognition, language competence and academic performance estimates. The results show that although there are initial differences in execution between the two groups (Spanish/immigrants), there are no differences with regard to learning potential. The study also demonstrates the importance of behavioral, attitudinal, and metacognitive variables in children's test execution and academic performance. 相似文献
20.
The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality. 相似文献