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1.
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
2.
Because of the Flynn effect, IQ scores rise as a test norm ages but drop on the introduction of a newly revised test norm. The purpose of the current study was to determine the impact of the Flynn effect on learning disability (LD) diagnoses, the most prevalent special education diagnosis in the United States. Using a longitudinal sample of 875 school children who were initially diagnosed with LD on the Wechsler Intelligence Scale for Children-Revised (WISC-R), children experienced a significant decline in IQ when retested on the third edition of the WISC (WISC-III) compared to peers who were tested on the WISC-R twice. Furthermore, results from logistic regression analyses revealed that the probability of a rediagnosis of LD on reevaluation significantly decreased, in part, because of this decline on the WISC-III. These results are discussed in terms of their implications for both basic research and educational policy. 相似文献
3.
J P Braden 《American annals of the deaf》1989,134(5):329-332
Despite the popularity of nonverbal IQ tests for psychoeducational assessment of deaf children, criterion-related validity is lacking. This may be because nonverbal IQ tests lack criterion-related validity, or because inappropriate scaling attenuates IQ achievement correlations. Two studies used samples of deaf children to test these hypotheses. The first study (N = 33) correlated WISC-R PIQs with Stanford Achievement Test-Hearing Impaired Edition (SAT-HI) grade equivalents and age-based percentiles (rs less than .37, NS). The second study (N = 64) correlated nonverbal IQs from many tests with SAT-HI scores (rs .05 to .42). The results implicate the hypothesis that criterion scale affects IQ-achievement correlations. The role of nonverbal IQ in the psychoeducational assessment of deaf children is discussed. 相似文献
4.
4 successive cohorts of low-income families were randomly assigned either to a home-based intervention program that focused on modeling verbal interaction between mother and child around selected toys and books or to comparison treatments. Large program effects were found on maternal interaction styles in videotaped observations. Small IQ and program-specific effects were found for children in contrast to much larger IQ effects found in earlier research. IQ effects did not appear to have been mediated by changes in maternal behavior. A variation in which toys and books were supplied without home visits was as effective as the full program on IQ but not on maternal behavior. 3 years postprogram , there were no detectable effects in achievement or IQ tests or in first grade teachers' ratings of school adjustment and performance, but IQ and achievement scores were near national norms. Reasons for discrepancies with earlier results are discussed. The results highlight the need for continued experimental evaluation of early intervention programs with safeguards to insure that samples are educationally at risk. 相似文献
5.
Kerry S. Lassiter Nancy L. Bell Melody B. Hutchinson T. Darin Matthews 《Psychology in the schools》2001,38(1):1-10
This study examined the concurrent validity of the General Ability Measure for Adults (GAMA1; Naglieri & Bardos, 1997) and the Wechsler Adult Intelligence Scale‐Third Edition (WAIS‐III; Wechsler, 1997). Sixty college students were administered both instruments in counterbalanced order. A comparison of the mean scores on the GAMA and WAIS‐III indicated that the sample obtained similar GAMA and WAIS‐III PIQ scores. In contrast, the sample's mean GAMA IQ score was significantly lower than the sample's mean FSIQ and VIQ scores. Although the GAMA IQ score was positively correlated with all WAIS‐III IQ and Index scores, this new instrument was more clearly associated with visual‐spatial reasoning, as defined by the WAIS‐III PIQ. The GAMA's accuracy in predicting performance on the WAIS‐III FSIQ and PIQ also was examined, with the GAMA underestimating WAIS‐III FSIQ and PIQ scores for participants falling within the Superior and Very Superior range of intellectual functioning. © 2001 John Wiley & Sons, Inc. 相似文献
6.
Patterns of performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) have been proposed as useful tools for the identification of children with learning disabilities (LD). However, most of the studies of WISC-R patterns in children with LD have been plagued by the lack of a typically achieving comparison group, by failure to measure individual patterns, and by the lack of a precise definition of LD. In an attempt to address these flaws and to assess the presence of patterns of performance on the WISC-R, we examined data from 121 children with typical achievement (TA), 143 children with reading disabilities (RD), and 100 children with a specific arithmetic disability (AD), ages 6 to 16 years. The results indicated that the RD and AD groups had significantly lower scores than the TA group on all the Verbal IQ subtests. Many of the children with AD and RD showed a significant difference between Verbal and Performance IQ scores, but so did many of the typically achieving children. Although there were some children with LD who showed the predicted patterns, typically, 65% or more of the children with LD did not. Furthermore, a proportion of the TA group-generally not significantly smaller than that of the RD and AD groups-showed discrepancy patterns as well. Our results indicate that the patterns of performance on intelligence tests are not reliable enough for the diagnosis of LD in individual children. Therefore, it might be more profitable to base the detection of an individual's LD on patterns of achievement test scores. 相似文献
7.
Joyce M. Alexander Kathy E. Johnson Jennifer Albano Thea Freygang Brianna Scott 《Metacognition and Learning》2006,1(1):51-67
Across two studies, we developed and tested a declarative metacognitive interview to investigate the effects of developmental
level and verbal intelligence on children's metaconceptual understanding of processes related to concept use and object categorization.
Metaconceptual knowledge developed throughout elementary school, with near ceiling scores for adults. IQ scores correlated
positively with metaconceptual interview scores for all groups of children. Study 2 confirmed a relationship between scores
on the metaconceptual interview and performance on a Twenty Questions task for which strategic performance was presumed to
depend on such knowledge, though metaconceptual knowledge was most important when IQ was lower. Implications for theory development
and hypotheses about how metaconceptual knowledge develops are discussed. 相似文献
8.
《Journal of moral education》2012,41(2):94-100
Abstract Twenty‐four second‐ and third‐grade children were given two cognitively‐based role‐taking tests developed by Flavell et al. (1968). The children's social behaviour was observed over a two‐month period. It was coded according to a scheme introduced by the anthropologists Whiting and Whiting (1975) which produces composite scores of egoism and altruism. Teachers rated the children's social behaviour and role‐taking ability. IQ scores were obtained from school records. Tests of the reliability and validity of the measures of role‐taking and altruism were positive. Role‐taking ability was positively correlated with naturally‐occurring altruistic behaviour and teacher's ratings of altruism. IQ was positively correlated with role‐taking ability, and tended to be positively correlated with altruism. The correlation between role‐taking and altruism was marginally significant with IQ partialled out. The results were consistent with the conclusion that role‐taking ability increases the disposition to behave altruistically in third‐grade children. 相似文献
9.
《Early childhood research quarterly》1995,10(1):33-61
Long-term correlates of early child care and maternal employment were examined in a representative sample of 333 6- to 12-year-old middle-class children. Intellectual, social, and behavioral development and parent-child relationships were related to nonparental infant care, center or preschool experiences, and maternal employment. Contextual analyses included child, parent, and family covariates related to choice of child care and children's development. Preschool and center day care was associated with slightly higher Wechsler Intelligence Scale for Children-Revised (WISC-R) Vocabulary scores and externalizing t scores on the Child Behavior Checklist. In addition, for African American children, center preschool experience was associated with 10-point-higher verbal intelligence scores and better ratings of positive behavioral attributes by parent and observers. Nonparental care during infancy and maternal employment patterns during the preschool years were not consistently related to the outcomes. The results of this study further support the growing consensus that the effects of early child care experiences must be considered in the context of parent, family, and child characteristics. 相似文献
10.
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
11.
The Kaufman-Assessment Battery for Children (K-ABC), a measure of cognitive functioning, was administered to 26 male and 24 female hearing-impaired elementary school students to determine its appropriateness for hearing-impaired children. The Wechsler Intelligence Scale for Children-Revised (WISC-R) also was administered. Scores for the present hearing-impaired sample on the K-ABC were compared with the normative group and were correlated with the WISC-R and standard achievement test scores. Results showed that both the Simultaneous Processing Scale and the Nonverbal Scale seemed appropriate for hearing-impaired children, whose scores were similar to those of the test's normative sample. Scores on the K-ABC also correlated highly with scores from the WISC-R. The Sequential Processing Scale was more problematic and not as useful. The K-ABC was significantly related to school achievement. Difficulties in the administration of the instrument with hearing-impaired children also are discussed. 相似文献
12.
David F. Bjorklund Wolfgang Schneider Katherine Kipp Harnishfeger William S. Cassel Barbara R. Bjorklund Jean E. Bernholtz 《Contemporary educational psychology》1992,17(4)
High- and low-IQ children in the first, third, and fifth grades performed two free-recall tasks: a sort-recall task with sets of categorically related pictures, and a class-recall task, with children recalling the current members of their school class. All children were deemed to be experts concerning the composition of their school class, but, unlike experts in other domains, had no special motivation associated with their expertise. Recall and clustering on both tasks were high. The high-IQ children performed better than low-IQ children only on the sort-recall task. IQ was significantly correlated with measures of performance on the sort-recall task but not on the class-recall task. The results reflect the fact that the memory benefits associated with being an expert (here, elimination of IQ effects) are related to the greater knowledge the expert possesses and not to factors of motivation. 相似文献
13.
Prenatal Caloric Intake and the Development of Academic Achievement Among U.S. Children From Ages 5 to 14 
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下载免费PDF全文 Few studies have examined the relation between maternal caloric intake during pregnancy and growth in child academic achievement while controlling for important confounding influences. Using data from the National Longitudinal Survey of Youth, the current study examined the effects of reduced prenatal caloric intake on growth in scores on the Peabody Individual Achievement Test from ages 5 to 14. While models controlling for within‐family covariates showed that prenatal caloric intake was associated with lower reading and mathematical achievement at age 5, models controlling for between‐family covariates (such as maternal IQ) and unobserved familial confounders revealed only a statistically significant association between siblings differentially exposed to prenatal caloric intake and mathematical achievement at age 5. 相似文献
14.
Kimberly J. O&#x;Malley David J. Francis Barbara R. Foorman Jack M. Fletcher Paul R. Swank 《Learning disabilities research & practice》2002,17(1):19-34
Poor readers who met low achievement and IQ‐discrepancy definitions of reading disability were compared with nonimpaired readers on their development of eight precursor and reading‐related skills to evaluate developmental differences prior to students’ identification as reading disabled. Results indicated no evidence for differences between the two groups of poor readers in the development of the eight skills, with three exceptions. Students in the IQ‐discrepant group demonstrated greater growth in letter sound knowledge, greater mean performance in visual‐motor integration at the beginning of first grade, and greater deceleration in rapid naming of letters. When compared to the nonimpaired group, low‐achieving readers demonstrated poorer performance and development in all skills, while the IQ‐discrepant readers demonstrated poorer performance and development in phonemic awareness, rapid naming of letters and objects, spelling, and word reading. The largely null results for comparisons between the two groups of poor readers challenges the validity of the two‐group classification of reading disabilities based on IQ‐discrepancy. 相似文献
15.
目的：探讨研究学习困难儿童智力和行为的关系。方法：观察组208例（选IQ〉70以上）,平均成绩连续2年在班级第10百分位以下的儿童,对照组200例,与观察组同年龄段,平均成绩中上水平的正常儿童。两组儿童均给予Achenback儿童行为量表、儿童韦克斯勒智力测试和自编调查表进行问卷评定。结果：208例总智商、言语智商、操作智商与对照组比较差异有统计学意义（P〈0.001）,在各项分测验中积木（P〈0.002）、填图（P〈0.005）测验差异也有统计学意义,其它分测验差异均有统计学意义（P〈0.001）。结论：学习困难儿童存在智力结构发育不平衡,多伴有心理行为问题。社会、教师和父母应从心理上接纳他们,给予更多关怀和理解,让他（她）们健康成长。 相似文献
16.
Kerry S. Lassiter T. Darin Matthews Nancy L. Bell Carrie M. Maher 《Psychology in the schools》2002,39(5):497-506
Ninety‐four college students were administered the GAMA and KAIT. GAMA IQs were significantly and moderately correlated with KAIT Fluid, Crystallized and Composite IQs, supporting the convergent validity of this instrument. Although significant correlations between measures emerged and nonsignificant differences were found between mean scores across these instruments, GAMA IQ scores did not accurately predict KAIT Composite IQ scores when GAMA IQ scores were compared to KAIT Composite IQs. Similarly, when the sample was divided into two groups by ability level, GAMA IQs accurately estimated the intelligence for individuals of Average and Below Average intelligence, but underestimated the KAIT Composite IQ scores by 4 points for the Above Average group. Implications of the findings are discussed and suggestions for future research are provided. © 2002, Wiley Periodicals, Inc. 相似文献
17.
The consequences of prenatal maternal stress for development were examined in 125 full-term infants at 3, 6, and 12 months of age. Maternal cortisol and psychological state were evaluated 5 times during pregnancy. Exposure to elevated concentrations of cortisol early in gestation was associated with a slower rate of development over the 1st year and lower mental development scores at 12 months. Elevated levels of maternal cortisol late in gestation, however, were associated with accelerated cognitive development and higher scores at 12 months. Elevated levels of maternal pregnancy-specific anxiety early in pregnancy were independently associated with lower 12-month mental development scores. These data suggest that maternal cortisol and pregnancy-specific anxiety have programming influences on the developing fetus. 相似文献
18.
《Early childhood research quarterly》1998,13(3):501-521
This investigation used structural equation modeling to examine sources of children's reading, vocabulary, general information, mathematics, and letter recognition skills upon entrance to kindergarten. Potential predictors included ethnicity, gender, child IQ, family literacy environment, maternal education, and months in child care centers. Family literacy environment had positive causal links with four of five academic measures. Greater number of months in child care centers was associated with higher mathematics scores among children from less educated mothers who scored low on a measure of family literacy environment. In contrast, no effects of child care were found for children from mothers with more education. Implications include the need for strong parental involvement in children's development and subsidized child care for children in need. 相似文献
19.
Memory and Processing Speed in Preterm Children at Eleven Years: A Comparison with Full-Terms 总被引：5，自引：0，他引：5
This study examined the effects of prematurity on 11-year-olds' performance on 2 specific aspects of cognition—memory and processing speed, using a new computer-administered battery, the Cognitive Abilities Test (CAT: Detterman). Preterms performed more poorly than their full-term controls on all memory tasks; this relative deficit was associated with the presence and severity of neonatal Respiratory Distress Syndrome (RDS). Preterms were also slower on selected aspects of processing speed but not on motor speed. Memory and processing speed, taken together, accounted for much of the 10-point difference in WISC-R IQ between groups. 相似文献
20.
To test the hypothesis that the genetic etiology of reading disability differs as a function of IQ, composite reading performance data from 223 pairs of identical twins and 169 pairs of same-gender fraternal twins in which at least one member of each pair was classified with reading disability were subjected to multiple regression analysis (DeFries & Fulker, 1985, 1988). In the total sample, heritability of the group deficit in reading performance (h(g)2) was .58 (+/- .08). However, when the basic regression model was fitted separately to data from twin pairs with average Wechsler (1974, 1981) full scale IQ scores below 100 or 100 and above, resulting estimates of h(g)2 were .43 and .72, respectively, a significant difference (p < or = .03, one-tailed). The results of fitting extended regression models to reading performance and continuous IQ data provide evidence that the genetic etiology of reading disability differs as a linear function of IQ (p < or = .007, one-tailed). These results suggest that IQ is relevant for the diagnosis of reading disability and that environmental influences may be more salient as a cause of reading difficulties in children with lower IQ scores. 相似文献