首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
The relationship between the Early Screening Profiles (ESP; Harrison, 1990) and the Differential Ability Scales (DAS; Elliott, 1990a) was studied. The participants were 94 (57 males, 37 females) at‐risk preschoolers ranging in age from 3 years 6 months to 5 years 11 months (M= 4 years 7 months; SD= 6.3 months). The sample included 72 Caucasians, 21 African Americans, and one Hispanic. This study found that the DAS GCA (General Conceptual Ability) mean score was significantly lower than the ESP Total Screening mean score. However, a strong relationship (r= .78) was found between the ESP Total Screening and DAS GCA scores, indicating that the ESP is a good predictor of cognitive ability among at‐risk preschoolers. © 2000 John Wiley & Sons, Inc.  相似文献   

2.
This study examined the cluster profiles obtained using the Differential Ability Scale (DAS, Elliott, 1990a) for preschool children diagnosed with cognitive delay and for those without cognitive delay. Cluster analyses resulted in distinctive profiles for each group. Profiles for preschoolers diagnosed with cognitive delay were compared with DAS profile patterns previously reported for school‐aged children diagnosed with learning disabilities (McIntosh & Gridley, 1993). Cluster comparisons indicated profiles of cognitively delayed preschoolers were not the same as those found in school‐age children with learning disabilities. Implications for prediction of school‐age learning disabilities from preschool DAS cognitive cluster profiles are discussed. © 2002 John Wiley & Sons, Inc.  相似文献   

3.
This research investigated differences in delinquent activities and the reputational orientations of at‐risk and not‐at‐risk male and female adolescents. Initially, we sought to establish that adolescent males and females differed in these respects. This was found to be the case: males (n = 722) scored significantly higher than females (n = 738) on seven self‐reported delinquency variables and on eight reputation enhancement variables pertaining to social deviance, non‐conforming reputation, and power/evaluation private identity. When a sample of 31 at‐risk females was subsequently pair‐wise age matched with 31 not‐at‐risk females, at‐risk females scored significantly higher on all delinquency variables other than school misdemeanors. These at‐risk females also scored significantly higher on four reputation enhancement variables relating to social deviance and non‐conformity. Given that at‐risk females did not differ from their not‐at‐risk counterparts in level of involvement in school misdemeanors, we sought to determine whether this was also the case for at‐risk and not‐at‐risk males. An age‐matched sample of 91 pairs revealed that at‐risk males reported significantly higher involvement than not‐at‐risk males in all aspects of delinquency, including school misdemeanors. They also sought a more non‐conforming reputation. To explore the relationships between delinquency and reputation enhancement, a canonical correlation analysis was performed. All findings are discussed in the light of reputation enhancement theory.  相似文献   

4.
This study investigated relationships among teacher, parent, and observer behavioral ratings of 3‐ and 4‐year‐old children using intra‐class correlations and analysis of variance. Comparisons within and across children from middle‐income (MI; N = 166; mean age = 54.25 months, standard deviation [SD] = 8.74) and low‐income (LI; N = 199; mean age = 51.21 months, SD = 7.22) backgrounds revealed significant agreement between the raters but also considerable differences in both ranking and absolute scores between raters. Teachers and parents consistently rated children from LI classrooms as having more behavioral problems and fewer prosocial behaviors. Results are conceptualized with respect to how differential expectations, comparison groups, and types of interaction with children can affect the evaluation of child behavior. Results point to the need for multiple sources of evaluation when assessing children for behavioral difficulties, particularly children from lower income backgrounds. © 2010 Wiley Periodicals, Inc.  相似文献   

5.
A study was performed to explore the role of temperament as a predictor of early literacy and numeracy skills in preschoolers. The participants in this study were 94 children (46 males, 48 females) enrolled in half-day junior kindergarten (Mage= 51.52,SD = 3.25 mos.). Parents completed theColorado Child Temperament Inventory (CCTI, Buss and Plomin 1984 and Plomin). Child interviews were conducted, and vocabulary, concepts about print, counting, and numeracy skills were assessed. Results from hierarchical regression analyses revealed that temperament contributed uniquely to the explanation of literacy and numeracy skills over and above well-established indicators of a child’s academic achievement (i.e., parental education, gender, vocabulary). Results are discussed in terms of educational and developmental implications.  相似文献   

6.
We examined theory of mind (ToM; mental state understanding) and language in children with epilepsy (EP; n = 10; mean age = 9.92, SD = 2.34) and with typical development (TD; n = 20; mean age = 10.05, SD = 2.08). The EP group demonstrated worse ToM compared to the TD group (t(28) = ?1.11, p = .28, d = .44) but differences did not persist when controlling for language. Syntactic language was correlated with ToM in the EP group (rho (10) = .79, p < .01). This study confirms language is important for ToM in a group of children with a neurological disorder and indicates that children with epilepsy are at risk for difficulties in understanding the mental states of others due to their language deficits. This may help to explain the social difficulties these children have with their peers.  相似文献   

7.
This study investigated the possibility of enhancing the level of preschoolers’ number sense by introducing two intervention programmes, Let’s think! and Young children with special educational needs count, too! .Forty‐five preschoolers, mean age 66.4 months, were randomly assigned to the experimental and control groups. The experimental group received instruction twice a week, for half an hour, and for a period of nine months. Pretest–postest comparison revealed that the experimental group showed enhanced number‐sense performance immediately after the instruction ended, but the between‐group difference faded after six months. There were no statistically significant differences between the groups in general mathematical thinking abilities (transfer tasks) after the intervention.  相似文献   

8.
The present study explored how relationships with natural mentors may contribute to African American adolescents’ long‐term educational attainment by influencing adolescents’ racial identity and academic beliefs. This study included 541 academically at‐risk African American adolescents transitioning into adulthood. The mean age of participants at Time 1 was 17.8 (SD = .64) and slightly over half (54%) of study participants were female. Results of the current study indicated that relationships with natural mentors promoted more positive long‐term educational attainment among participants through increased private regard (a dimension of racial identity) and stronger beliefs in the importance of doing well in school for future success. Implications of these findings and directions for future research are discussed.  相似文献   

9.
This study investigated the utility of the Early Screening Profiles (ESP; Harrison, 1990) to differentiate between preschoolers at risk for cognitive delays (n= 49) and non‐risk preschoolers (n= 44). Step‐wise discriminant function analysis was performed using the ESP Profiles and Total Screening scores as the predictors of group membership. The Total Screening score, by itself, was found to correctly classify approximately 81% of the preschoolers. In a separate discriminant analysis, the Cognitive/Language and Motor profiles were required to maintain a similar level of correct classifications as the ESP Total Screening score. © 2001 John Wiley & Sons, Inc.  相似文献   

10.
Spilt JL  Hughes JN  Wu JY  Kwok OM 《Child development》2012,83(4):1180-1195
This study modeled teacher–student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic‐diverse sample of 657 academically at‐risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1–5. Achievement was tested in Grades 1 and 6. For conflict, low‐stable (normative), low‐increasing, high‐declining, and high‐stable trajectories were found. For warmth, high‐declining (normative) and low‐increasing patterns were found. Children with early behavioral, academic, or social risks were underrepresented in the normative trajectory groups. Chronic conflict was most strongly associated with underachievement. Rising conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity.  相似文献   

11.
The phonologically transparent Persian orthography is normally transcribed with two distinct spellings; words spelled with vowels (letters) transcribed as a fixed part of the spelling (transparent) and words spelled with vowels (diacritics) omitted (opaque). Three groups of Persian readers, namely developmental dyslexics (n=29, mean age=9.4, SD=1.4), unimpaired readers matched on age (n=49, mean age=9, SD=1.3), and reading age (n=23, mean age=7.2, SD=0.4) with the dyslexics performed on a short-term memory verbal test. The time taken to read aloud lists of words with opaque and transparent spellings, the errors made on reading the words in each list, and the number of correctly recalled words in each list was subjected to statistical analysis. The results showed that transparent words as a whole were read more accurately than opaque words. However, recall of words was best for opaque words for the older group of unimpaired readers compared to the transparent words, while the opposite was true for dyslexics and unimpaired reading age matched participants. The implications of these results are discussed.  相似文献   

12.
Twenty‐nine grade‐matched 4th–8th‐grade males, 12 with attention‐deficit/hyperactivity disorder (ADHD) (age M= 12.2 years, SD= 1.48), and 17 without (age M= 11.5, SD= 1.59), completed two working memory tasks (digit span and the Simon game) and three long‐term episodic memory tasks (a personal event memory task, story memory task, and picture recognition task). In line with clinical observations, children with ADHD performed worse than peers on all working memory tasks, but performed as well as or better than peers on long‐term episodic tasks, demonstrating particularly detailed memory for personally experienced past events. Participants' parents also completed questionnaires about their children's memories in daily life. Parents rated children with ADHD lower than children without ADHD on working and semantic memory (e.g., remembering names, spelling, and math), but rated them as high or higher on memory for events. Implications for theory and educational practice are discussed.  相似文献   

13.
Previous research suggests that social–cognitive factors mediate the association between social–environmental risk and aggression in high‐risk samples, but less is known about the relation among these factors in suburban youth. The present study examined whether such an association occurred for suburban youth exposed to low levels of social rejection and community violence. Using data from 184 adolescents (mean age = 14.97 years, SD = .84) and their homeroom teachers, analyses with structural equation modeling revealed a significant relation between relatively mild levels of social–environmental risk and aggression. This association was partially mediated by negatively biased social–cognitive factors (i.e., general knowledge structures and social information processing). Findings suggest that even relatively low levels of social rejection and community violence exposure characterizing suburban youth (in contrast to urban youth) put them at an increased risk for problems with aggression.  相似文献   

14.
Abstract

Despite contemporary research on dyslexia moving toward multi‐deficit hypotheses, intervention studies tend to focus on specific causal mechanisms. The Cellfield Intervention, which involves computer‐based activities designed to remediate multiple deficits concurrently, is evaluated in the present paper. Participants were 262 Australian school children (187 males, 75 females; mean age 11.05) who undertook the ten intervention sessions at the Cellfield Clinic in 26 mean days between pre‐ and post‐ test, during a 24 month period. Pre‐ and post‐intervention data were collected using the Wide Range Achievement Test, the Woodcock Reading Mastery Tests ‐ Revised, the Neale Analysis of Reading Ability, and ocular assessments. Significant gains (p < .05) were made in all three sets of dependent measures analyzed (i.e., reading‐related skills, oral reading proficiency, and ocular measures) providing some support for the efficacy of an integrated approach to the treatment of reading difficulties.  相似文献   

15.
The purpose of this study was to determine if there are gender differences among elementary school‐aged students in regard to the inferences they generate during reading. Fourth‐grade students (130 females; 126 males) completed think‐aloud tasks while reading one practice and one experimental narrative text. Females generated a larger number and a greater proportion of reinstatement inferences than did males (Cohen's d = .34, p = .01; Cohen's d = .26, p = .04, respectively). In contrast, there was no evidence for gender differences in other types of think‐aloud responses. These findings suggest that males and females differ in their use of cognitive processes that underlie reading comprehension, particularly with respect to the likelihood of retrieval of information from episodic memory.  相似文献   

16.
Concerns about the ability‐achievement discrepancy method for specific learning disability (SLD) determination led to alternative research‐based methods, such as failure to respond to intervention. Neither of these regulatory methods address the statutory SLD definition, which explicitly includes a deficit in basic psychological processes. Examining neuropsychological processing differences among typical children and children with math SLD, commonality analyses revealed that Differential Ability Scales – Second Edition (DAS‐II) predictors accounted for more achievement variance in typical children (46% to 58%) than in children with math SLD (33% to 50%), with substantial loss of predictive validity when General Conceptual Ability was used instead of subcomponent scores. Results suggest that differences in typical predictor‐outcome relationships may provide a foundation for developing specific cognitive and academic interventions for children with math SLD. © 2008 Wiley Periodicals, Inc.  相似文献   

17.
In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self-efficacy, and use of self-regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self-efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.  相似文献   

18.
ABSTRACT

The purpose of this study is to explore the validity of the assessment tool. The purposive sampling method is applied in this research on a total of 551 preschool children between 4 and 6 years old. Their ages range from 46 to 81 months, with an average age of 63.9 months (SD?=?7.58). The assessment tool used in this research is the “Computerized Visual Motor Integration Assessment Tool Using Chinese Basic Strokes”. The multivariate logistic regression analysis was used to automatically determine children’s writing classification. The findings suggest that the assessment tool developed has good validity in terms of sensitivity, specificity and the accuracy. This tool is recommended for use in the diagnosis of Chinese visual motor integration issues for preschoolers, so that their potential writing difficulties may be detected early, and the goal of early intervention may be achieved.  相似文献   

19.
Nighttime settling difficulties (i.e., bedtime resistance, sleep‐onset delay) occur in about 25% of young children and are associated with attentional, behavioral, and emotional problems. We examined whether the timing of internal (endogenous) circadian melatonin phase (i.e., dim light melatonin onset; DLMO) and its relationship with parent‐selected bedtimes were related to nighttime settling behaviors. Fourteen regularly napping preschoolers (8 females; 30–36 months) participated in a 6‐day protocol (parent‐report of nighttime settling, actigraphic assessment of sleep onset latency, evening salivary DLMO). Average DLMO clock time was 07:40 p.m. ± 00:48 minutes, occurring 29 minutes ± 32 minutes prior to bedtime (lights‐out). Children with later DLMOs had longer sleep‐onset latencies (r = .62) and poorer success in falling asleep (r = ?.59). Children whose bedtimes were closer to their DLMO had longer sleep‐onset latencies (r = .72) and increased bedtime resistance (r = ?.54). We conclude that dissonance between parent‐selected bedtimes and children's circadian physiology may contribute to the development of nighttime settling difficulties in early childhood.  相似文献   

20.
This study examined the underlying constructs measured by the Differential Ability Scales (DAS; C.D. Elliott, 1990a) as they relate to the Cattell‐Horn‐Carroll (CHC) Theory (K.S. McGrew, 1997) of cognitive abilities. The DAS and Woodcock‐Johnson Tests of Cognitive Abilities (WJ‐III COG; R.W. Woodcock, K.S. McGrew, & N. Mather, 2001) were administered to 131 children in grades 3 through 5 who took part in a concurrent validity study included in the Woodcock‐Johnson Tests of Cognitive Abilities, Third Edition, technical manual (K.S. McGrew & R.W. Woodcock, 2001). Confirmatory factor analyses using maximum likelihood estimation were conducted with the AMOS 5.0 (J.L. Arbuckle, 2001) statistical program to evaluate three models of increasing complexity, to compare how well each fit the data set, and to identify the one that best described the underlying constructs measured by the DAS. Results suggested that the synthesized Three‐Stratum CHC Model provided the most parsimonious representation among the three models tested. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 119–138, 2007.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号