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991.
The Wechsler Intelligence Scale for Children-Revised was administered to 187 black, 184 Hispanic, and 184 white children aged 6–11. The Verbal-Performance (V-P) IQ discrepancies were determined for the total group and for each ethnic group. The overall mean of 10.74 was similar to the V-P discrepancy found in the WISC-R standardization sample. The Hispanic group had a significantly greater V-P split than did the black group or the white group. Implications of these results were discussed, focusing on the various cautions of using V-P discrepancies for diagnostic decision making. 相似文献
992.
James G. Taylor 《Journal of The Franklin Institute》1978,306(2):195-208
Two approximations are developed to the solution of an important nonlinear, nonautonomous second-order differential equation that arises in various fields of science and technology such as operations research, mathematical ecology and epidemiology. The origin of the second-order differential equation from a system of two nonlinear first-order differential equations modelling, for example, Lanchester-type combat between two homogeneous military forces is discussed. Extension of our results to a more general system of nonlinear first-order differential equations is indicated. Error bounds that do not require that the exact solution be known are developed. Some connections between our results and those for the Liouville-Green (or WKB) approximation to the solution of the linear second-order equation are indicated. 相似文献
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Using standardized tests, the sensitivities of twenty compounds and two mixtures to frictional impact, impact, and heat have been studied and recorded. The results show that values obtained by one test are not paralleled by those of either of the other two tests, but that, on division into classes, averages indicating a general correlation are obtained. 相似文献
995.
Denis G. Osborne C. H. Dobinson William Taylor Edmund King John B. Biggs J. M. Tanner Philip E. Vernon M. J. Langeveld Malcolm Skilbeck Mary Jean Bowman Donald E. Super Fernand Hotyat A. N. Oppenheim Sinai Ucko Peter Seidmann 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(1):100-125
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This study examined the effects of different types of reinforcement on the performance of black males who had been diagnosed as being mildly mentally retarded, using the WISC-R. After each correct response, participants were given no reinforcement, a candy reward, traditional social reinforcement, or culturally relevant social reinforcement. Children given tangible or culturally relevant rewards obtained significantly higher scores than did children given either no reinforcement or traditional social reinforcement. 相似文献
1000.