摘要:

AbstractThe basic question addressed in this study was whether the discrepancies found between the Mental Processing Composite (ability component) and the Achievement subtests of the Kaufman Assessment Battery for Children (K‐ABC) corresponded with the discrepancies found between the WISC‐R Full Scale IQ and the PIAT subtests, or whether use of the K‐ABC over the WISC‐R and PIAT results in the identification of different students. The differences were evaluated using four standard score procedures for calculating a severe discrepancy. It was found that the K‐ABC and WISC‐R/PIAT approaches to the determination of a score difference resulted in the identification of different populations of students. The high average PIAT standard scores together with the lower subtest reliabilities appeared to be the primary source of disparity between the K‐ABC and WISC‐R/P

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<309::AID-PITS2310240402>3.0.CO;2-N

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to provide initial information regarding: (a) the applicability of Sternberg's componential theory of intellectual functioning to young children's thinking, and (b) the validity of an observational approach to the measurement of metacomponential processing. Results indicated that both reliability and construct validity of the observational instrument were acceptable. The results also provided support for Sternberg's theory as applied to young children's cognition and suggested separable phases of componential processing.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<315::AID-PITS2310240403>3.0.CO;2-V

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractThe relationship between children's self‐concepts and their academic achievement has been well established. More recently, the multidimensionality of the self‐concept and the relationship of specific self‐concept dimensions to achievement have been investigated. However, the multidimensionality of the self‐concept among minority gifted children has not been studied. The present study examined the multidimensional structure of the Piers‐Harris Self‐Concept Scale among 438 predominantly Black gifted children. Six clearly defined orthogonal factors emerged. However, the structure of these factors differed from those reported by Piers

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<322::AID-PITS2310240404>3.0.CO;2-#

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractThe relations of the CAK‐C to the Stanford‐Binet and the WRAT were explored for a sample of 155 educable mentally retarded children. Correlational analyses indicated that: (a) The CAK‐C is more closely related to MA than to either CA or IQ. (b) Both Reading and Arithmetic are more closely related to MA than to the CAK‐C. The results support the position that Piagetian intelligence is somewhat distinct from psychometric intelligence, but suggest that the latter is the better predictor of academic achi

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<325::AID-PITS2310240405>3.0.CO;2-O

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractThe game of Dungeons&Dragons, which involves extensive fantasy role‐playing by the participants, has been blamed by groups of lay people for having caused a number of suicides and homicides, as well as generally promoting such behavior. The 16 PF was administered to players of the game and a Pearson correlation was performed between years of playing the game and their emotional stability as measured by Factor C of the test. No significant correlation was foun

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<329::AID-PITS2310240406>3.0.CO;2-9

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractTo determine the reliability of earliest school recollections, judges classified 100 third‐ and fourth‐grade public school students into behvioral categories according to their earliest school recollections (ESRs). One year later, the same students were reclassified according to their most recent ESR. It was found that there was statistically significant agreement between a student's initial and most recent classification into behavioral categories. To the researchers' knowledge, the findings of this study represent the first attempt to support the value of the ESR as a reliable diagnostic tool for identifying students' behavioral patterns at sch

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<333::AID-PITS2310240407>3.0.CO;2-N

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractAs more children are being held back a grade as a result of tougher academic standards, the practice of retention and its effects was studied in two Utah school districts. Retention was not found to benefit the children academically or in personal or social adjustment. The purpose of this article is to further analyze the data in order to study retention effects for subgroups of children commonly believed to profit from being retained. In this reanalysis, three independent variables were added in order to address the following questions: (a) Is retention beneficial for children if supplementary academic instruction is provided? (b) Is retention beneficial if the children are average or above in intelligence? (c) Also, is retention beneficial if it occurs in kindergarten or 1st grade? Retention was not found to benefit these subgroups of children.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<339::AID-PITS2310240408>3.0.CO;2-2

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractThe purpose of the study was to assess the effect of kindergarten retention on firstgrade achievement and adjustment. Forty children who had been retained in kindergarten were identified from schools that practiced kindergarten retention at a high rate. Control children were selected from schools matched on socioeconomic and achievement level, but that did not practice retention in kindergarten. Then, control children were selected individually to match retained children on sex, birthdate, socioeconomic level, second language, and beginning kindergarten readiness scores. The two groups, which were equally young and unready at the start of kindergarten, were compared at the end of first grade on seven outcome measures; the retained children were then completing three years of school and the control children two. There were no differences between the retained and control children on teacher ratings of reading achievement, math achievement, social maturity, learner self‐concept, or attention. The groups also did not differ in CTBS math scores; the only difference occurred on the CTBS reading test, where the retained group was one month ahead. Based on parent interview data, children who had spent an extra year before first grade were not much different from those deemed at risk but not retained, except that, on average, retained children had slightly more negative attitudes toward school. The study findings are consistent with other available research on transition programs that show no academic benefit for the extra year and, when examined, a negative impact on social‐emotional outco

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<346::AID-PITS2310240409>3.0.CO;2-7

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractA curriculum modification was designed to increase the general reasoning ability of kindergarten children who were lagging in cognitive development. The new instructional program was tested with 22 kindergarters who scored in the lowest 9% on the EAS measure of general learning and reasoning ability taken from SRA's Survey of Basic Skills. The experimental children were given “learning set” instruction on unidimensional classification, unidimensional seriation, and number conservation for four months. They received the instruction in groups of six for 15 minutes two or three times per week during the time usually reserved for mathematics. Control children received the normal mathematics instruction, also in groups of six, for matched sessions. The experimental children made twice the gains of the control children on the EAS measure, and matched their gains on reading and mathematics achievement. It appears that integrated “learning set” training on these three Piagetian concepts may be a potent tool for aiding kindergartners who are falling behind their peers in cognitive deve

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<358::AID-PITS2310240410>3.0.CO;2-Q

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY

摘要:

AbstractThe purpose of this article was to identify and characterize frequently cited journal publications in the field of emotional/behavioral disorders in children from 1976 to 1985. Based on the frequency of citations in theSocial Science Citation Index, 25 frequently cited articles were identified. These articles were compared with randomly selected articles on a number of characteristics (e.g., funding source, research design, statistical method). Implications related to the characteristics and quality of articles that influence the field of emotional/behavioral disorders were discussed.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198710)24:4<364::AID-PITS2310240411>3.0.CO;2-Y

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1987

数据来源: WILEY