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No description available.

The overall purpose of this study was to examine the relationships between two recently revised measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition and Stanford Binet Intelligence Scale, Fifth Edition) and three shortened measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability Score, Stanford Binet Intelligence Scale, Fifth Edition Abbreviated IQ, and the Kaufman Brief Intelligence Test IQ Composite). Specifically, this study examined the accuracy of the three shortened scores in their ability to predict giftedness based on children's scores on the two full measures, with the intention of examining the implications of using shortened measures in a screening process for gifted identification.Participants were a group of 202 third-grade students enrolled in a suburban school district located in the Midwest. These students were selected for the study based on high achievement and/or cognitive scores on a state standardized test. The participants ranged in age from 8 years, 4 months to 10 years, 11 months and were assessed during the spring of their third grade year in 2003 and 2004. These children were administered the three measures over a two day period in a counterbalanced order.A set of univariate and multivariate procedures were used to examine hypothesized relationships between full and shortened measures. Significant positive relationships were observed between all five measures examined, although the highest correlations were produced between the full measure scores and their short forms. Discriminant function analyses were conducted to determine the accuracy of the three shortened measures in their prediction of giftedness based on five separate criteria using two full scale measures of intelligence. The results of all five multivariate discriminant function analyses were significant, indicating that the three shortened measures were able to group children accurately as compared to full scale scores, with classification rates ranging between 76.7 and 90.6. These analyses further revealed that the WJ III COG BIA was best able to predict giftedness in most cases, regardless of the criteria used. These results are intended to provide educators with information about the accuracy of three different shortened measures of intelligence so that informed decisions can be made regarding the use of these measures in selection processes for gifted programming. / Department of Educational Psychology

Fachhochschule Gießen-Friedberg, Diplomarbeit--Gießen, 2007.

Thesis (Ph.D) - Swinburne University of Technology, Faculty of Information & Communication Technologies, Complex Intelligent Systems Laboratory, 2008. / Submitted in partial fulfilment for the degree of Doctor of Philosophy, Complex Intelligent Systems Laboratory, Faculty of Information and Communication Technologies, Swinburne University of Technology, 2008. Typescript. Includes bibliographical references (p. 169.181).

Thesis (Ph. D.)--Carleton University, 2004. / Includes bibliographical references (p. 148-154). Also available in electronic format on the Internet.

Thesis (M.S.)--Missouri University of Science and Technology, 2009. / Vita. The entire thesis text is included in file. Title from title screen of thesis/dissertation PDF file (viewed January 22, 2009) Includes bibliographical references (p. 135-137).

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 36-37.

Published also as Thesis (Ph. D.)--University of Pennsylvania, 1925. / Bibliography: p. 117-123.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 103-113).