No abstract available

In this study the role that language plays in the expression of intelligence, bilingualism, and the process of assessing selected cognitive abilities was explored. The primary purpose of the study was to determine if individuals who are allowed to move from one language to another when they provide responses to test items produce results that are different than those obtained by bilingual examinees assessed in one language only. The results indicate that the Experimental Group obtained significantly higher results than the Control Group on all the tests and subtests used. The Experimental Group code-switched more frequently and the examiners only code-switched with that group. The frequency of the code-switching behaviours explains, in great part, all the differences noted in the results as very few other sources of differences were identified, even when groups were compared on sex, first language and relative proficiency in French and in English.

This research discovers an artistic expression training of communicative abilities of cerebral paralytic children. The object of the research – discover the impact of artistic expression to education of communicative abilities. The content of the research – the singularity of cerebral paralytic children are under discussion in this project. The non-verbal communicative methods were reviewed: body language, signs, notes of eyes. There were reviewed non-verbal communicative methods of the children of normal evolution and also there were developed methods of non-verbal communicative of cerebral paralytic children. The communicative aspects of artistic expression of children are defined. The analysis of research and the results are presented. The analysis of the research information lets us state such conclusions: 1. The analysis of the research information shows the impact of art sessions for communicative quality of cerebral paralytic children. This is proved by got information. The communicative skills of children most of all characterized during the art sessions: the attention to task and the answers - yes/no. The most of all were characterized the method of communicative behavior by a look and a mime. 2. The results of the research show that these communicative skills of cerebral paralytic children were less characterized: initiation of intercommunion. The less were characterized communicative behavior method – gesture, communication with help of signs and things. 3. This... [to full text]

Since antiquity people paid attention to various aspects of educator’s existence, features of the profession have been interpreted. The spectrum of opinions and solutions is rather wide as each time created its own model of educator’s activities. Yet most theories at the end of the 20th century started shifting because changing society structures also change the understanding of education. Today educators have become a citizen of the learning society, his openness towards novelties, creativity, cooperation skills and will to constantly deepen his knowledge are the cornerstones of the success. This thesis analyses requirements for future pedagogue and future teachers’ attitude towards the same as well as the reasons preventing improvement. Future pedagogues understand new professional requirements yet ignore them due to social, economic and psychological reasons (e.g. inaptitude to plan, irresponsible attitude towards results of work, no self-confidence and others).

SANTRAUKA Šio tiriamojo darbo tikslas buvo aprašyti 6-8 klasių aukštų akademinių pasiekimų mokinių intelekto struktūrą. Tyrime dalyvavo 45 mokiniai -32 mergaitės ir 13 berniukų – besimokantys bendrojo lavinimo mokyklų 6-8 klasėse. Mokinių amžiaus diapazonas – 12-15 metų. Pagal pažangumo rodiklius atrinktos trys grupės vaikų: kuriems sekasi kalbos, kuriems sekasi matematika, ir kuriems sekasi ir kalbos, ir matematika (šių dalykų pusmečio ir metiniai įvertinimai – 10 (puikiai) ir 9 (labai gerai) Mokiniai buvo testuoti dviem metodikomis - Wechslerio intelekto skale vaikams-trečias leidimas (WISC-III) ir Bender-Gestalt vizualiniu-motoriniu testu II. Nustatyta, kad aukštų akademinių pasiekimų mokinių verbaliniai gebėjimai yra labai aukšti, neverbaliniai – aukšti. Aukštų akademinių pasiekimų mokiniai WISC-III subtestus atlieka geriau nei jų bendraamžiai iš bendrosios populiacijos. Aukštų akademinių pasiekimų vaikų gebėjimų profilis panašus į gabių vaikų profilį. Šių mokinių intelektinių gebėjimų struktūroje galime išskirti spartaus neverbalinės informacijos apdorojimo ir organizavimo gebėjimą. Tarp trijų tiriamųjų grupių nustatyti Atsparumo trukdžiams ir Apdorojimo greičio faktorių skirtumai. Vaikų, kurių kalbų pasiekimai aukštesni nei kitų dalykų, atsparumas trukdžiams, trumpalaikė atmintis mažesni nei psichomotorinis greitis. Vaikų, kurių matematikos pasiekimai aukštesni nei kitų dalykų, atsparumas trukdžiams ir psichomotorinis greitis funkcionuoja vienodame lygmenyje. Vaikų... [toliau žr. visą tekstą] / SUMMARY This research aimed on describing the structure of Intelligence of high-achievers of 6th to 8th formers. There were 45 students, namely 32 girls and 13 boys, students of secondary schools, who we participated in the research. Age range of students varied from 12 to 15 years old. Based on performance indicators, the following three groups of children were distinguished: those who showed good performance in languages; those who were goods at mathematics and those who were good at both languages and mathematics (with semestrial and annual evaluation grade 10 (excellent) and 9 (very good) of givens subjects. Students have been tested according to two methods: Wechsler Intelligence Scale for Children (WISC-III) and Bender-Gestalt Visual Motor Test II. It was found that verbal abilities of school high-achievers are very high and nonverbal abilities are high. School high-achievers perform WISC-III subtests better than theirs peers from general population. Relevant differences in performing verbal subtests were determined in three groups of students. For children, who are good at languages, is characteristic abstract logical reasoning involving when involving words and school aptitude. Students, who are good at mathematics, have better computation and abstract reasoning involving digits abilities. Children, who are good at all subjects, possess best long-term memory, ability to accumulate information. The cognitive profile of high-achievers is similar to profile of gifted... [to full text]

In this study the role that language plays in the expression of intelligence, bilingualism, and the process of assessing selected cognitive abilities was explored. The primary purpose of the study was to determine if individuals who are allowed to move from one language to another when they provide responses to test items produce results that are different than those obtained by bilingual examinees assessed in one language only. The results indicate that the Experimental Group obtained significantly higher results than the Control Group on all the tests and subtests used. The Experimental Group code-switched more frequently and the examiners only code-switched with that group. The frequency of the code-switching behaviours explains, in great part, all the differences noted in the results as very few other sources of differences were identified, even when groups were compared on sex, first language and relative proficiency in French and in English.

This investigation sought to determine the effects of composition instruction on student performance. Informants consisted of students and teachers. Students completed two surveys and participated in interviews. Teachers completed one survey. The findings suggest that student performance are influenced by confidence in writing ability and previous writing instruction. Further, teachers either teach composition actively or inactively, and these teacher stances influence both student confidence and ability to compose. Implications from these findings can be extended to teacher training, student instruction, and further research.

Orientador: Carmen Maria Bueno Neme / Banca: Maria de Lourdes Merighi Tabaquim / Banca: Olga Maria Piazentin Rolim Rodrigues / Resumo: O chumbo, utilizado em larga escala em processos industriais, é um dos principais poluentes ambientais do planeta. Os efeitos de sua exposição vem ser tornando problema de saúde pública, com descobertas sobre danos cognitivos em níveis de contaminação cada vez mais baixos. Em Bauru, em 2002, uma fábrica de baterias automotivas provocou um acidente ambiental em que foram contaminadas 314 crianças de zero a 12 anos de idade, o que uniu profissionais de diversos segmentos para diagnósticos e tratamentos multiprofissionais específicos. O setor de psicologia da Universidade Estadual Paulista (UNESP) formou um grupo de pesquisa, cujo projeto inicial denominado "Atendimento emergencial à crianças de zero a 12 anos de idade contaminadas por chumbo", vem gerando sub-projetos e pesquisas, dentre as quais a presente. Trata-se de um estudo longitudinal, que compara quantitativa, qualitativa e estatisticamente, resultados de avaliação intelectual de crianças contaminadas por chumbo, com plumbemia entre 15.40'mü'g/dl e 30'mü'g/dl na avaliação e entre 10.30'mü'g/dl a 21.90'mü'g/dl, na reavaliação. O instrumento utilizado foi o WISC-III, adaptado e padronizado para a população brasileira. Foram reavaliados 10 participantes de ambos os sexos, com idades entre 7a 5 m a 9a 9m na avaliação e 11a 8m a 13a 8m na reavaliação; com escolaridade entre 1ª e 3ª série na avaliação e 5ª e 7ª série na reavaliação, cujo critério de seleção era ter sido avaliado... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Lead, which is broadly used in industrial processes, is one of the main environmental pollutants of the planet. The effects of being exposed to lead, is becoming a public health problem, considering that it was found some cognitive damage even in levels of contamination relatively low. In Bauru, in 2002, an automotive battery plant caused an environmental accident in which 314 children, from 0 to 12 years of age were contaminated. This fact reunited professionals of several areas for specific treatment. The psychology department of São Paulo State University (UNESP), formed a research team denominted "Emergy attendance for children from 0 to 12 years, contaminated by lead", which has been arising sub-projects and researches, including the present one. This is a longitudinal study, which compares quantitative, qualitative and statistical outcomes of the intellectual assessment of Bpb children, ranging from 15.40'mü'g/dl and 30'mü'g/dl on the evaluation and ranging from 10.30'mü'g/dl to 21.90'mü'g/dl on the reevaluation. The instrument applied was WISC-III, which was adapted and standardized for the Brazilian people. Ten subjects from both sexes were evaluated; their ages ranged from 7 years and 5 months to 9 years and 9 months; when they were revaluated their ages ranged from 11 years and months to 13 years and 8 months. During the evaluation period these children were attending from first to third grades and on the reevaluation they were attending from 5th to 7th grades, in which the selection criteria was the assessment applying WISC - III in 2002 remaining with... (Complete abstract click electronic access below) / Mestre

Please read the abstract in the section front of this document / Dissertation (MA (Human Movement Sciences))--University of Pretoria, 2008. / Biokinetics, Sport and Leisure Sciences / unrestricted

In this study the role that language plays in the expression of intelligence, bilingualism, and the process of assessing selected cognitive abilities was explored. The primary purpose of the study was to determine if individuals who are allowed to move from one language to another when they provide responses to test items produce results that are different than those obtained by bilingual examinees assessed in one language only. The results indicate that the Experimental Group obtained significantly higher results than the Control Group on all the tests and subtests used. The Experimental Group code-switched more frequently and the examiners only code-switched with that group. The frequency of the code-switching behaviours explains, in great part, all the differences noted in the results as very few other sources of differences were identified, even when groups were compared on sex, first language and relative proficiency in French and in English. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate