Thesis (M.A.)--Missouri State University, 2008. / "May 2008." Includes bibliographical references (leaves 90-103). Also available online.

The problem in this experiment is to try to determine if the use of certain materials during the first semester of the first school year of a group of children will cause the intelligence quotients and achievements of these children to improve.

[Aims of Dissertation and Investigation, p. ix-x] The aim of this dissertation is to analyse and evaluate the results of the new junior secondary course in respect of the dull-normal child ... How well did the junior secondary course succeed in meeting the needs of the dull-normal child? That is the question which this investigation will attempt to answer.

The problem of this study is to determine what degree of relationship exists between a group of fifth-grade children's play interests, their mental ability, and their social behavior.

The problem of this study was an examination of the relationship between low achievement and physical abilities.This study focuses on the areas of musical, interpersonal, intrapersonal, spatial and bodily-kinesthetic abilities. This correlational study found that low achievers as a group, identified by achievement test scores, scored above the mean on a measure of motor ability. For children who are struggling to achieve in school, it would seem prudent to explore their strengths in other areas of intelligence. Further research is suggested in the areas of high and average achieving students' motor development.

The purpose of this study was to assess the effects of structure in instructions and materials on preschool children’s creativity as measured by a drawing task. Subjects were twenty children from a traditional laboratory preschool, and twenty from a Montessori program. The children, ranging in age from forty-eight months old to seventy-one months old, were assigned to four experimental groups (A/B/C/D). Each group was exposed to four treatments consisting of: Structured Instructions-Structured Materials; Structured Instructions-Unstructured Materials; Unstructured Instructions-Structured Materials; Unstructured Instructions-Unstructured Materials. The order of treatment was determined by the group. The results indicated that the Montessori and Laboratory subjects differed significantly on baseline originality, (Montessori, M = 2.1, SD = 1.61; Laboratory, M = 5.25, SD = 2.09), thus baseline originality scores served as a covariate. Results indicated no significant differences for treatment between children from the two schools, or between the groups on originality scores. Results indicated an order effect for treatment for Montessori group B, which had a significantly higher mean. / Master of Science

The purpose of this study is to determine the effect that socio-economic status has upon the intelligence and achievement of 120 fourth-grade pupils. Ninety of the fourth-grade pupils were enrolled in the Denison Elementary Schools, Denison, Texas, and thirty of the fourth-grade pupils were enrolled in an independent school, one mile outside the Denison city limits.

Contributions of home environment and family socioeconomic status (SES) on the intelligence test performance of 24 exceptional children aged five through seven years were investigated. It was hypothesized that higher SES would enrich the children's environment providing a more stimulating learning experience, and would reflect a positive correlation with measures of the home environment. Additional hypotheses were that both HOME scores and SES scales would show a positive correlation with intelligence test performance. The positive association found between SES and HOME Inventory scores suggests that families with a higher SES have the ability to direct more resources toward their children. However, according to the present study, this does not affect the intelligence test performance of exceptional children.

This study investigated Black and Indian South African's estimates of their own intelligence and that of their first two children. Parents gave estimates for seven types of intelligence (Gardner's theory of multiple intelligences) and overall intelligence. The purpose of this study was to establish if gender and/or cultural differences existed in the estimates of intelligence. The participants were asked to complete a brief one-page questionnaire, the 'estimates of intelligence' questionnaire, which has been used in previous studies in this field (Furnham et al, 2004; Furnham et al, 2002a; Furnham & Mkhize, 2002; Furnham, 2000; Furnham et al, 1999; Furnham & Baguma, 1999, Furnham & Gasson, 1998). The results indicated that Indian South Africans gave higher estimates of intelligence than Black South Africans for their own intelligence and that of their children (first and secondborn children). In addition, mothers were found to give higher self-estimates for musical intelligence than their male counterparts. No gender differences were found for parents' estimates of their first and second-born children. In comparing parents' estimates of their own intelligence as compared to their children, parents gave higher estimates of their own intelligence. The predictors of overall intelligence were also explored. Parents were also asked to answer six close-ended questions, which investigated their views of intelligence and intelligence tests. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished