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Many researches prove that the success of learning at school decides the intellectual able. The intellectual estimation and determination must be based by parameters of systematic research and estimation. To foresee these directions of training, content and ways it is important the analysis of intellect reasons and intellect structure. The are not enough psychological and pedagogical works where would be the experimentally based connection of slight intellectual disorder and limited intellect. The object of this research is the training peculiarity, looking at the structure of the intellect. The aim of the research is to estimate limited and slight intellectual disorder content specify after the made comparative analysis of the disorder having schoolchildren training, the quantitative and qualitative their structure characteristic. The main tasks of the research are: to analyse the similarity and differences limited and slight intellectual disorder structure and to discover the training peculiarity of schoolchildren with the intellectual disorder. There were used these methods of the research: the analysis of schoolchildren anamnesis data, the talk to pedagogues, the analysis of D. Wechsler intellectual test (WISC – III)LT . The data were treated by SPSS 11.0 version, the parametrical T test (T - Test) and not parametrical Mann – Whitney test. At the research were pedagogues (lithuanian and mathematics teachers, special pedagogues and class teachers) working at diferent... [to full text]

This thesis has explored the nature of the relationship between Piaget's concept of conservation and performance on standardized achievement and intelligence tests for Kindergarten, first and second grade Ss. The Pearson product-moment correlations indicated a positive and significant relationship between conservation and achievement at the Kindergarten level. The first grade, which suffered from a lack of variability on the conservation variable, failed to show a significant relationship between conservation and any other variables. The second grade correlations indicated a positive and significant relationship between conservation and both IQ and mathematics achievement. Partial and multiple correlations also indicated that conservation had a positive and significant relationship with mathematics achievement.

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The developmental trajectory of basic numerical skills and sequential processing was systematically investigated among a sample of 5 to 11-year-old typically developing boys. Performance was defined in terms of reaction times and error rates during novel computerized tasks that measured sequential and numerical concepts related to cardinality and ordinal knowledge. Analyses revealed that fast and accurate performance was attributable to children at older ages. At younger ages, task manipulations exclusively related to ordinal relationships demonstrated a significant influence over error rates. Furthermore, nonverbal intelligence predicted a significant amount of the variance related to an understanding of the ordinal properties of numbers. The findings support developmental theory regarding age-related changes in early mathematical performance and extend pedagogical research concerning the cognitive capacities that contribute to approximate numerical knowledge.

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Includes bibliography / x, 351, [ca. 80] p. [i.e. leaves] : ill ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1986

Thesis (B.Sc.(Hons.)) -- University of Adelaide, Dept. of Psychology, 1980.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.