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PREDICTING THE ACADEMIC ACHIEVEMENT LEVEL OF DEAF STUDENTSChambers, Jean Forbes, 1929- January 1971 (has links)
No description available.
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The relationship between intelligence and attention in kindergarten childrenCarter, John D. 11 1900 (has links)
The purpose of this study was to compare two conflicting theoretical
perspectives on the relationship between intelligence and sustained attention. The
cognitive resources theory assumes that lower IQ subjects are required to allocate
greater amounts of their limited attentional resources during information-processing
tasks than higher IQ subjects. The arousal theory assumes that there is an
optimal level of arousal associated with task performance, and that an increase
or decrease in arousal produces impairment in performance. Additionally the
arousal theory predicts that increased time on task leads to a decrement in
arousal as a function of IQ levels.
Signal detection theory applications were used to operationalize and
compare the two theories. Specifically, the signal detection parameters of sensory
acuity (
d’), the decision criterion (a), correct detections, and false alarms were
used to determine subject performance across three time periods (
2, 4, and 6
mm.) on a visual continuous performance task.
Twenty-nine teacher-nominated at-risk for learning difficulties and
twenty-nine normally achieving kindergarten students were adminstered the
Stanford-Binet:Fourth Edition (SB:FE) and the Wechsler Preschool and Primary
Scale of Intelligence-Revised (WPPSI.R), as well as the Gordon Diagnostic System
(GDS) Vigilance Task. The GDS is a standardized behaviour-based measure of
sustained attention.
The results of this study were interpreted as suggesting that ability
group differences reflect attentional capacity. Two findings were important in this
interpretation. First, regardless of IQ, the groups varied on the signal detection
discrimination index. Second, these measures did not vary over time in either
group. Thus, the arousal theory was not supported.
IQ and attention intercorrelation patterns were higher for the at-risk
group compared to the normally achieving group. Exploratory maximum-likelihood
factor analyses indicated that intelligence plays a greater role in relation to
vigilance for the at-risk for learning difficulties group than the normal achieving
group.
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The degree of reliance of children's intelligence on memoryRait, Donna Y. January 1993 (has links)
This study was conducted to consider the overlap of intelligence and memory as measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Assessment of Memory and Learning (WRAML). Archival data were analyzed with canonical correlation to determine the overlap of the two instruments. Results indicated that the WRAML seems to yield similar information as that obtained through administration of the WISC-R. This overlap appears due to the short-term memory components of Digit Span and Arithmetic. Therefore, the assumption that the WRAML provides unique information concerning short-term memory seems questionable. Implications concerning the possible clinical utility of the WRAML are discussed. / Department of Educational Psychology
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The relationship between intelligence and attention in kindergarten childrenCarter, John D. 11 1900 (has links)
The purpose of this study was to compare two conflicting theoretical
perspectives on the relationship between intelligence and sustained attention. The
cognitive resources theory assumes that lower IQ subjects are required to allocate
greater amounts of their limited attentional resources during information-processing
tasks than higher IQ subjects. The arousal theory assumes that there is an
optimal level of arousal associated with task performance, and that an increase
or decrease in arousal produces impairment in performance. Additionally the
arousal theory predicts that increased time on task leads to a decrement in
arousal as a function of IQ levels.
Signal detection theory applications were used to operationalize and
compare the two theories. Specifically, the signal detection parameters of sensory
acuity (
d’), the decision criterion (a), correct detections, and false alarms were
used to determine subject performance across three time periods (
2, 4, and 6
mm.) on a visual continuous performance task.
Twenty-nine teacher-nominated at-risk for learning difficulties and
twenty-nine normally achieving kindergarten students were adminstered the
Stanford-Binet:Fourth Edition (SB:FE) and the Wechsler Preschool and Primary
Scale of Intelligence-Revised (WPPSI.R), as well as the Gordon Diagnostic System
(GDS) Vigilance Task. The GDS is a standardized behaviour-based measure of
sustained attention.
The results of this study were interpreted as suggesting that ability
group differences reflect attentional capacity. Two findings were important in this
interpretation. First, regardless of IQ, the groups varied on the signal detection
discrimination index. Second, these measures did not vary over time in either
group. Thus, the arousal theory was not supported.
IQ and attention intercorrelation patterns were higher for the at-risk
group compared to the normally achieving group. Exploratory maximum-likelihood
factor analyses indicated that intelligence plays a greater role in relation to
vigilance for the at-risk for learning difficulties group than the normal achieving
group. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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Tertiary students' estimates of theirs and their relatives' multiple and overall intelligences : a cross-national study of Nigerian and South African students.Adewusi, Kikelomo Adebukola. January 2011 (has links)
A sample of five hundred and three (503) University of KwaZulu-Natal students participated in this study, which investigated Black Nigerian and South African tertiary students' estimates of theirs and their relatives' multiple and overall intelligences. Participants‟ ages ranged from 18-44 years. The sample included both undergraduate and postgraduate students. The aim of the study was to investigate black students‟ perceptions of theirs and their relatives' multiple intelligences, using the theory of multiple intelligences developed by Gardner (1983). Participants were asked to rate their own overall estimates of intelligence as well as their relatives. Results show significant differences in nationalities with Nigerians rating themselves and their relatives higher on almost all components of multiple intelligences compared to South Africans. A comparison of males and females using only the South African sample showed no noted differences in self ratings, except for bodily-kinaesthetic and intrapersonal intelligences. These results are discussed in relation to the literature. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
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An investigation into the effects of coaching on non-verbal intelligence tests on European, Indian and African children.Lloyd, Frances. January 1958 (has links)
No abstract available. / Thesis (M.Ed.) - University of Natal, 1958.
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AN ALTERNATIVE APPROACH TO THE ASSESSMENT OF INTELLECTUAL POTENTIAL.Estes, Anne Lynnette. January 1984 (has links)
No description available.
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The comparison of Jensen's ability level I and level II of Chinese primary five children from different social classes in Hong Kong.January 1975 (has links)
Annie Tak-ming So. / Thesis (M.Ed.)--Chinese University of Hong Kong, 1975. / Bibliography: leaves 46-47.
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New approaches to measuring emotional intelligence exploring methodological issues with two new assessment tools /MacCann, Carolyn Elizabeth. January 2006 (has links)
Thesis (Ph. D.)--University of Sydney, 2006. / Title from title screen (viewed 27 February 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Psychology. Includes bibliographical references. Also issued in print.
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Psycholinguistic abilities and academic achievement of hard of hearing studentsAnderson, Martha Williamson, January 1974 (has links)
Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Bibliography: leaves 134-139.
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