No description available.

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.

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

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

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.

No abstract available. / Thesis (M.Ed.) - University of Natal, 1958.

No description available.

Annie Tak-ming So. / Thesis (M.Ed.)--Chinese University of Hong Kong, 1975. / Bibliography: leaves 46-47.

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.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Bibliography: leaves 134-139.