No description available.

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.

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published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

A general study of testing with special focus on, and analysis of, tests being used in the primary grades by selected cities; the controversy concerning aptitude and intelligence testing as it applies particularly to genetic factors and race; and the identification and selection of ideas which would be of value to a first grade teacher seeking diverse and unusual ways to discover abilities and aptitudes in first grade children. Study covers in detail some of the controversy about racial intelligence as it concerns black and white Americans starting with interpretations and controversies that occurred after World War I, and also with current controversy about the same topic (racial intelligence)and the relative importance of genetic and environmental factors in the interpretation of test scores. Agreement among various authorities who have contrasting ideas of genetic factors and their influence is discussed along two basic lines of agreement: the belief that almost all children can learn basic skills, and that this learning can best be accomplished if diverse learning approaches are used. Study concludes with an identification of, and detailed description of teaching techniques which could be used by a first grade teacher who sought in diverse ways to discover aptitudes and abilities in her children.

The purpose of this study was to determine differences in patterns and underlying practices between fathers of gifted and fathers of non-gifted children. The study included 10 fathers of gifted (FG) children and 10 fathers of non-gifted (FN) children. The children were preschoolers, ages 5-6 years old. Giftedness of the children was determined by scoring at or above the 97th percentile on the Weschler Preschool and Primary Scale of Intelligence-Revised. Fathers in both groups were interviewed by the researcher using a 119 item protocol, which covered 16 categories. Data analysis revealed differences in parenting patterns between FG and FN in all 16 categories which included: 1. FG read more to their children and chose a greater variety of reading material, and read a higher proportion of non-fiction. 2. FG were more actively involved doing activities and interacting with their children such as building with blocks and Legos and making up nonsense songs, stories, and riddles. 3. More non-gifted children than gifted children frequently watched television. The non-gifted child watched 11 solid days of television more than the gifted child in the course of a year. Cartoons and comedy programs were the typical pattern chosen by children in the non-gifted household; whereas educational programs chosen jointly by the parent and child was the typical pattern in the gifted household. 4. Both groups of fathers used different strategies for helping the child develop interpersonal problem solving techniques for academic, behavior, and discipline problems. 5. FG mentioned that children were encouraged to fulfill household responsibilities because it was their duty. None of the FN encouraged their children to accomplish their household duties because it was their duty. 6. FG frequently took their children to arts activities an often provided their children access to art reproductions, record players, tape recorders, and CD players that FN. / Graduation date: 1992

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No description available.

Thesis (MPsy(Specialisation))--University of South Australia, 2002.