This study had two specific aims: Firstly, to determine whether or not, within a given group of subjects in a school in Kwa-Zulu Natal, the mediation offered during an application of Feuerstein's Learning Potential Assessment Device (LPAD) in a group-administration format would result in modified cognition, demonstrated by improved performance in post-mediation testing; and secondly, to determine whether in the same group of subjects, the group-administration format of the LPAD would detect differences in the degree of cognitive modifiability of individuals. Feuerstein's LPAD follows a pretest - mediation - post-test procedure in which, by comparing pretest performance with post-test performance, the effects of the mediation, and hence the degree of cognitive modifiability of the individuals concerned, are determined. The present study operationalised Feuerstein's concept of Mediated Learning Experience (Feuerstein, 1979; 1980) and Vygotsky's concepts of mediation and internalisation (Vygotsky, 1978; Wertsch, 1985) by making use of Tharp and Gallimore's means of assistance within the zone of proximal development (Tharp and Gallimore, 1988). The pretest phase of the three selected instruments (Numerical Progressions, Organizer and Complex Figure Drawing Test), was administered to a group of twenty one black, female, high-school pupils. On the basis of their performance, the subjects were divided into matched experimental and control groups. In a second session, two weeks later, the experimental group received mediation in the cognitive operations and functions required by the instruments. Immediately following this, the post-test phase was administered to both groups. The scores of the subjects in each group were analysed: the scores of the experimental group as a whole were compared-to the scores of the control group, and the pretest scores of each subject were compared to her post-test scores in each instrument. In Numerical Progressions and Organizer, a significant increase in the post-mediation scores of the experimental group was observed, while the scores of the control group remained approximately at pre-mediation levels. The results of the Complex Figure Drawing Test did not follow the same pattern, however, due to difficulties inherent in both the instrument itself and the process of mediation. An analysis of the post-test scores of individual subjects in the experimental group revealed that some improved significantly, some a little, and some even performed less well on the post-test than on the pretest. It was postulated that this variability in post-test scores was an indication of the various degrees of modifiability of the subjects concerned, demonstrating the ability of these instruments, even in a group administration format, to begin to identify levels in the cognitive modifiability of individuals. The items in Numerical Progressions and Organizer were also categorised according to their levels of difficulty. An examination of the performance of subjects at the various levels gave further evidence of both the efficacy of the mediation and the degrees of cognitive modifiability of individuals. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1996.

The overall purpose of this study was to examine the relationships between two recently revised measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition and Stanford Binet Intelligence Scale, Fifth Edition) and three shortened measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability Score, Stanford Binet Intelligence Scale, Fifth Edition Abbreviated IQ, and the Kaufman Brief Intelligence Test IQ Composite). Specifically, this study examined the accuracy of the three shortened scores in their ability to predict giftedness based on children's scores on the two full measures, with the intention of examining the implications of using shortened measures in a screening process for gifted identification.Participants were a group of 202 third-grade students enrolled in a suburban school district located in the Midwest. These students were selected for the study based on high achievement and/or cognitive scores on a state standardized test. The participants ranged in age from 8 years, 4 months to 10 years, 11 months and were assessed during the spring of their third grade year in 2003 and 2004. These children were administered the three measures over a two day period in a counterbalanced order.A set of univariate and multivariate procedures were used to examine hypothesized relationships between full and shortened measures. Significant positive relationships were observed between all five measures examined, although the highest correlations were produced between the full measure scores and their short forms. Discriminant function analyses were conducted to determine the accuracy of the three shortened measures in their prediction of giftedness based on five separate criteria using two full scale measures of intelligence. The results of all five multivariate discriminant function analyses were significant, indicating that the three shortened measures were able to group children accurately as compared to full scale scores, with classification rates ranging between 76.7 and 90.6. These analyses further revealed that the WJ III COG BIA was best able to predict giftedness in most cases, regardless of the criteria used. These results are intended to provide educators with information about the accuracy of three different shortened measures of intelligence so that informed decisions can be made regarding the use of these measures in selection processes for gifted programming. / Department of Educational Psychology

Dissertation (Ph. D.)--University of Akron, Dept. of Counseling, 2007. / "May, 2007." Title from electronic dissertation title page (viewed 04/02/2008) Advisor, Cynthia Reynolds; Committee members, Isadore Newman, Carole Newman, Sandra Perosa, Fred Ziegler; Interim Department Chair, Sajit Zachariah; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis (Ph.D.)--Tufts University, 2002. / Adviser: Maryanne Wolf. Submitted to the Dept. of Child Development. Includes bibliographical references (leaves 89-106). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

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 (Ed.D.)--University of Tulsa, 1969. / Bibliography: leaves 89-92.

Thesis (Ed.D.)--University of Tulsa, 1988. / Bibliography: l. 65-73.

Thesis (PhD) - Swinburne University of Technology, Brain Sciences Institute, 2008. / [A thesis submitted for the degree of] Doctor of Philosophy, Brain Sciences Institute, Swinburne University of Technology - 2008. Typescript. Includes bibliographical references (p. 250-272) and index.

Thesis (Ph. D.)--Columbia University, 1925. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 176.

Thesis--PlanA (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.