Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 184-197) and index.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 209-230). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 113-128). Available also in a digital version from Dissertation Abstracts.

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains15 p. Bibliography: page 15.

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 12 pages. Bibliography: page 12.

Theses (Ed.S.)--Marshall University, 2005. / Title from document title page. Includes abstract. Document formatted into pages: contains 11 p. Bibliography: page 11.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [88]-91). Also available on the Internet.

Introduction. A well-recognized problem exists when commonly employed tests developed in the United States (US) or United Kingdom (UK) are accepted unconditionally for use on local relatively disadvantaged populations, as these tests have questionable validity and therefore incur a high risk of misdiagnosis. Cross-cultural normative research has been conducted in South Africa on some of the Wechsler intelligence scales with respect to participants stratified for level and quality of education, age, race and language, including a study on the Wechsler Intelligence Scale for Children – Fourth Edition (WISC-IV) for learners with Grade 7 education (age 12 to 23). The aim of the current study was to conduct a partial duplication of the earlier WISC-IV South African norming study that specifically targeted a younger group of educationally disadvantaged children at a lower level of education. Method. Participants were Black Xhosa-speaking Grade 3 learners in the age range 8 to 9 (N =32 ), who were being schooled in the disadvantaged educational setting of the former Department of Education and Training (former-DET) schools. The WISC-IV results of the current study were statistically compared with the WISC-IV results from Shuttleworth-Edwards, Van der Merwe et al. (2013) study. Results. There was a significant lowering of between 20 to 30 IQ points relative to the UK standardisation on WISC-IV scores for this sample of Grade 3 Xhosa-speaking learners, replicating the earlier outcome for Grade 7 Xhosa-speaking learners relative to the UK standardisation. No differences were in evidence within the WISC-IV sample for the female and male participants on any of the indices. There was equivalence between the Grade 3 and Grade 7 Xhosa-speaking learners on all subtest and Index scores with the exception of the Digit Span subtest. Conclusions. The results confirm prior research indications of the negative impact of educational disadvantage on IQ test results and the need for this to be taken into account by the availability of socio- culturally relevant norms.

This study, which formed part of a larger research project, investigated the effect of gender on test performance on the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III). The WAIS-III was administered to a sample of 68 participants in the Eastern Cape following the initiative of the Human Sciences Research Council to standardise the WAIS-III for a South African population. The participants, aged 19 to 30, were stratified according to language of origin (African or English First Language), educational attainment (matriculant or graduate), quality of education (Department of Education and Training or private/"Model C" school) and gender. Analyses of variance and two sample t tests were used to compare male and female test performance. For the total sample, no significant difference between males and females on Verbal, Performance and Full Scale IQ were found. On the factor indices, females scored marginally higher than males on Processing Speed at a level which was approaching significance (p = 0.105), but no significant differences were found. On subtest performance, females significantly outperformed males on Digit Symbol (p = 0.020). Differences which were approaching significance were found on Information (p = 0.133) in favour of males, and on Matrix Reasoning (p = 0.092) in favour of females. For subgroups of the total sample, the most significant differences in test performance were found for the African First Language private/"Model C" school cohort in favour of females. Thus the overriding implication that emerged from this research was that on this relatively highly educated sample, no significant gender differences in cognitive ability were apparent.

This study proposed to evaluate the appropriateness of selected subtests of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) for use with severely to profoundly hearing impaired children. The subjects used in this study were enrolled in a residential/day school for the deaf whose educational methodology was Total Communication. The subjects were tested on both the SB:FE nonverbal selected subtests and the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (WISC-R PIQ). To assess appropriateness, several procedures were employed comparing data gathered from the hearing impaired sample with data reported for the standardized population of the SB:FE. Correlations were computed between the WISC-R and the SB:FE and comparisons of the total composite scores for each measure were made to detect any systematic differences. The results indicated that the correlations reported for the hearing impaired sample are generally similar to the correlations reported for the standardized sample of the SB:FE. The analysis performed between the Area Scores of the SB:FE and the WISC-R PIQ to detect systematic differences revealed a difference of one standard deviation between these two instruments, with the. SB:FE results being lower than the WISC-R PIQ results. It was concluded that the selected subtests of the SB:FE and the WISC-R PIQ could not be used interchangeably. Further research into this area was advised before using this measure to estimate general cognitive ability for hearing impaired children whose levels of language development may be delayed. Further research was also encouraged to confirm the suggestion of greater predictive validity of the SB:FE with academic measures. It was suggested that these findings indicated that the use of language as a cognitive tool may be important in acquiring certain problem solving skills. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate