Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 6 |
Descriptor
Source
Autism: The International… | 2 |
Discourse Processes: A… | 1 |
Journal of Attention Disorders | 1 |
Journal of Educational… | 1 |
Journal of Psychoeducational… | 1 |
Author
Arfé, Barbara | 1 |
Avitia, Maria | 1 |
Begeer, Sander | 1 |
Boureux, Magali | 1 |
Bray, Melissa A. | 1 |
Breaux, Kristina C. | 1 |
Courville, Troy | 1 |
Cowan, Richard | 1 |
De Rosnay, Marc | 1 |
DeBiase, Emily | 1 |
Grossman, Sandy | 1 |
More ▼ |
Publication Type
Journal Articles | 6 |
Reports - Research | 6 |
Education Level
Early Childhood Education | 2 |
Elementary Education | 2 |
Grade 2 | 1 |
Grade 3 | 1 |
Preschool Education | 1 |
Primary Education | 1 |
Secondary Education | 1 |
Audience
Location
United Kingdom (England) | 2 |
Laws, Policies, & Programs
Assessments and Surveys
Wechsler Intelligence Scale… | 6 |
Developmental Test of Visual… | 1 |
Kaufman Assessment Battery… | 1 |
Kaufman Test of Educational… | 1 |
Raven Progressive Matrices | 1 |
Wechsler Individual… | 1 |
Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Sullivan, Susan; Oakhill, Jane; Arfé, Barbara; Boureux, Magali – Discourse Processes: A multidisciplinary journal, 2014
Temporal and causal information in text are crucial in helping the reader form a coherent representation of a narrative. Deaf novice readers are generally poor at processing linguistic markers of causal/temporal information (i.e., connectives), but what is unclear is whether this is indicative of a more general deficit in reasoning about…
Descriptors: Logical Thinking, Beginning Reading, Deafness, Children
Begeer, Sander; De Rosnay, Marc; Lunenburg, Patty; Stegge, Hedy; Terwogt, Mark Meerum – Autism: The International Journal of Research and Practice, 2014
The understanding of emotions based on counterfactual reasoning was studied in children with high-functioning autism spectrum disorders ("n" = 71) and in typically developing children ("n" = 71), aged 6-12 years. Children were presented with eight stories about two protagonists who experienced the same positive or negative…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Psychological Patterns
Breaux, Kristina C.; Avitia, Maria; Koriakin, Taylor; Bray, Melissa A.; DeBiase, Emily; Courville, Troy; Pan, Xingyu; Witholt, Thomas; Grossman, Sandy – Journal of Psychoeducational Assessment, 2017
This study investigated the relationship between specific cognitive patterns of strengths and weaknesses and the errors children make on oral language, reading, writing, spelling, and math subtests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants with scores from the KTEA-3 and either the Wechsler Intelligence…
Descriptors: Children, Intelligence Tests, Achievement Tests, Error Patterns
Cowan, Richard; Powell, Daisy – Journal of Educational Psychology, 2014
Explanations of the marked individual differences in elementary school mathematical achievement and mathematical learning disability (MLD or dyscalculia) have involved domain-general factors (working memory, reasoning, processing speed, and oral language) and numerical factors that include single-digit processing efficiency and multidigit skills…
Descriptors: Elementary School Mathematics, Mathematics Skills, Learning Disabilities, Elementary School Students
Nah, Yong-Hwee; Poon, Kenneth K. – Autism: The International Journal of Research and Practice, 2011
This study investigated how children with autism spectrum disorders (ASD) make social judgments of social situations and provide justifications for their responses. Fifteen children with ASD and 15 typically developing children (ages from 9 to 13 years old) were presented with eight vignettes, based on the Dewey Story Test (Dewey, 1991) and…
Descriptors: Autism, Likert Scales, Interpersonal Competence, Pervasive Developmental Disorders
Schafer, Vickie; Semrud-Clikeman, Margaret – Journal of Attention Disorders, 2008
Objective: The purpose of this study is to ascertain whether there are differences among groups of children based on their social perception skills in visual perception and fluid reasoning to assist in more effective intervention planning. Method: A total of 80 children were grouped on the basis of their performance on a social perception measure…
Descriptors: Hyperactivity, Social Cognition, Visual Perception, Interpersonal Competence