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Direct linkPiirto, Jane; Fraas, John – Journal for the Education of the Gifted, 2012
Two groups of adolescents (N = 114), 61 identified-gifted adolescents (M = 22, F = 39) and 51 vocational school adolescents (M = 27, F = 26), were compared on the Overexcitability Questionnaire. Each of the five Overexcitability (OE) scores--Psychomotor, Sensual, Imaginational, Intellectual, and Emotional--was subjected to a two-way ANOVA by…
Descriptors: Gifted, Questionnaires, Effect Size, Gender Differences
Peer reviewedRoberts, Richard D.; And Others – Intelligence, 1988
The Ravens Standard Progressive Matrices Test was administered to 48 subjects who then performed a card-sorting task under single- and competing-task conditions. Hick's Law and the Roth-Jensen procedure were used in task development. Complexity should have a more central role in speed of processing models of intelligence than ability to divide…
Descriptors: Attention Control, Classification, Cognitive Processes, Difficulty Level
Peer reviewedBurns, Barbara – American Journal of Mental Deficiency, 1986
Results of the study with 24 mildly or moderately retarded subjects (ages 11-55 years) indicates that a separability hypothesis of perceptual development can be extended to retarded populations. Representation as wholistic objects dominated among moderately retarded subjects, and with increasing intelligence, representation of objects as component…
Descriptors: Classification, Cognitive Development, Intelligence Differences, Mild Mental Retardation
Peer reviewedDavies, Deborah; And Others – Journal of Experimental Child Psychology, 1981
Educable mentally retarded (EMR) and nonretarded (NR) adolescents verified superordinate and basic level descriptions of common objects. Results suggest that EMR subjects had difficulty making semantic classification decisions in general. Other results suggest that group differences in semantic processing speed were related to the deliberate…
Descriptors: Adolescents, Children, Classification, Cognitive Processes
Peer reviewedZiegler, Mark E.; Doehrman, Steven – Journal of Clinical Psychology, 1979
Analysis of correlations between Verbal and Full Scale IQ scores for 231 high-IQ psychiatric outpatients indicated that Verbal IQ appears partially valid as a WAIS short form for this higher IQ group. Results are interpreted in terms of Resnick and Entin's short form validity criteria. (Editor/SJL)
Descriptors: Classification, Correlation, Emotional Disturbances, Intelligence Differences
Peer reviewedPineda, David; Ardila, Alfredo; Rosselli, Monica – Journal of Learning Disabilities, 1999
A study of 62 children (ages 7 to 12) with attention-deficit hyperactivity disorder (ADHD) and 62 controls found that behavioral variables established robust, statistically significant differences between groups. Children with ADHD also scored worse on 31 out of 61 neuropsychological variables, but obtained better scores on WISC-R Comprehension…
Descriptors: Attention Deficit Disorders, Behavior Patterns, Classification, Cognitive Processes
Peer reviewedClarizio, Harvey; Bernard, Robert – Psychology in the Schools, 1981
Analyzed WISC-R profiles along a three-factor approach for purposes of differential diagnosis. Profiles of 278 school-verified learning disabled children were compared to those of Educable Mentally Impaired (N=141), Emotionally Impaired (N=67), Otherwise Impaired (N=61), and Nonimpaired (N=294). Resulting data was not useful in differential…
Descriptors: Children, Classification, Disability Identification, Educational Diagnosis
Peer reviewedBonafina, Marcela A.; Newcorn, Jeffrey H.; McKay, Kathleen E.; Koda, Vivian H.; Halperin, Jeffrey M. – Journal of Learning Disabilities, 2000
Using cluster analysis, a study empirically divided 54 children with attention-deficit/hyperactivity disorder (ADHD) based on their Full Scale IQ and reading ability. Clusters had different patterns of cognitive, behavioral, and neurochemical functions, as determined by discrepancies in Verbal-Performance IQ, academic achievement, parent…
Descriptors: Academic Achievement, Aggression, Attention Deficit Disorders, Children
Peer reviewedO'Malley, Kimberly J.; Francis, David J.; Foorman, Barbara R.; Fletcher, Jack M.; Swank, Paul R. – Learning Disabilities: Research & Practice, 2002
Poor readers who met low achievement and IQ-discrepancy definitions of reading disability (n=54) were compared with non-impaired readers (n=325) on development of eight precursor and reading-related skills. Results indicate no evidence for differences between the two groups of poor readers in the development on the eight skills, with three…
Descriptors: Academic Achievement, Classification, Cognitive Development, Disability Identification
