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Direct linkIlya V. Talalay – Psychology in the Schools, 2024
This cross-sectional study aimed to investigate developmental changes in the efficiency of sustained, selective, and divided attention in a group of children aged 6-12 years by means of a computerized test battery. Participants included 199 children (51% female, majority White) who had normal or corrected-to-normal vision and no history of either…
Descriptors: Children, Attention, Child Development, Vision
Buek, Katharine W. – Psychology in the Schools, 2019
Children's approaches to learning (AtL) has been identified in research and policy as a key domain of children's school readiness. However, relatively little is known about the child and family factors that shape early AtL, how it varies in the general population, or how it develops and changes through the early years of schooling. This…
Descriptors: Learning Strategies, Learning Processes, Kindergarten, Grade 1
Scheiber, Caroline; Reynolds, Matthew R.; Hajovsky, Daniel B.; Kaufman, Alan S. – Psychology in the Schools, 2015
The purpose of this study was to investigate developmental gender differences in academic achievement areas, with the primary focus on writing, using the child and adolescent portion (ages 6-21 years) of the "Kaufman Test of Educational Achievement-Second Edition, Brief Form," norming sample (N = 1,574). Path analytic models with gender,…
Descriptors: Gender Differences, Academic Achievement, Writing Skills, Path Analysis
Thatcher, Karen L. – Psychology in the Schools, 2010
This study investigated kindergarten, preschool, and first-grade children who were typical or specific language impaired (SLI) to determine whether there were developmental differences in their phonological awareness abilities (i.e., syllable, onset/rime, phonemes). Results revealed a significant difference between children who were typical and…
Descriptors: Phonemes, Language Impairments, Phonological Awareness, Individual Differences
Peer reviewedReynolds, Cecil R.; And Others – Psychology in the Schools, 1984
Explored the relationship between age and intelligence test performance across race and evaluated the developmental progression of scores and construct validity of the Kaufman Assessment Battery for Children in a sample totaling 2,615 children. No significant race or sex differences were found, supporting the validity of the K-ABC. (JAC)
Descriptors: Age Differences, Child Development, Children, Elementary Education
Reynolds, Cecil R.; Horton, Arthur MacNeill, Jr. – Psychology in the Schools, 2008
Despite many disagreements on the utility of neuropsychological applications in schools, executive function measures have been found to be useful across a variety of areas and ages. In addition, many disagreements are extant in discussions of the maturational course of the development of executive functioning abilities that are dependent on…
Descriptors: School Psychology, Brain, Cognitive Processes, Neurological Organization
Fiese, Barbara H.; Everhart, Robin S.; Wildenger, Leah – Psychology in the Schools, 2009
The present study investigated the co-occurrence of asthma and obesity in a sample of 193 children (mean age = 7.76 years). Specifically, this study was interested in delineating the associated comorbidities of internalizing symptoms and sleep disruptions among younger (younger than 7 years) and older elementary age children with asthma who were…
Descriptors: Obesity, Diseases, Child Health, Children
Peer reviewedTaylor, Ronald L.; And Others – Psychology in the Schools, 1984
Investigated the developmental aspects of the Koppitz scoring system with 652 children who took the Bender Motor Gestalt Test. Scores were fitted to various developmental curves by computer. Results indicated only 35 percent of the Bender test performance variance was accounted for by age. (JAC)
Descriptors: Age Differences, Child Development, Elementary Education, Elementary School Students
Peer reviewedMartin, Roy; And Others – Psychology in the Schools, 1977
The visual-motor integration of preschool children who varied in terms of race, sex, and socioeconomic status was assessed using the Beery Buktenica Test of Visual-Motor Integration (VMI). An analysis of covariance revealed that there were significant main effects for race, sex, and socioeconomic status. (Author)
Descriptors: Child Development, Developmental Psychology, Disadvantaged Youth, Motor Development
