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An Investigation into the Use of Cognitive Ability Tests in the Identification of Gifted Students in Design and Technology
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Twissell, Adrian – Design and Technology Education, 2011
This study examines whether MidYIS and YELLIS cognitive ability tests (CATs) are appropriate methods for the identification of giftedness in Design and Technology. A key rationale for the study was whether CATs and able to identify those students with the aptitudes considered of importance to identifying giftedness in Design and Technology and…
Descriptors: Foreign Countries, Gifted, Identification, Cognitive Ability
Identifying Academically Gifted English-Language Learners Using Nonverbal Tests: A Comparison of the Raven, NNAT, and CogAT
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Lohman, David F.; Korb, Katrina A.; Lakin, Joni M. – Gifted Child Quarterly, 2008
In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and…
Descriptors: Academically Gifted, Nonverbal Tests, Scoring, National Norms
Spontaneous and Provoked Class Sorting Behavior among Autistic and Normal Children.
Slotnick, Carol Fisher – 1983
To provide a differentiated characterization of autistic children's logical deficits, a non-verbal, microanalytic method designed for infants and young children was used. Subjects were 12 autistic children ranging in age from 5 to 7 years and a control group of 12 normal children ranging in age from 23 to 30 months. Subjects were given two…
Descriptors: Autism, Classification, Cognitive Ability, Cognitive Measurement
Nonlinguistic Deficits of Children with Language Disorders Complicate the Interpretation of Their Nonverbal IQ Scores.
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Swisher, Linda; And Others – Language, Speech, and Hearing Services in Schools, 1994
Administration of nonverbal IQ tests to 12 children with normal language and 12 with language impairments (ages 8-10) revealed that the children with language impairments had lower scores than controls, and that nonlinguistic deficits of children with language impairments adversely affected their responses to specific types of items on nonverbal…
Descriptors: Children, Cognitive Ability, Comparative Analysis, Intelligence Quotient
An Assessment of Cognitive Abilities in Hearing and Hearing-Impaired Preschool Children.
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Bond, Gayle Goldstein – Journal of Speech and Hearing Disorders, 1987
The performance of 40 hearing and 40 hearing-impaired children, aged two-five years, was compared on a battery of nonverbal tasks and a nonverbal intelligence test. Age significantly affected the results, consistent with a developmental change. In cognitive development, the hearing-impaired children were comparable to same-age hearing children.…
Descriptors: Age Differences, Child Development, Cognitive Ability, Cognitive Development
First Grade Children's Comprehension and Recall of "Noodle Doodle Box." A Final Report.
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Klein, Jeanne; Fitch, Marguerite – 1990
First grade students (38) viewed a theater production on the theme of friendship in a study designed to determine the degree of the students' dramatic literacy. General objectives of the study were to: (1) compare children's learning from live theater with their learning from television; (2) describe what children knew about the play they saw and…
Descriptors: Aesthetic Education, Audience Response, Cognitive Ability, Cognitive Development