NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
School Starters' Early Structure Sense
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Lüken, Miriam M. – PNA, 2012
I analyse low and high achieving children's competences regarding pattern and structure at the beginning of formal schooling comparatively. The aim is to evaluate the range of school starters' early structure sense. The results suggest overall high pre-instructional competences which, however, differ strongly between the mathematical high and low…
Descriptors: Competence, Low Achievement, High Achievement, Mathematical Aptitude
Neuropsychological Test Performance and Hypnotic Susceptibility.
Peer reviewed Peer reviewed
Query, William T.; And Others – Journal of Clinical Psychology, 1983
Examined the relationship between brain-behavior and hypnotic susceptibility in 70 alcoholic patients, using the Stanford Hypnotic Susceptibility Scale and its Fromm-Weingarten modification. Results showed the two scales were interchangeable insofar as they measured the same ability, and indicated that hypnotic susceptibility is related to…
Descriptors: Alcoholism, Cognitive Ability, Cognitive Measurement, Comparative Testing
Effect of Race of Comparison Referent and Motives on Negro Cognitive Performance
Peer reviewed Peer reviewed
Epps, Edgar G.; And Others – Journal of Educational Psychology, 1971
Descriptors: Academic Standards, Blacks, Cognitive Ability, Cognitive Measurement
Concurrent Validity of the Woodcock-Johnson Tests of Cognitive Ability with the WISC-R: EMR Children.
Peer reviewed Peer reviewed
Cummings, Jack A.; Sanville, David – Psychology in the Schools, 1983
Administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) to educable mentally retarded children (N=30). Results showed significant mean differences between WISC-R and WJTCA full-scale standard scores, providing implications for placement of children in classes for the…
Descriptors: Children, Cognitive Ability, Cognitive Measurement, Comparative Testing
Validity of Two Scoring Systems for Measuring Cognitive Development with the Rorschach.
Peer reviewed Peer reviewed
Ridley, Stanley E.; Bayton, James A. – Journal of Consulting and Clinical Psychology, 1983
Examined and compared the validity of Friedman's Developmental Level (DL) and Exner's Developmental Quality (DQ) as measures of cognitive development in children (N=134). Results supported the convergent and discriminant validity of both DL and DQ. The DL and DQ were most strongly related to different types of cognitive ability. (JAC)
Descriptors: Children, Cognitive Ability, Cognitive Development, Cognitive Measurement
A Comparison of Verbal and Motor Skills of Monolingual and Bilingual Hispanic Children--a Discriminant Analysis.
PDF on ERIC Download full text
Powers, Stephen; Lopez, Richard L., Jr. – 1984
To ascertain differences in cognitive ability, 50 monolingual and 50 bilingual Hispanic children enrolled in the same remedial education program for preschool four-year-old children in a large, urban school district in Arizona were administered the Cooperative Preschool Inventory in English. Subjects were matched on the basis of total scores to…
Descriptors: Bilingual Education, Bilingual Students, Cognitive Ability, Cognitive Measurement
The Use of the Microgenetic Method with Children with Disabilities: Discovering Competence.
Peer reviewed Peer reviewed
Fletcher, Kathryn L. – Early Education and Development, 1998
Notes that the microgenetic method has revealed new information about normally achieving children's cognition, and reviews data from three different microgenetic studies. Concludes that there are similar sequences of strategy change, similar rates of strategy change, and similar frequency of strategy discovery and use in children with and without…
Descriptors: Cognitive Ability, Cognitive Measurement, Cognitive Tests, Comparative Analysis