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Paz-Baruch, Nurit; Leikin, M.; Leikin, R. – Gifted and Talented International, 2022
Mathematical giftedness (MG) is an intriguing phenomenon, the nature of which has yet to be sufficiently explored. This study goes a step further in understanding how MG is related to expertise in mathematics (EM) and general giftedness (G). Cognitive testing was conducted among 197 high school students with different levels of G and of EM. Based…
Descriptors: Gifted, Mathematical Aptitude, Expertise, Factor Analysis
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Liu, Haiyan; Zhang, Zhiyong; Grimm, Kevin J. – Grantee Submission, 2016
Growth curve modeling provides a general framework for analyzing longitudinal data from social, behavioral, and educational sciences. Bayesian methods have been used to estimate growth curve models, in which priors need to be specified for unknown parameters. For the covariance parameter matrix, the inverse Wishart prior is most commonly used due…
Descriptors: Bayesian Statistics, Computation, Statistical Analysis, Growth Models
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Mechling, Linda C.; Ayres, Kevin M.; Bryant, Kathryn J.; Foster, Ashley L. – Education and Training in Autism and Developmental Disabilities, 2014
The current study evaluated a relatively new video-based procedure, continuous video modeling (CVM), to teach multi-step cleaning tasks to high school students with moderate intellectual disability. CVM in contrast to video modeling and video prompting allows repetition of the video model (looping) as many times as needed while the user completes…
Descriptors: Teaching Methods, High School Students, Moderate Mental Retardation, Daily Living Skills
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Almas, Alisa N.; Degnan, Kathryn A.; Nelson, Charles A.; Zeanah, Charles H.; Fox, Nathan A. – Developmental Psychology, 2016
Young children removed from institutions and placed into foster care or adoptive homes have been shown to experience significant gains in IQ relative to children who remain in institutions. Less is known about the long-term impact of severe early deprivation on development in late childhood. Data are presented from a follow-up of children at 12…
Descriptors: Foreign Countries, Intelligence Quotient, Preadolescents, Foster Care
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van Hulst, Branko M.; de Zeeuw, Patrick; Bos, Dienke J.; Rijks, Yvonne; Neggers, Sebastiaan F. W.; Durston, Sarah – Journal of Child Psychology and Psychiatry, 2017
Background: Changes in reward processing are thought to be involved in the etiology of attention-deficit/hyperactivity disorder (ADHD), as well as other developmental disorders. In addition, different forms of therapy for ADHD rely on reinforcement principles. As such, improved understanding of reward processing in ADHD could eventually lead to…
Descriptors: Attention Deficit Hyperactivity Disorder, Task Analysis, Reinforcement, Therapy
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Parkin, Jason R.; Beaujean, A. Alexander – Journal of School Psychology, 2012
This study used structural equation modeling to examine the effect of Stratum III (i.e., general intelligence) and Stratum II (i.e., Comprehension-Knowledge, Fluid Reasoning, Short-Term Memory, Processing Speed, and Visual Processing) factors of the Cattell-Horn-Carroll (CHC) cognitive abilities, as operationalized by the Wechsler Intelligence…
Descriptors: Intelligence, Structural Equation Models, Achievement Tests, Measures (Individuals)
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Al-Yagon, Michal – Journal of Learning Disabilities, 2016
This study examined the role of adolescents' perceived close relationships with significant others (attachment relationships with mothers/fathers, appraisal of homeroom teacher as secure base, and quality of peer friendship) in explaining differences in their socioemotional and behavioral functioning (peer-network/peer-dyadic loneliness,…
Descriptors: Parent Child Relationship, Teacher Student Relationship, Peer Relationship, Predictor Variables
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Papadopoulos, Timothy C.; Kendeou, Panayiota; Spanoudis, George – Journal of Educational Psychology, 2012
Theory-driven conceptualizations of phonological abilities in a sufficiently transparent language (Greek) were examined in children ages 5 years 8 months to 7 years 7 months, by comparing a set of a priori models. Specifically, the fit of 9 different models was evaluated, as defined by the Number of Factors (1 to 3; represented by rhymes,…
Descriptors: Evidence, Reading Fluency, Phonemes, Factor Structure
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Ucles, Paulino; Mendez, Mario; Garay, Jose – Dyslexia, 2009
We compared processing of non-verbal auditory stimuli by dyslexic and non-dyslexic children using electrophysiological methods. The study included 39 children (17 with dyslexia plus 22 controls) assessed via frontal, central, parietal, and temporal electrodes. As an extension of previous P300 event-related potential studies, we analysed variations…
Descriptors: Auditory Stimuli, Dyslexia, Comparative Analysis, Evaluation Methods
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Vollmerhausen, Susan; And Others – Journal of Clinical Psychology, 1986
Compared Kennedy and Elder's (1982) Wechsler Intelligence Scale for Children (Revised) regression model with Kaufman's (1976) linear equating model. Both the Kennedy and Elder, and the Kaufman abbreviated forms attained a high degree of association, suggesting that both models are equally effective. (Author/BL)
Descriptors: Comparative Analysis, Institutionalized Persons, Models, Special Education
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King, Wayne M.; Giess, Sally A.; Lombardino, Linda J. – International Journal of Language & Communication Disorders, 2007
Background: The marked degree of heterogeneity in persons with developmental dyslexia has motivated the investigation of possible subtypes. Attempts have proceeded both from theoretical models of reading and the application of unsupervised learning (clustering) methods. Previous cluster analyses of data obtained from persons with reading…
Descriptors: Statistical Analysis, Reading Difficulties, Models, Databases
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Cramer, Kenneth M. – Educational and Psychological Measurement, 1998
Whether the one- or two-factor Wechsler or weighted sum scores (WSS) structural models adequately fit the Wechsler Intelligence Scale for Children III (WISC-III) covariance matrices was studied with samples of 2200 and 1118 children from previous studies. Both the WSS and supplemented models provided better fit than Wechsler's model but still…
Descriptors: Comparative Analysis, Factor Structure, Goodness of Fit, Intelligence
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Stone, Brian J. – Journal of School Psychology, 1992
Investigated joint factor structure of Differential Abilities Scale and Wechsler Intelligence Scale for Children-Revised for 115 children. Compared theoretically supportable models (Spearman's General factor; Wechsler's Verbal, Performance, and Freedom from Distractibility factors; Elliott's verbal, nonverbal, spatial, and diagnostic perspective)…
Descriptors: Ability Identification, Adolescents, Comparative Analysis, Elementary Secondary Education
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Zarske, John A.; Moore, Clay L. – School Psychology Review, 1982
Wechsler Intelligence Scale for Children, Revised (WISC-R) Verbal, Performance, and Full Scale IQ's were compared with Bannatyne recategorized WISC-R scores for groups of non-handicapped, educationally disadvantaged, learning disabled, and regular classroom Navajo Indian children. No definitive evidence was found to support the use of the…
Descriptors: American Indians, Comparative Analysis, Disability Identification, Elementary Secondary Education