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| Exceptional Child Research | 7 |
| Intelligence Differences | 7 |
| Cognitive Processes | 3 |
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Peer reviewedBalla, David; And Others – American Journal of Mental Deficiency, 1971
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Exceptional Child Research
Peer reviewedRoaden, Saundra K.; And Others – American Journal of Mental Deficiency, 1980
Results indicated that retarded Ss, relative to normal Ss of all ages, responded particularly slowly to static property statements when objects were animate, and to intrinsic-action properties when objects were inanimate. (Author/DLS)
Descriptors: Adolescents, Cognitive Processes, Concept Formation, Exceptional Child Research
Peer reviewedVernon, Philip E.; Mitchell, Margaret C. – Journal of Special Education, 1974
Evaluated with 198 grade 5 students, 94 of whom were classified as high socioeconomic status (SES) and 94 as low SES, were corrolaries of A.R. Jensen's distinction between Level I (associative learning) and Level II (conceptual learning) aspects of intelligence. (Author/DB)
Descriptors: Associative Learning, Concept Formation, Disadvantaged Youth, Exceptional Child Research
Peer reviewedOdom, Penelope B. – American Journal of Mental Deficiency, 1974
Descriptors: Concept Formation, Decision Making, Dimensional Preference, Elementary School Students
Peer reviewedWalker, Harry A.; Bortner, Morton – Journal of Autism and Childhood Schizophrenia, 1975
Descriptors: Children, Classification, Cognitive Processes, Concept Formation
Hess, Robert D.; Torney, Judith V. – 1967
More than 17,000 children were interviewed or tested to investigate their political attitudes. Data relevant to social class and intelligence are as follows: compared to others, children of high intelligence acquired political attitudes earlier, saw the Supreme Court as a more powerful decision maker, perceived laws as less rigid, had more…
Descriptors: Citizen Participation, Citizen Role, Concept Formation, Exceptional Child Research
Download full textHarley, Randall K., Jr. – 1963
Forty blind children (ages 6 to 14, IQ's 65 to 132) in residential schools were studied to discover the relationship of verbalism to age, intelligence, experience, and personal adjustment. The children were given 40 selected words to obtain definitions, experience claims, and visually oriented verbalism scores. They then tried to identify items…
Descriptors: Adjustment (to Environment), Age Differences, Associative Learning, Blindness
