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The Contribution of Cool and Hot Executive Function to Academic Achievement, Learning-Related Behaviours, and Classroom Behaviour
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O'Toole, Sarah E.; Monks, Claire P.; Tsermentseli, Stella; Rix, Katie – Early Child Development and Care, 2020
The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children's transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well…
Descriptors: Executive Function, Academic Achievement, Student Behavior, Verbal Ability
Evolution of the Wealth Gap in Child Development and Mediating Pathways: Evidence from a Longitudinal Study in Bogota, Colombia
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Rubio-Codina, Marta; Grantham-McGregor, Sally – Developmental Science, 2019
Large gaps in cognition and language on the Bayley-III between the top and bottom household wealth quartiles in 1,330 children aged 6-42 months in a representative sample of low- and middle-income families in Bogota were previously shown. Maternal education and the home environment mediated these wealth effects, whereas height-for-age mediated a…
Descriptors: Foreign Countries, Child Development, Longitudinal Studies, Family Income
Integration of the WJ IV, WISC-V, WISC-V Integrated, and WIAT-III into a School Neuropsychological Assessment Model
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Miller, Daniel C. – School Psychology Forum, 2015
The Woodcock-Johnson-Fourth edition (WJ IV; Schrank, McGrew, & Mather, 2014a) and the Wechsler Intelligence Scale for Children-Fifth edition (WISC-V; Wechsler, 2014) are two of the major tests of cognitive abilities used in school psychology. The complete WJ IV battery includes the Woodcock-Johnson IV Tests of Cognitive Abilities (Schrank,…
Descriptors: Cognitive Ability, Cognitive Tests, Children, Intelligence Tests
Implications of the Wechsler Intelligence Scale for Children (WISC) Information, Arithmetic, Digit Span, and Coding Subtests of Severely Retarded Readers on Reading Achievement; A Descriptive-Predictive Study.
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Davis, Gale – 1973
The purpose of this research was to investigate the Wechsler Intelligence Scale for Children (WISC) subtest scores of information (IN), arithmetic (AR), digit span (DS), and coding (CO). The subjects were all of the students admitted to and remaining in the Seattle Public School District #1 Learning/Language Disability (LLD) Program since…
Descriptors: Intelligence Tests, Language Acquisition, Learning, Learning Disabilities
WISC Patterns and Other Characteristics of Reading Disabled Children
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Johnson, David A.; Wollersheim, Janet P. – Perceptual and Motor Skills, 1977
Descriptors: Elementary Secondary Education, Exceptional Child Research, Learning, Learning Disabilities
The Blind Learning Aptitude Test.
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Newland, T. Ernest – Journal of Visual Impairment and Blindness, 1979
The Blind Learning Aptitude Test (BLAT), an individual test, is described. Distinction is made between product and process sampling in testing for learning aptitude. Standardized upon 961 educationally blind children, it has high reliability; and its validity, particularly with respect to the more complex school learnings, is clearly indicated.…
Descriptors: Academic Aptitude, Aptitude Tests, Blindness, Development