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Direct linkEsposito, Alena G.; Bauer, Patricia J. – Grantee Submission, 2018
Self-derivation of new factual knowledge through integration of separate episodes of learning is one means by which children build knowledge. Content generated in this manner becomes incorporated into the knowledge base and is retained over time; successful self-derivation predicts academic achievement. Yet the component processes on which…
Descriptors: Learning, Children, Predictor Variables, Logical Thinking
Cain, Meghan K.; Kaboski, Juhi R.; Gilger, Jeffrey W. – Autism: The International Journal of Research and Practice, 2019
Gifted children with autism spectrum disorder (ASD) are often referred to as twice-exceptional, the term that highlights the co-occurrence of exceptional challenges and exceptional giftedness. This study performed secondary data analysis on samples of twice-exceptional children from the Pre-Elementary Education Longitudinal Study and the Special…
Descriptors: Academically Gifted, Autism, Pervasive Developmental Disorders, Preschool Education
Meng, Christine – School Psychology Quarterly, 2015
The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start…
Descriptors: Child Care, Classroom Environment, Learning, Academic Ability
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
