College student performance on the general ability measure for adults and the wechsler intelligence scale for adults‐third edition

This study examined the concurrent validity of the General Ability Measure for Adults (GAMA¹; Naglieri & Bardos, 1997) and the Wechsler Adult Intelligence Scale‐Third Edition (WAIS‐III; Wechsler, 1997). Sixty college students were administered both instruments in counterbalanced order. A comparison of the mean scores on the GAMA and WAIS‐III indicated that the sample obtained similar GAMA and WAIS‐III PIQ scores. In contrast, the sample's mean GAMA IQ score was significantly lower than the sample's mean FSIQ and VIQ scores. Although the GAMA IQ score was positively correlated with all WAIS‐III IQ and Index scores, this new instrument was more clearly associated with visual‐spatial reasoning, as defined by the WAIS‐III PIQ. The GAMA's accuracy in predicting performance on the WAIS‐III FSIQ and PIQ also was examined, with the GAMA underestimating WAIS‐III FSIQ and PIQ scores for participants falling within the Superior and Very Superior range of intellectual functioning. © 2001 John Wiley & Sons, Inc.     

Modeling the dynamic hypotheses of Gf–Gc theory using longitudinal life-span data

This research uses longitudinal data from the Wechsler Adult Intelligence Scale (WAIS) and linear structural equation models (e.g., LISREL) in an evaluation of the structural, kinematic, and dynamic hypotheses of the “theory of fluid and crystallized intelligence.” In a first set of analyses we use linear dynamic models in a formal evaluation of the growth and declines of abilities through latent growth and linear dynamic models. Our first results indicate separate trends over age for different intellectual abilities including broad knowledge, spatial reasoning, perceptual speed, and immediate memory. In a second set of analyses we extend these multivariate dynamic structural equation models to explore the age-based leading and lagging indicators. These results indicate a complex system of relationships, with memory losses as an important leading indicator. In a third set of analyses we use confirmatory techniques to test specific aging hypotheses. These results indicate support for both the “general memory loss” hypothesis and the “general slowing” hypothesis, provide some support for the “investment theory” at the adult level, and also suggest a single “general” factor does not describe the complexity of cognitive aging. These result synthesize prior WAIS studies and provide methods for further research on the dynamics of the growth and decline of intellectual abilities across the adult life-span.     

Comparability of WISC-R and WAIS IQ scores in educable mentally handicapped adolescents

The WISC-R and WAIS were administered to 30 16-year-old EMH students in a test-retest design to distribute practice effects. The average interval between administrations was approximately 37 days. Results from t-tests of significance of difference between the means were obtained for the total group and for two subgroups, one receiving the WISC-R first and one the WAIS first. Analysis of data revealed significantly higher WAIS scores on all levels of VIQ, PIQ, and FIQ for all groups.     

Teacher-pupil compatibility and teachers' ratings of children's behavior

Canonical variate analysis of the relationships between teachers' ratings of children's behavior and an index of teacher-pupil compatibility objectively demonstrated a significant relationship between behaviors representative of serious psychopathology and teacher-pupil compatibility. Previous multivariate analyses of variance had failed to identify meaningful relationships between teacher-pupil compatibility and teacher nomination of a child as a behavior problem. This study provides inferential support for the contention that school behavior problems and emotional disturbances are separate nosological entities.     

Analysis of Pre‐test‐Post‐test Control Group Designs in Educational Research

Pre‐test‐post‐test control group designs are well suited to investigating effects of educational innovations and are common in educational research. They are frequently analysed by means of an ANOVA on change scores, or, what amounts to the same thing, a repeated measures ANOVA to test the treatment by occasion interaction. Although the analysis of change scores has intuitive appeal, such analyses are often inappropriate. An ANCOVA on post‐test scores, with pre‐test scores as co‐variate usually provides a more appropriate and informative analysis. Advantages of the ANCOVA approach are explained and illustrated using SPSS‐X analyses of fabricated data sets.     

The use of Wechsler Scales in the assessment of Native Americans of the Columbia River Basin

Native American secondary students from the Columbia Basin were found to have significant Verbal-Performance discrepancies on the WISC-R and WAIS. Mean Verbal scores were significantly below the normative mean, while Performance scores were at, or above, the normative means. These findings substantiated research with other Native American groups. Also, the Verbal and Performance scales correlated so low as to preclude the Full Scale from being an accurate representation of the “g” factor of intelligence. Further, the predictive validity of the WISC-R and the WAIS for reading and math achievement was found to be at variance with the standardization group.     

Organizational Climate and Culture: A Conceptual Analysis of the School Workplace

The concepts of organizational climate and culture have become part of the standard rhetoric in contemporary discussions of school effectiveness. Unfortunately, both terms are complex and neither is dearly defined. This article examines the intellectual traditions and conceptual underpinnings of climate and culture and then provides working definitions for each. Examples of frameworks to study school climate and school culture are presented and contrasted. The tension between research on climate using multivariate statistical analyses and studies of culture using the tools of the phenomenologist and ethnographer provides a healthy competition, one that should enhance our understanding of the school workplace if both perspectives are given an opportunity to flourish.     

Recording Student Perceptions of Teacher Behavior by Means of a Student Response Monitor

Abstract

Some Intellectual characteristics, academic problems and study habits of mature college undergraduate women were Investigated, Forty young (median age = 20) and 40 older (median age = 35) coeds matched on grade-point average were administered four WAIS subtests and a questionnaire. Older women were Inferior to younger women on WAIS performance subtests. Mature women reported more problems In concentrating, reading rapidly, and taking class notes while younger coeds reported more difficulty in remembering academic material. Older students reported better study habits. The results suggest that mature women can adjust successfully to the demands of the undergraduate academic situation.     

TYPES OF HIGH ABILITY: HIGHLY ABLE CHILDREN WITH AN UNBALANCED INTELLIGENCE STRUCTURE

The present study focused on children (N=55) with a 12 point or greater difference between verbal IQ (VIQ) and performance IQ (PIQ) on the Wechsler Adult Intelligence Scale (WAIS), with either value being higher than 120. There was a particular focus on those with 24 points or more difference. The control group included children with IQ over 110, but with less than 9 points difference between VIQ and PIQ (N=33). Relatively low VIQs were found in the group with very large discrepancies, and their school performance was in accordance with this result. The problem with the VIQ of this group seemed to be one of maturity. The findings also showed that the subscales are important in diagnosis; the Object Assembly subscale of the WAIS, for instance, has a particular function in the characterisation of hemispheric connections. It was concluded that the group of gifted children displayed right hemispheric dominance, and that differences in the direction of intelligence might influence cognitive style, field of interest and choice of profession. Caution is needed when using VIQ‐PIQ differences for diagnostic purposes, particularly in the case of children with high intelligence.

     

平面连杆机构运动线图的绘制方法

推导出曲柄摇杆机构和曲柄滑块机构中C点的坐标方程,用应用软件Excel计算出该点在运动过程中的一系列坐标值及坐标值的微变值速度和速度的微变值加速度,并采用Excel中的“插入图表”功能自动绘出了该点的运动线图,为我们在对机构进行运动分析时提供了一个准确、简捷、实用的工具。     

MOTIVATIONAL INFLUENCES ON ELDERLY TEST PERFORMANCE

An important reaction to individuals involved in problem solving is that of knowing the accuracy of their responses. Prior research has established that young adults are accurate in estimating correctness to responses on the Wechsler Adult Intelligence Scale (WAIS). The present study extended these findings to the elderly and also considered whether ability‐extraneous variables (e.g., fatigue) influence either accuracy in judging correctness or IQ score. The WAIS was administered to 44 community‐dwelling elderly citizens in a counterbalanced manner to control for motivational influences. The examinee's IQs and estimations of correctness were measured. Materials included standard WAIS protocols and forms on which the examinees wrote a plus (+) or minus (—) after each response, indicating feelings of correctness as +, or of an incorrect answer as —. Results show that older examinees are highly accurate in their feelings of correctness. Analyses of variance and covariance indicated order of presentation significantly influences accuracy in reporting correctness. While IQ score was not affected by order of presentation, mean performance IQ score was significantly lower than mean verbal IQ score. Findings suggest that older persons seem uncomfortable with ambiguity and seem to possess an unrealistic fear of failure. Persons involved in educating the elderly should strive to assist in the reevaluation of unattainable goals. By having more realistic goals and early successes in a program, the older learner can reduce unpleasant emotional states and is more likely to remain in a program.     

The Relationship between Intelligence,Approaches to Learning and Academic Achievement

Three different tests of intelligence and the Approaches and Study Skills Inventory for Students were administered to 89 Norwegian undergraduate psychology students. The purpose was to investigate the relationship between intelligence, approaches to learning and academic achievement. Factor analysis supported a one-factor solution of the three intelligence tests as an expression of general intelligence. No relationship between general intelligence and approaches to learning was observed. The WAIS vocabulary test of intelligence and the surface approach to learning were negatively correlated. The WAIS vocabulary test of intelligence and the surface approach to learning predicted academic achievement. A curvilinear relationship between surface approach and academic achievement was observed. Multiple regression analysis showed interaction effects between deep-strategic and surface-strategic approaches to learning as predictors of academic achievement. The findings support the construct validity of approaches to learning due to its independence of intelligence.     

Longitudinal comparisons of wechsler scales in educable mentally handicapped children and adults

The change in IQ scores over an extended period of time (approximately 17 years) of subjects who had been placed in classes for the Educable Mentally Handicapped was investigated. Analysis indicated that a significant difference existed between WISC scores administered at the time of initial placement (mean age, 11–9) and WAIS scores administered at a later date (mean age, 17–6). In addition, although a difference was revealed with respect to WAIS scores when the students were divided into two groups based upon initial WISC scores (⩽70 vs. >70), it was determined that the change was in a uniform fashion over time; i.e., neither regression nor interaction effects were detected. A final analysis revealed that those students who were located for a follow-up testing approximately 10 years later (mean age 28–8) continued to show a significant increase in IQ scores. The importance placed upon IQ scores for initial placement of students in EMH programs appears to remain suspect.     

换无法则对简化定积分计算的优越性和必要性

以牛顿———莱布尼兹公式为依据,根据不定积分求原函数的过程,再加上正确处理好积分的区间,就能正确掌握定积分的换元积分法     

Verbal/visual processing for males disabled in print acquisition

Fourteen males disabled in print acquisition were studied over time to determine their patterns of verbal and spatial processing. Comparing results of WISC-R and WAIS scales using a Bonferroni correction for t-values, it was found that the Similarities subtest scores significantly increased while the Vocabulary subtest scores and Acquired Knowledge category significantly decreased. Hemispheric specialization was suggested as a possible cause for differences in verbal and nonverbal processing.     

Influence of Mindfulness,Emotion Regulation,and Perceived Social Support on Burnout

We used canonical correlation analysis to examine the predictive nature of three facets of wellness (mindfulness, emotion regulation, and perceived social support) on burnout in counselors-in-training (N = 136). The cognitive reappraisal construct made a significant contribution to the wellness predictor variate. Implications for counselor training programs are discussed.     

Intelligence,academic achievement,and personality: A canonical variate analysis

Intelligence and Academic Achievement Scores of 180 emotionally disturbed adolescents were related to the personality profiles (16PF or HSPQ) via a canonical variate analysis. Results of the analysis indicated that the emotionally disturbed adolescent who is low in ego strength, tense, guilt prone, sensitive, shy, and submissive tended to be more intelligent and demonstrate higher academic achievement.     

遗传算法在自动组卷算法中的应用与研究

自动组卷功能是考试系统中的一项重要功能,是评价该系统好坏的重要因素．本文针对现有组卷算法的突出问题,在组卷问题中采用改进的遗传算法进行了研究,并对遗传算法中的交叉算子和变异算子进行了改进,使该算法能够更好解决自动组卷问题．     

Differences between Toxoplasma Gondii Infected and Non‐Infected Blind and Partially Sighted Children and Adolescents on WISG and WAIS Verbal Subtests

Abstract:Langset, M., Midtvedt, T. & Omland, T. 1981. Differences between Toxoplasma Gondii Infected and Non‐Infected Blind and Partially Sighted Children and Adolescents on WISC and WAIS Verbal Subtests. Scandinavian Journal of Educational Research 25,141‐157. Toxoplasmosis is one of the most prevalent infections of man and animal throughout the world. The Dye Test, (DT), which is assumed specific for an infection of Toxoplasma gondii, was performed on 137 blind and partially sighted children and adolescents in Norway. The rate of DT‐pos., 53 %, correlated with a control group on the level of P ≤0.001, (x²‐test). The infected group was compared with the non‐infected on WISG and WAIS verbal subtests. The results gave the DT‐pos. group lower performances on all verbal subtests. Retesting after five years gave for the DT‐pos. group compared with the DT‐neg. IQ, differences on the level of significance P ≤,0.004. The differences were mainly due to low performances on all subtests, particularly on Comprehension, Similarities, and Digit Span. The impairment was comparable to subjects with brain damage. Subjects with congenital sight deficiency and positive DT showed progressive intellectual impairments.