Correlates of the concept assessment kit-conservation for educable mentally retarded children

The relations of the CAK-C to the Stanford-Binet and the WRAT were explored for a sample of 155 educable mentally retarded children. Correlational analyses indicated that: (a) The CAK-C is more closely related to MA than to either CA or IQ. (b) Both Reading and Arithmetic are more closely related to MA than to the CAK-C. The results support the position that Piagetian intelligence is somewhat distinct from psychometric intelligence, but suggest that the latter is the better predictor of academic achievement.     

Anorexia and bulimia—the maladjusting coping strategies of the 80s

The purpose of this article is to highlight the complexities of treating eating disorders. It provides a theoretical framework for identification, diagnosis, and treatment of anorexia and bulimia.     

Concussion research: Moving beyond the natural history

The topic of sports-related concussion has been,and will likely continue to be,one of the most challenging topics in sports medicine.The last 2 decades of resea...     

Self-concept as a function of intelligence and creativity in gifted Israeli children

The relationship of creativity and intelligence to self-concept was examined in Israeli children (N = 159) of superior intelligence (mean WISC IQ = 140) across a wide age range (Grades 4–8). The instruments were the Wallach & Kogan Creativity battery, a group intelligence test and the Tennessee Self-Concept Scale. It was concluded that for children of superior intelligence, differences in creativity level were far more implicated in personal-social adjustment than were differences in intelligence level.     

Related factors of the MTAI and the 16PF

The Minnesota Teacher Attitude Inventory (MTAI) and the Sixteen Personality Factors Questionnaire (16PF) were administered to 395 undergraduate teachers-in-training. The MTAI and the 16PF were compared using canonical analysis. They contained three related factors accounting for 41% of their total variance. It was concluded that teachers' attitudes toward their pupils are determined in large part by measurable personality traits.     

Relation between ITPA average deviation and Stanford-Binet intelligence scores

The relation between average deviation, as determined using the Illinois Test of Psycholinguistic Abilities, and Stanford-Binet intelligence scores was examined using a preschool sample. The results revealed a curvilinear (quadratic) relation between total average deviation and Stanford-Binet intelligence scores. The use of average deviation as an index of “learning disabilities” was discussed.     

A comparison of the WISC information and arithmetic subtests with a multiple choice procedure using kindergarten,first-, and second-grade children

Fifty-nine children in kindergarten, first, and second grade were given the WISC information and arithmetic subtest. Approximately three weeks later, the subjects were presented with the same questions, and four multiple choice answers were shown and read to them. The number of correct responses on each subtest for each presentation method was recorded. The multiple choice method of presentation response yielded significantly higher scaled scores than did the standard WISC presentation with the free response mode of testing.