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121.
This study examined the concurrent validity of the Slosson Full‐Range Intelligence Test (S‐FRIT) by comparing S‐FRIT scores to the scores of the Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Woodcock‐Johnson Tests of Achievement–Revised (WJ‐R). Data from 123 elementary students' screening and psychological testing results were examined. Results revealed that the S‐FRIT scores were more related to overall intelligence, verbal, and math abilities than nonverbal intelligence, reading, or written language abilities. Further, it was found that 89% of the participants' S‐FRIT Full‐Range IQ scores fell within one standard deviation of their WISC‐III FSIQ scores, with an average discrepancy of 7.6 points. Discrepancies between S‐FRIT and WISC‐III scores were also examined by educational diagnostic categories and ability levels. Limitations and suggestions for future research are provided. © 2002 John Wiley & Sons, Inc. 相似文献
122.
W. Holmes Finch 《Journal of Experimental Education》2016,84(2):356-372
Multivariate analysis of variance (MANOVA) is widely used in educational research to compare means on multiple dependent variables across groups. Researchers faced with the problem of missing data often use multiple imputation of values in place of the missing observations. This study compares the performance of 2 methods for combining p values in the context of a MANOVA, with the typical default for dealing with missing data: listwise deletion. When data are missing at random, the new methods maintained the nominal Type I error rate and had power comparable to the complete data condition. When 40% of the data were missing completely at random, the Type I error rates for the new methods were inflated, but not for lower percents. 相似文献
123.
Kimberly Lenease King Irene S. Houston & Renée A. Middleton 《British Journal of Educational Studies》2001,49(4):428-445
Numerous authors identify a white supremacist ideology that shapes the educational opportunities for racially diverse students. We contend that this ideology informs educational policy and hampers the likelihood that racially diverse populations can achieve success at levels similar to students of European descent. In this paper we define the white supremacist ideology as it informs education policy and practices. Three examples from the United States are then used to illustrate the influence of such an ideology. These examples include the creation and protection of racially segregated schooling; desegregation policies; and the current uses of school report cards. We conclude with the relevance of this discussion to educational debates in Great Britain and South Africa, and recommendations to minimise the influence of this ideology on education policy and school reform efforts. 相似文献
124.
Guevara Irene Moreno-Llanos Iván Rodríguez Cintia 《European Journal of Psychology of Education - EJPE》2020,35(2):265-287
European Journal of Psychology of Education - The psychological literature on the development of gestures during the first year of life has been limited. It has mainly focused on the development of... 相似文献
125.
126.
An African Grey parrot was assessed for object permanence using tasks designed for human infants. The subject showed concepts of object permanence directly comparable to primate and nonprimate mammalian species similarly tested. Because the subject has also been the focus of a study on interspecies communication, the results are discussed in terms of the possible relationship between sensorimotor intelligence and language-like behaviors. 相似文献
127.
Abstract The use of visual and auditory information in learning to spell is explored, together with the effect, if any, of semantic information. One hundred boys aged from seven to eleven were tested, using eight nonsense words with contrived meanings. It was expected that visual information would be helpful in spelling irregular words and that, with age, use of strategies would become more flexible, incorporating semantic (along with visual and phonological) information. Contrary to expectations, it was only with the 10‐ and 11‐year‐olds that visual information produced better results than auditory presentation alone but for them, in conjunction with oral responses, it did aid spelling. Such a finding is in keeping with Ehri's Amalgamation Theory (1980) which suggests that, in order to be able to manipulate printed words, the learner must draw on several strategies and accepts that no single strategy can be used to overcome all irregularities in written English. 相似文献
128.
Enrica Donolato Enrico Toffalini David Giofr Sara Caviola Irene C. Mammarella 《Mind, Brain, and Education》2020,14(3):255-266
Previous research examined the influence of math anxiety (MA) on performance in mathematics, but few studies compared the contribution of MA to other forms of anxiety, such as test and general anxiety (GA). Unlike MA, ego‐resiliency promotes the management of challenges, and has been positively associated with mathematics performance. In this study, we investigated the specific influence of MA, test‐ and GA, and ego‐resiliency on mathematics performance after controlling for intelligence. Children from grades 5 to 8 (N = 274) were assessed with self‐report tools measuring MA, test and GA, and ego‐resiliency, and completed intelligence and mathematical tasks. The results of structural equation models showed that MA had a main negative effect on mathematics performance, over and above the effect of test‐ and GA. Ego‐resiliency had a positive effect on mathematics performance, and was negatively associated with GA. Our findings are discussed in terms of the implications for intervention programs to reduce anxiety and sustain ego‐resiliency. 相似文献
129.
Irene Brown 《海外英语》2003,(7):19
After two years of painstaking(艰苦的)research,scientists have determinedthe precise size of a planet beyond oursolar system by measuring tiny shifts in the flit of light comingfrom its parent star.The team studied tiny variations in the tilt of light comingfrom a small star called Gliese 876,which iS about one-thirdthe size of our sun and about 15 light years away.Astronomersalready had determined that at least two planets are orbiting(绕轨道飞行)around the star,though they could not say specifi-cally how large the objects were.The new findings show that the more distant planet isbetween 1.89 and 2.4 times the size of Jupiter.Previous es-timates ranged from 1.9 to 100 times the mass of Jupiter.The technique.called astrometry(天体测定),has beenaround for decades,but has never before been used to deter- 相似文献
130.
The Developmental Roots of Disaffection? 总被引:1,自引:0,他引:1
Recent studies have shown that self‐esteem may play an important role in the onset of disaffection among secondary age pupils. It has been suggested that low‐achieving pupils deal with the threat posed to their self‐esteem by poor academic achievement by re‐organising their domain‐specific evaluations so that investment is increased in potentially more rewarding areas (in being part of a scholastic counter‐culture). In this vein, an exploratory study was conducted in which self‐esteem, mood/affect, and perceptions of social support were examined in 62 high and low achieving Year 7 (mean age: 11.8) pupils. We found differences between high‐ and low‐achieving pupils in a variety of constructs, including academic self‐esteem, mood/affect, and global self‐worth. Further, within‐group correlations revealed distinct differences between high and low achieving pupils, in the relationships between self‐esteem, mood/affect, and social support. The findings are discussed in relation to suggested psychosocial mechanisms in the onset of disaffection. In particular, differences between the findings of this and other studies involving older participants are examined, and Year 7 is tentatively suggested as a critical period of self‐esteem re‐organisation for low achievers. 相似文献