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1.
WISC-Rs and Stanford-Binets were administered to 50 children with developmental disabilities referred for comprehensive evaluations. Although the two IQs correlated highly and significantly, it was found that 54% of the children received different classifications using the two instruments. Thus, testers should be aware that different classifications of intellectual level may be derived for the same child depending upon which test is used. 相似文献
2.
Larry E. Suter 《International Journal of Science Education》2016,38(4):663-687
Elementary and secondary students spend more hours outside of class than in formal school and thus have more time for interaction with everyday science. However, evidence from a large international survey, Program of International Student Assessment (PISA) (OECD 2012), found a negative relationship between number of hours attending after-school science and science assessment scores in many countries, raising questions about why. The secondary analysis of the 2006, 2009, and 2012 PISA surveys found that in most Western countries the longer students attended after-school science programs (in a typical week), the lower their PISA standardized science test score, but the higher their positive attitudes toward future science careers, interest in science, and self-confidence in science. Several potential hypotheses for this relationship are examined and rejected. Further analysis of a causal relationship between frequent attendance in after-school programs and student achievement and attitudes should clearly identify the content of the program so that the analysis could distinguish experiences closely related to regular school curricula from the informal science activities that are not. A new analysis also should include carefully designed longitudinal surveys to test the effectiveness of informal experiences on later life choices in career and study. 相似文献
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The purpose of the study was to investigate faculty perceptions of student evaluative information collected by three methods: objective questionnaire items, open-ended questions, and group interviews. Faculty rated three simulated evaluation reports on their potential for accuracy, trustworthiness, usefulness, comprehensiveness, believability, interpretability, and value as information used for self-improvement and promotion purposes. Faculty, in general, regarded the evaluative information to be more credible, useful, and accurate for their own self-improvement than for promotion purposes. Faculty also desired more than one type of evaluative information regardless of the purpose of evaluation. 相似文献
5.
Jeffrey D. Hoffman Raymond E. Webster Larry M. Bolen Cathy W. Hall 《Psychology in the schools》1996,33(3):239-244
Memory tests, such as the Learning Efficiency Test-II (LET-II), have frequently been used to describe the memory characteristics of special populations such as persons with learning disabilities, brain damage, or Alzheimer's disease. Yet, few research studies have examined the memory characteristics of normally functioning children and compared these characteristics to their performance on ability tests or real-life achievement criteria. This study investigates the predictive and concurrent validities of the LET-II for performance on the Kuhlmann-Anderson Tests (K-A), class grades, and actual grade level functioning in reading and mathematics for third and fourth grade children of average intelligence. The LET-II memory factor scores correlated significantly with the K-A scores, class grades and actual grade level functioning in reading. The relevance of these findings for norm-referenced psychological tests, and in particular memory tests, in real-life settings is examined. © 1996 John Wiley & Sons, Inc. 相似文献
6.
The Expressive One-Word Picture Vocabulary Test (EOWPVT) is a screening instrument used to derive an estimate of general verbal intelligence. The purpose of this paper is to present five clinical case studies of children with depressed performance on the EOWPVT to illustrate differential performance outcomes that are not attributable to a single causal factor (i.e., general verbal intelligence). It is proposed that the utility of the EOWPVT, from a qualitative and analytic perspective, may provide more than just a measure of general verbal intelligence. 相似文献
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This study used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development to later school achievement. The extent to which a set of 4th-grade achievement measures could be predicted from a set of variables collected when the students were in first grade was determined through a series of canonical and multiple correlation analyses. These results were compared to results of an earlier phase of the study. Similarities between the two phases indicated that: (a) A measure of visual perception added significantly to the prediction of achievement afforded by consideration of sex and academic aptitude. (b) The variables used to predict achievement may differ somewhat between boys and girls. (c) The usefulness of sex as a predictor of school achievement depends upon the specific achievement area under consideration. Differences in the two phases involved the extent to which sex was a predictor of a specific achievement area. 相似文献
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Larry A. Tucker 《Journal of sports sciences》2020,38(9):1026-1035
ABSTRACTThe length of telomeres is an objective measure of biologic ageing. This study evaluated the extent minutes of walking per week are associated with leukocyte telomere length (LTL) in a random sample of 5,823 U.S. adults. The investigation was cross-sectional and data were obtained from the National Health and Nutrition Examination Survey (NHANES). LTL was measured by the quantitative polymerase chain reaction method. Walking minutes was calculated from walking frequency and duration measures. Results showed that for each year of chronological age, telomeres were 15.6 base pairs shorter (P < 0.0001). With walking minutes and LTL treated as continuous variables, the relationship was quadratic, not linear (F = 11.2, P = 0.0023). With walking time divided into three categories, adults who performed ≥ 150 minutes of walking per week had longer telomeres than those who did no regular walking, and those who did some, but less than the recommendation (F = 5.0, P = 0.0137). Regular walkers were estimated to have a biologic ageing advantage associated with 6.5–7.6 years less biologic ageing compared to non-walkers, after adjusting for covariates. Additional investigations designed to study causality and the mechanisms associated with the walking and LTL relationship are needed. 相似文献