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Bostrom, Robert N. – International Journal of Listening, 2011
Theory about listening has been strongly affected by methodological orientations and institutional pressures. It would help if researchers spent more time on the objects of study rather than method. Traditional listening research has confused listening with general cognitive abilities, such as IQ. Studying listening as memory is a tempting…
Descriptors: Research Methodology, Cognitive Ability, Second Language Instruction, Listening Skills
Kotz, Kasey M.; Watkins, Marley W.; McDermott, Paul A. – School Psychology Review, 2008
Some researchers have argued that discrepant broad index scores invalidate IQs, but others have questioned the fundamental logic of that argument. To resolve this debate, the present study used a nationally representative sample of children (N = 1,200) who were matched individually for IQ. Children with significantly uneven broad index score…
Descriptors: Validity, Scores, Measures (Individuals), Intelligence
Benner, Gregory J.; Allor, Jill H.; Mooney, Paul – Education and Treatment of Children, 2008
Little is known about the academic processing speed (i.e., rapid automatic naming and academic fluency) of children and adolescents with emotional and behavioral disorders (EBD) served in public school settings. A cross-sectional design was used to investigate the (a) percentage of K-12 students with EBD served in public school settings with…
Descriptors: Public Schools, Elementary Secondary Education, Behavior Disorders, Social Adjustment
Montgomery, James W.; Magimairaj, Beula M.; Finney, Mianisha C. – American Journal of Speech-Language Pathology, 2010
Purpose: Children with specific language impairment (SLI) demonstrate significant language impairments despite normal-range hearing and nonverbal IQ. Many of these children also show marked deficits in working memory (WM) abilities. However, the theoretical and clinical characterization of the association between WM and language limitations in SLI…
Descriptors: Language Impairments, Short Term Memory, Children, Language Acquisition
Peer reviewed
Flynn, James R. – Journal of Educational Measurement, 1984
Thorndike's Stanford-Binet data suggest that from 1932 to 1971-72 preschool children enjoyed greater IQ gains than older children, possibly due to the rise of television. Additional analysis indicated that gains were either due to sampling error or totally antedated 1947. Gains of 12 IQ points were found for Americans. (Author/EGS)
Descriptors: Achievement Gains, Age Differences, Intelligence Differences, Intelligence Quotient
Chastain, Robert L.; And Others – 1985
The research concerning intellectual functioning in addict populations has not addressed basic questions concerning why and how intelligence quotients (IQ) might be related to drug addiction. A study was undertaken to estimate intellectual functioning based upon a demographic profile for Wechsler Adult Intelligence Scale-Revised (WAIS-R) Full…
Descriptors: Adults, Drug Addiction, Drug Rehabilitation, Family Problems
Peer reviewed
Heinemann, Allen W.; And Others – Journal of Clinical Psychology, 1985
Examined Shipley-Hartford Scale effectiveness in predicting Wechsler Adult Intelligence Scale-Revised Full Scale intelligence quotients (IQ) in hospital patients (N=156). Analyses revealed overestimation of below average Full Scale IQs, underestimation of above average IQs. Advanced age was associated with low conceptual quotients, suggesting that…
Descriptors: Adults, Age Differences, Estimation (Mathematics), Intelligence Quotient
Peer reviewed
Tiu, Rolando D., Jr.; Thompson, Lee A.; Lewis, Barbara A. – Journal of Learning Disabilities, 2003
This study tested the role of visual processing speed and IQ in reading with 124 children either with or without reading disability. Results indicated that processing speed explains a significant amount of variance in reading comprehension, as does IQ. Path analyses indicated that the effect of IQ on reading is partially mediated by decoding in…
Descriptors: Decoding (Reading), Dyslexia, Elementary Education, Intelligence Quotient
Avant, Anna H. – 1985
The stability of intelligence test scores over time was examined for the Wechsler Intelligence Scale for Children-Revised (WISC-R). Subjects included 64 children aged 6-16, who had been administered the WISC-R during prior evaluations. These students had been referred because of academic difficulties. One-third of the sample had taken the test…
Descriptors: Elementary Secondary Education, Intelligence Quotient, Intelligence Tests, Learning Problems
Peer reviewed
Kirby, John R. – Journal of Special Education, 1996
Comparison of 30 children having reading disabilities and average to above-average nonverbal IQ with control children revealed that the average-IQ children with reading disabilities differed from chronological controls, but not reading age controls, mainly in the area of successive processing. Results support the critical role of successive…
Descriptors: Cognitive Development, Cognitive Processes, Dyslexia, Elementary Education
Peer reviewed
Cahan, Sorel; Gejman, Alicia – Roeper Review, 1993
The constancy of intelligence quotients (IQs) of 161 gifted Israeli children, obtained initially in grades K-4 and retested 1-4 years later, was examined. Results indicated that 86% still qualified as gifted on the retest, with mean differences of five to eight IQ points. Performance scores tended to remain constant, whereas verbal scores tended…
Descriptors: Ability Identification, Elementary Education, Foreign Countries, Gifted
Peer reviewed
Glez, Juan E. Jimenez; Lopez, Mercedes Rodrigo – Journal of Learning Disabilities, 1994
A sample of 133 Spanish children (ages 8 to 13) was classified by IQ and reading level and given a lexical processing task. The study found that IQ did not explain differences between learning-disabled (LD) or nondisabled (NLD) children in lexical processing. Lexical and sublexical parameters had a greater influence on LD students than NLD…
Descriptors: Cognitive Processes, Decoding (Reading), Elementary Education, Foreign Countries
Peer reviewed
Braden, Jeffery P. – American Annals of the Deaf, 1989
A study of 33 elementary/middle school deaf children correlated Wechsler Intelligence Scale for Children-Revised Performance Intelligence Quotients (IQs) with Stanford Achievement Test-Hearing Impaired Edition (SAT-HI) grade equivalents and age-based percentiles. A second study of 64 children correlated nonverbal IQs from many tests with SAT-HI…
Descriptors: Age Differences, Concurrent Validity, Deafness, Elementary Secondary Education
Peer reviewed
Kolata, Gina – Science, 1987
Discusses research related to identifying early predictors of school success or intelligence. Reports on a study that suggested correlations exist between how babies process information (visual attentiveness) in the first six months of life and the child's performance on intelligence tests in school. (ML)
Descriptors: Ability Identification, Child Development, Cognitive Processes, Educational Diagnosis
Peer reviewed
McGowan, Ronald J.; Johnson, Dale L. – Child Development, 1984
Tests causal models of verbal and performance IQ in 69 Mexican-American children of low socioeconomic status. Years of mother's education were correlated with IQ at 3 years and at 6 to 8 years, but traditional/nontraditional attitudes showed conflicting correlations over time. The adequacy of standarized IQ tests for this population is questioned.…
Descriptors: Age Differences, Children, Cognitive Development, Ethnic Groups