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Direct linkRhemtulla, Mijke; Little, Todd D. – Journal of Cognition and Development, 2012
Data collection can be the most time- and cost-intensive part of developmental research. This article describes some long-proposed but little-used research designs that have the potential to maximize data quality (reliability and validity) while minimizing research cost. In "planned missing data designs", missing data are used…
Descriptors: Data Collection, Reliability, Validity, Measures (Individuals)
Peer reviewedNelson, Hazel E.; Warrington, Elizabeth K. – British Journal of Psychology, 1974
The present study reports two investigations; the first concerning the relationship between WISC verbal-performance IQ discrepancy and reading and spelling retardation, the second representing an analysis of the spelling errors made by these children. (Author)
Descriptors: Cognitive Ability, Data Analysis, Intelligence Tests, Psychological Studies
Relationship Between Children's Learning Disorders and Emotional Disorders at a Mental Health Clinic
Peer reviewedSimonds, John F. – Journal of Clinical Psychology, 1974
Article sought to determine the usefulness of tests, such as the WRAT and the WISC, as screening tools to detect learning disabilities and to identify the variables that would determine whether patients screened for learning disorders could be grouped clinically according to the prominence of learning or emotional symptoms. (Author/RK)
Descriptors: Emotional Disturbances, Learning Disabilities, Psychological Studies, Research Methodology
Peer reviewedYater, Allan C.; And Others – Journal of Clinical Psychology, 1975
The purpose of this cross-sectional study was to compare and contrast performances on the WPPSI and the WISC to determine the concurrent validity of the two instruments at three age levels among disadvantaged black children. (Author)
Descriptors: Black Youth, Disadvantaged Youth, Intelligence Tests, Measurement Instruments
Peer reviewedVance, Hubert "Booney"; Engin, Ann – Journal of Clinical Psychology, 1978
States that there is a need for a systematic attempt to break down the performance of black children (who have taken the WISC-R) into analytical and verbal-comprehension clusters. This need is based on the hypothesis that group blacks tend to show up as deficient in abstraction. Profile analysis could be useful in planning educational, vocational,…
Descriptors: Black Youth, Clinical Psychology, Cognitive Ability, Intelligence Tests
Peer reviewedGarner, John; And Others – Journal of Child Psychology and Psychiatry, 1971
Inter-relationships between subtests of the WISC, intellectual and behavioral impulsivity, were examined separately for boys and girls in an attempt to confirm that impulsivity is differently related to attainment for the two sexes. (Authors)
Descriptors: Analysis of Variance, Behavioral Science Research, Hypothesis Testing, Measurement Techniques
Peer reviewedHartlage, Lawrence C.; And Others – Journal of Clinical Psychology, 1976
One hundred culturally disadvantaged children were tested on culture-fair (Raven) and culturally biased (WISC) tests, and scores were correlated with academic achievement. (Author)
Descriptors: Academic Achievement, Correlation, Cultural Influences, Disadvantaged
Download full textDAVIDSON, HELEN H.; GREENBERG, JUDITH W. – 1967
A STUDY WAS CONDUCTED TO DETERMINE THE COGNITIVE, AFFECTIVE, MOTIVATIONAL, AND PHYSICAL CHARACTERISTICS OF HIGH-ACHIEVING STUDENTS FROM A DEPRIVED ENVIRONMENT. THE RELATIONSHIP OF THE STUDENT'S SEX TO HIS ACHIEVEMENT STATUS WAS ALSO ASSESSED. THE SUBJECTS, 160 10-YEAR-OLD FIFTH-GRADE NEGRO CHILDREN, WERE DIVIDED INTO LOW-ACHIEVING AND…
Descriptors: Academic Achievement, Blacks, Cognitive Ability, Comparative Analysis
