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Download full textYusra Zaki Aboud; Rommel Alali – Journal of International Students, 2023
This study explores the influence of kindergarten care on the social and cognitive development of Saudi Arabian and international students in early childhood education in Saudi Arabia. A mixed-methods approach assessed the development of 302 children, aged between 5 years and 11 months to 7 years, and their mothers in Saudi Arabia's Eastern…
Descriptors: Foreign Countries, Cognitive Tests, Kindergarten, Social Development
The Test Authors Speak: Reporting on an Author Survey of the Leading Tests Used in Gifted Assessment
Direct linkValler, Emilee C.; Burko, Jordan A.; Pfeiffer, Steven I.; Branagan, Alexandra M. – Journal of Psychoeducational Assessment, 2017
The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes "gifted" drives assessment and identification practices. Conceptualization also guides the…
Descriptors: Gifted, Authors, Mixed Methods Research, Children
Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun – Journal of Advanced Academics, 2017
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…
Descriptors: Program Evaluation, Foreign Countries, Evaluation Methods, Talent
Peer reviewedLee, Leta A.; Karnes, Frances A. – Perceptual and Motor Skills, 1983
Scores on the Cognitive Abilities Test, Form 3, Verbal and Nonverbal Batteries correlated with The Ross Test of Higher Cognitive Processes at .44 and .22, respectively, for 79 elementary gifted students in grades four to six. (Author)
Descriptors: Academically Gifted, Cognitive Ability, Cognitive Development, Cognitive Processes
Schneider, Wolfgang; And Others – 1984
The influence of intelligence, self-concept, and causal attributions on metamemory and the metamemory-memory behavior relationship in grade-school children was studied. Following the assessment of intelligence, self-concept, and causal attributions, 105 children each from grades 3, 5, and 7 were given a metamemory interview and a sort-recall task.…
Descriptors: Attribution Theory, Cognitive Development, Correlation, Elementary Education
