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Peer reviewedZwiebel, Abraham; Mertens, Donna M. – American Annals of the Deaf, 1985
Results of Snijders-Oomen Nonverbal Intelligence Test for 251 deaf and 101 hearing children in Israel included that (1) factor structure for total deaf group differs from that of hearing group; (2) differences in cognitive structure were evident by age level for deaf; and (3) differences exist between cognitive structures of hearing and deaf…
Descriptors: Cognitive Development, Deafness, Elementary Secondary Education, Factor Analysis
Peer reviewedZeidner, Moshe – Journal of Cross-Cultural Psychology, 1990
Examines the perceptions of Israeli college students toward the modal intelligence of and social distances among the following groups: (1) European Jews; (2) Eastern Jews; (3) Christian Arabs; (4) Moslem Arabs; and (5) Druze. Concludes that perceptions are molded by and function like cultural group stereotypes. (FMW)
Descriptors: Cross Cultural Studies, Ethnic Groups, Ethnic Stereotypes, Foreign Countries
Peer reviewedLieblich, A.; Kugelmass, S. – Intelligence, 1981
Patterns of intellectual ability of Arab children aged 6 to 16 years were examined using the new Arab WISC-R. As in prior work, a distinct profile emerged: relative superiority in Verbal over Performance IQ's which diminished with age as a flat profile emerged in adolescence. An environmental explanation is offered. (Author/RD)
Descriptors: Cultural Influences, Elementary Secondary Education, Foreign Countries, Intellectual Development
Peer reviewedShapira, Rina; Hadad, Menashe – Journal of Classroom Interaction, 1982
The relative influence of scholastic achievement, intelligence, athletic ability, and ethnic origin on the formation of friendships among pupils in two Israel elementary schools was explored. The most important factor was found to be similar academic achievement, followed by intelligence and athletic achievement. (Authors/PP)
Descriptors: Achievement, Athletes, Cultural Differences, Elementary Education
Shavit, Yossi; Fetherman, David L. – 1986
The extent to which schooling brings about change in the rank order of students along the hierarchies of intelligence is a pervasive sociological concern. Until quite recently the emerging consensus was that schooling is relatively ineffective in this regard and that intelligence is largely exogenous to the educational process. A study to…
Descriptors: Academic Ability, Dropouts, Educational Attainment, Foreign Countries
Landau, Erika; Weissler, Kineret; Golod, Gail – Gifted Education International, 2001
A study examined the impact of a gifted enrichment program on 80 Israeli students (grades 4-8) from disadvantaged neighborhoods. After program participation, girls' performance on an intelligence test was higher than boys'. While girls started out with slightly lower scores, they ended up with slightly higher scores than boys. (Contains…
Descriptors: Cognitive Development, Disadvantaged Youth, Economically Disadvantaged, Elementary Secondary Education
Direct linkRimmerman, Arie; Yurkevich, Oren; Birger, Moshe; Araten-Bergman, Tal – Journal of Attention Disorders, 2005
The research studies the quality of life (QOL) of 127 men and women diagnosed as having a borderline IQ and ADHD living in two major residential programs of the Sharon region in central Israel in respect to their personal, disability, and social ecological variables. Core findings indicate that men and women differ significantly according to their…
Descriptors: Residential Programs, Quality of Life, Attention Deficit Disorders, Questionnaires
