In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7- to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control…

Many contemporary learning disabilities (LD) experts advocate a multitiered service delivery system. Included in this formulation is the obligation to deliver for each struggling student increasingly sophisticated and intensive services before special education is considered. For students who evidence failed response to intervention, an…

The authors hypothesize that the concreteness of the mode of item presentation would influence the subjects' performance on the Purdue Elementary Problem Solving Inventory. Results suggest that the variables of degree of disadvantage and ethnic background are sometimes more relevant than the mode in which the content is presented. (HMV)

The results of this experiment clearly indicate that the presence of induced anxiety in a testing situation can depress the subject's level of performance on the WISC. (Author)

The results of this study suggest that instructions are a source of information to students about the testing environment that modifies their test-taking behavior. Individual students interpret the same instructions in different ways, and these differences, in turn, result in variations in behavior reflected in test scores. (Author)

The purpose of this study was to assess the effects of varying instructions and time to respond in administering divergent thinking tests. Variations in testing conditions change the magnitude and nature of the scores obtained. (Author)

Results of the study indicate that regardless of the presence or absence of verbal approval by the examiner during the administration, there was no significant difference in children's test performance on the WISC. (Author)