This study investigated potential differences in the processes of solving analogies between gifted and average-ability children (aged 9-10 years old) in a dynamic testing setting. Utilizing a pre-test-training-post-test control group design, participants were split in four subgroups: gifted dynamic testing (n = 24), gifted control (n = 26),…

This article focuses on the role the Dutch school for children with "learning and behavioural problems" (LOM) has played in knowledge production about learning disabilities and in the development of academic study of special education between 1949 and 1985. LOM-schooling grew rapidly during these years and attracted relatively many…

This article presents a review of the Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2), a nonverbal intelligence test created to assess reasoning and problem solving of children and adults. The goal of the CTONI-2 is to minimize the influence of language ability on intelligence test scores. Oral or pantomime instructions can…

It was hypothesized that WISC subtests lend themselves to highly objective scoring and therefore ratings would be highly comparable. Results revealed discrepancies between raters. (Author)

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 majority of autistic children in this study were able to (1) solve learning set, matching learning set, and conditional matching learning set tasks; (2) acquire set; and (3) perform these tasks without differing significantly from performance of matched control subjects. (Author/DB)

Parent-reported problems and competencies for national samples of 2,600 children and youth assessed at intake into mental health services were compared with 2,600 demographically matched nonreferred children assessed in a home interview study. Age, gender, regional, ethnic, and socioeconomic comparisons drawn from a new questionnaire are…

Compared were children's reflective behavior in the classroom to their reflective behavior in individual environments. Examined were three environmental variables in terms of the way each affected reflective behavior in children. The variables are (1) report card grades vs. no grades for performance, (2) individual vs. classroom environment, and…

THE HISTORY OF A CHILD WITH BEHAVIOR AND LANGUAGE DISORDERS IS WRITTEN BY THE MOTHER IN CONJUNCTION WITH A SPEECH PATHOLOGIST. WRITTEN FROM A PROFESSIONAL VIEWPOINT, THE CASE HISTORY PRESENTS MEDICAL, EDUCATIONAL, PHYSICAL, AND SOCIAL DEVELOPMENTS AS THEY OCCURRED FROM BIRTH TO 11 YEARS OF AGE. TESTING PROCEDURES AND RESULTS, DIAGNOSIS, AND…

Background: Individual differences in conduct problems arise in part from proneness to anger/frustration and poor self-regulation of behavior. However, the genetic and environmental etiology of these connections is not known. Method: Using a twin design, we examined genetic and environmental covariation underlying the well-documented correlations…

Five elementary school groups, or cohorts, were given the Test Anxiety Scale for Children and the Lie Scale for Children on three occasions over a year's time. This paper examines the results cross-sectionally and reveals between-group, or cohort effects. The youngest and oldest cohorts displayed low anxiety. Within-group longitudinal changes did…

Scores on the Coopersmith Self-Esteem Inventory of 44 behaviorally disturbed boys ranging in age from 8 to 12 years were compared with the test's norms, with later retest scores, with teacher assigned self esteem ranks, and with peer group status as measured by sociometric procedures. (DB)

Analyzes the difficulties in trying to estimate which instruments yield dependable information about children and the misconceptions surrounding testing. (Author/RK)

A panel of 15 experts in child development, early childhood education and measurement met in September 1972 to assist the Office of Child Development in establishing priorities in improving tests and measurements for young children. A summary of the panel discussion is presented along with the specific recommendations made by the participants. The…

This collection provides information on the communicative assessment, bilingualism, concepts in testing, and assessing language in context. The text is comprised of the following chapters: (1) "Communication Assessment of the Bilingual Bicultural Child," by J. Erickson; (2) "Concepts in Bilingualism and Their Relationship to Language Assessment,"…