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Showing 1 to 15 of 85 results Save | Export
Freeman, Joan – Gifted Education International, 1984
Twelve elementary children talented in music and 12 talented in fine arts were matched with controls and given tests of personality, intelligence, verbal fluency, and an interest questionnaire. Despite little difference in general intelligence or reported development for the two groups, differences were found in self-confidence and home…
Descriptors: Elementary Education, Family Influence, Fine Arts, Intelligence Differences
Peer reviewed Peer reviewed
Taylor, Lorne J.; Skanes, Graham R. – Journal of Cross-Cultural Psychology, 1976
Concludes that if abilities are examined in terms of the experiences children undergo in any culture, it is apparent that there are few dumb children if they are classified from the perspective of the community of adaptation. (Author/AM)
Descriptors: Cognitive Ability, Comparative Analysis, Elementary Education, Environmental Influences
Peer reviewed Peer reviewed
Mask, Nan; Bowen, Charles E. – Journal of Clinical Psychology, 1984
Compared the Wechsler Intelligence Scale for Children (Revised) (WISC-R) and the Leiter International Performance Scale with 40 average and above average students. Results indicated a curvilinear relationship between the WISC-R and the Leiter, which correlates higher at the mean and deviates as the Full Scale varies from the mean. (JAC)
Descriptors: Comparative Testing, Elementary Education, Elementary School Students, Intelligence Differences
Peer reviewed Peer reviewed
Eliot, John; Fralley, Jacqueline S. – Young Children, 1976
The fact that males outperform females on specific spatial tests is not generally disputed, but the explanations for these differences are controversial. This paper highlights unresolved issues, such as definitions of space and measurement of abilities, and illustrates problems of interpretation of research regarding sex differences. (Author/HS)
Descriptors: Cognitive Development, Elementary Education, Intelligence Differences, Literature Reviews
Peer reviewed Peer reviewed
DeFilippis, Nick A.; Fulmer, Kathleen – Educational and Psychological Measurement, 1980
The scores of elementary school students on the Quick Test were compared with scores on the Full Scale Wechsler Intelligence Scale for Children-Revised. The relationship between the two tests varied significantly with age and intelligence levels. (Author/CP)
Descriptors: Age Differences, Elementary Education, Intelligence Differences, Intelligence Tests
Peer reviewed Peer reviewed
White, W. Glenn – Psychology in the Schools, 1979
This study provides guidelines for practitioners to determine the minimum differences, in scaled score points, needed for statistical significance when applying the Bannatyne recategorization of Wechsler Intelligence Scale for Children--Revised subtests on a individual basis. (Author)
Descriptors: Children, Elementary Education, Individual Differences, Intelligence Differences
Brisco, Christopher M.; Jacobs, Keith W. – Southern Journal of Educational Research, 1979
Tested 103 schoolchildren to investigate the hypothesis that the brightest students tend to have last names toward the beginning of the alphabet. Significant relationships between alphabetical position of surnames and intelligence were found, but the relationships existed only for third graders and were gone by the fifth grade. (DS)
Descriptors: Academic Achievement, Children, Elementary Education, Grade 3
Peer reviewed Peer reviewed
Phelps, LeAdelle; Branyan, Barbara Jane – Psychology in the Schools, 1990
Administered achievement and intelligence tests to prelingually deaf public school children (N=48). Results indicated achievement scores were one standard deviation or more below the normative mean, whereas the mean performance on the intelligence quotient measures demonstrated average intellectual abilities. (Author/ABL)
Descriptors: Academic Achievement, Deafness, Elementary Education, Elementary School Students
Peer reviewed Peer reviewed
Snart, Fern; And Others – Journal of Special Education, 1988
The study of cognitive processing in high IQ and average IQ elementary grade learning disabled and non-learning disabled children found that LD students were poorer in sequential processing and planning compared to NLD students; high IQ LD students lost their IQ advantage to low IQ LDs in sequential scores. (Author/DB)
Descriptors: Cognitive Processes, Elementary Education, Intelligence Differences, Intelligence Quotient
Peer reviewed Peer reviewed
Maheady, Larry; And Others – Education and Treatment of Children, 1983
Results indicated that extrinsic rewards improved students' test performances significantly more than no rewards or feedback reward conditions. These improvements in performance were noted for all students under extrinsic reward conditions, thereby extending the effectiveness of these procedures across IQ levels. (Author/CL)
Descriptors: Elementary Education, Gifted, Intelligence Differences, Mild Mental Retardation
Scherer, Marge – Instructor, 1985
Research psychologist Howard Gardner susggests that there are at least seven intelligences and that competence in these intelligences varies. The biological and cultural bases of this theory is explored. Implications for teachers are offered. (DF)
Descriptors: Cognitive Ability, Educational Diagnosis, Elementary Education, Individual Differences
Edmonds, Ed M.; Smith, Lyle R. – 1984
To clarify the effects of noise, sex, and intelligence on student performance, 289 sixth-grade students were randomly assigned either the Standard Progressive Matrices (SPM) or the STEP Reading Test Form 3 (STEP III) to be taken under high- or low-noise classroom conditions, with gender and intelligence as variables. Students who took the SPM…
Descriptors: Classroom Environment, Classrooms, Elementary Education, Grade 6
Peer reviewed Peer reviewed
Cicirelli, Victor G. – Developmental Psychology, 1976
Descriptors: Birth Order, Elementary Education, Elementary School Students, Family Influence
Peer reviewed Peer reviewed
Gutkin, Terry B. – Psychology in the Schools, 1979
Investigated the measurement properties and practical utility of Bannatyne's recategorized WISC-R scores. Analyses of the scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the predicted Spatial-Conceptual-Sequential pattern. This was not found to be true for Mexican-American learning…
Descriptors: Children, Elementary Education, Intelligence Differences, Intelligence Tests
Grobecker, Betsey – 1998
In this study, children (ages 7-12) of average intelligence who had learning disabilities (LD) (n=29) and typical children (n=30) were individually tested in a task that investigated the development of proportional structures of thought. In addition, mathematical knowledge was assessed on the Woodcock-Johnson Tests of Achievement-Revised (WJTA-R).…
Descriptors: Cognitive Ability, Computation, Elementary Education, Intelligence Differences
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