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Journal articles on the topic "Wechsler Intelligence Scale for Children":
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Lewis, Carol D., and Susan Lorentz. "Comparison of the Leiter International Performance Scale and the Wechsler Intelligence Scales." Psychological Reports 74, no. 2 (April 1994): 521–22. http://dx.doi.org/10.2466/pr0.1994.74.2.521.
Letter International Performance Scale (Leiter) and Wechsler IQs of 30 children were compared. Correlations among IQs were large and similar for the 15 African-American and 11 Latino children. However, Leiter IQs for Latino children were significantly higher than corresponding IQs from Wechsler scales.
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Lezak, Muriel D. "More Practice Effect Tables for More Effective Practice: Practitioner's Guide to Evaluating Change with Intellectual Assessment Instruments, R.J. McCaffrey, K. Duff, and H.J. Westervelt (Eds.). 2001. New York: Kluwer Academic/Plenum. 280 pp., $69.95 (PB)." Journal of the International Neuropsychological Society 8, no. 6 (September 2002): 870. http://dx.doi.org/10.1017/s1355617702246160.
Clinicians owe a debt of gratitude to McCaffrey and his team for developing not just one (McCaffrey et al., 2000) but now a second set of tables providing an extensive compilation of test–retest data for tests commonly used in neuropsychological assessment. The newest Practitioner's Guide presents the retest findings for all four versions of the adult Wechsler Intelligence Scale [Wechsler-Bellevue, the original Wechsler Adult Intelligence Scale (WAIS), and its variants: WAIS–R, WAIS–III, WAIS–RNI], plus the Wechsler Intelligence Scale for Children (WISC) with its variants (WISC–R, WISC–III) and the Wechsler Preschool and Primary Scale of Intelligence. For each of Wechsler's batteries this guide provides retest data for the scores in common use (e.g., IQ, VIQ, PIQ, each individual test, and WAIS–III index scores). In addition retest findings are given for the North American Reading Test, Raven's Progressive Matrices, Shipley-Hartford Institute of Living Scale, and for 13 Stanford-Binet studies (form L-M, judging from study dates; all but five are IQ scores).
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Carvajal, Howard, Jeff E. Hayes, Holly R. Miller, Deloise A. Wiebe, and Kenneth A. Weaver. "Comparisons of the Vocabulary Scores and IQs on the Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 76, no. 1 (February 1993): 28–30. http://dx.doi.org/10.2466/pms.1993.76.1.28.
The Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised were given to 33 children (15 boys, 18 girls) who were enrolled in Grades 3, 4, and 5. The statistically significant correlations of .75, .76, and .60, respectively, between the Peabody Standard Score Equivalents and the Wechsler Vocabulary subtest scaled scores and the Wechsler Verbal and Full Scale IQs suggest that the Peabody appears to be a satisfactory screening test of intelligence for use with children in these grades.
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Shahim, Sima. "Correlations for Wechsler Intelligence Scale for Children—Revised and the Wechsler Preschool and Primary Scale of Intelligence for Iranian Children." Psychological Reports 70, no. 1 (February 1992): 27–30. http://dx.doi.org/10.2466/pr0.1992.70.1.27.
This study focused on the relationship between the Wechsler Intelligence Scale for Children—Revised (WISC—R) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) given to 40 6-yr.-old Iranian children. Pearson correlations between the WISC—R and the WPPSI IQs and between scaled scores on the corresponding subtests were significant. The comparison of mean IQs and scaled scores indicates that the WISC—R yielded a significantly higher Verbal IQ and higher scores on Information, Vocabulary, Comprehension, and Picture Completion than the WPPSI. The mean difference between corresponding Verbal and Full Scale IQs was not significant. These results suggest that scores on the two instruments correlated well for these 6-yr.-old Iranian children and the content on which IQs for the recently restandardized WISC—R and WPPSI are based are related.
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Sabatino, David A., Robert S. Spangler, and H. Booney Vance. "The relationship between the Wechsler Intelligence Scale for Children-Revised and the Wechsler Intelligence Scale for Children-III scales and subtests with gifted children." Psychology in the Schools 32, no. 1 (January 1995): 18–23. http://dx.doi.org/10.1002/1520-6807(199501)32:1<18::aid-pits2310320104>3.0.co;2-q.
Feingold, Alan. "Wechsler Adult Intelligence Scale—Revised IQ Equivalents of Wechsler Intelligence Scale for Children—Revised Scores for Adults." Perceptual and Motor Skills 61, no. 1 (August 1985): 189–90. http://dx.doi.org/10.2466/pms.1985.61.1.189.
Na, Sabrina D., and Thomas G. Burns. "Wechsler Intelligence Scale for Children-V: Test Review." Applied Neuropsychology: Child 5, no. 2 (April 29, 2015): 156–60. http://dx.doi.org/10.1080/21622965.2015.1015337.
Lee, Lai-Min Paul, and Y. Raymond Lam. "Confirmatory Factor Analyses of the Wechsler Intelligence Scale for Children-Revised and the Hong Kong-Wechsler Intelligence Scale for Children." Educational and Psychological Measurement 48, no. 4 (December 1988): 895–903. http://dx.doi.org/10.1177/0013164488484004.
Alekseeva, Olga S., Irina E. Rzhanova, Viktoriya S. Britova, and Yulia A. Burdukova. "ACADEMIC PERFORMANCE AND COGNITIVE ABILITIES IN PRIMARY SCHOOL STUDENTS." RSUH/RGGU Bulletin. Series Psychology. Pedagogics. Education, no. 1 (2021): 51–64. http://dx.doi.org/10.28995/2073-6398-2021-1-51-64.
The study of the relationship between school performance and cognitive abilities was conducted. Cognitive abilities were assessed by using The Wechsler Intelligence Scale for Children Fifth Edition (WISC–V) and The Kaufman Assessment Battery for Children Second Edition (KABC–II). There are lots of works which show the existence of strong correlations between IQ and school marks. However, various studies demonstrate different results about correlations between academic performance in humanitarian sciences, physics and mathematics and verbal and spatial abilities. It should be considered that Russian researchers use outdated version of The Wechsler Intelligence Scale for Children to diagnose intelligence in most cases. This version contains only three scales: verbal intelligence, nonverbal intelligence and IQ. Considering this fact, evaluation of the impact of particular cognitive characteristics on academic performance become more difficult. The latest versions of The Wechsler Intelligence Scale for Children and The Kaufman Assessment Battery for Children were used in the present study. They contain next scales: verbal comprehension, visual-spatial index, short-term memory, long-term memory, working memory, processing speed, fluid intelligence. School marks in Russian language, mathematics, literature, English language and science were chosen to evaluate academic performance. 55 students of primary school took part in the study. It was found that data given by using the WISC–V had more correlations with school marks than data given by using the KABC–II. Main predictors of academic performance in almost all disciplines were verbal comprehension, processing speed and fluid intelligence.
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Gienger, Claudia Angelika. "Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V)." Lernen und Lernstörungen 7, no. 2 (April 2018): 121–24. http://dx.doi.org/10.1024/2235-0977/a000210.
Dissertations / Theses on the topic "Wechsler Intelligence Scale for Children":
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Taylor, Alyson M. "A comparison of the Wechsler Intelligence Scale for Children third edition and the Wechsler Intelligence Scale for Children fourth edition /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524481.pdf.
Meyers, Rebecca S. "Incremental validity and the Wechsler Intelligence Scales." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004meyersr.pdf.
Cummins, Tamara L. "Stability of Wechsler Intelligence Scale for Children-III Scores in children with learning disabilities." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203647.
The purpose of this study was to investigate the stability of Wechsler Intelligence Scale for Children-III (WISC-III) test scores in children with Learning Disabilities. Previous research has suggested that some children with Learning Disabilities do not demonstrate the same stability of performance, over time, on the Wechsler as many children in the general population.The sample utilized in this study consisted of 214 children who had been identified as having Learning Disabilities. WISC-III data was collected through archival review of education files.Test-retest stability for the WISC-III over a period of approximately three years was assessed using correlational and t-test data. For the total sample, three year test-retest correlations for the Verbal IQ, Performance IQ, and Full Scale IQ were .67, .73, and .74, respectively. However, Verbal IQ, Full Scale IQ, and Verbal Index scores were observed to drop significantly between testings. Mean score differences for the Verbal IQ and Verbal Comprehension scales were slightly over three points. The mean difference for the Full Scale IQ was slightly less than two points.Analysis of individual scores indicated considerable variability, with some students decreasing as much as 30 or increasing as much as 37 IQ points at the time of retesting. Analysis of distribution of score differences suggested that the children with Learning Disabilities in this sample demonstrated more variability in performance, overall, than might be anticipated in the general population. Department of Educational Psychology
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Spencer, Rebecca Ann. "Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.
The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtests. The mean age level of the total sample was 11 years, 4 months. Three additional groups were obtained from the test records of the original data which included, children identified as either partially sighted or legally blind (n=62) who were given the regularly administered Verbal subtests and supplementary Digit Span subtest (referred to as the Digit Span group), and children identified as partially sighted (n=47), and legally blind (n=31), who were given only the regularly administered Verbal subtests. Ninety-seven percent of the data were obtained from existing test records, and the remaining data from the actual administration of the WISC-III Verbal subtests for the purpose of collecting data for the study. Children identified with the handicapping conditions of multiple disabilities or mental retardation were not included in the sample. For the total sample and additional groups, the mean Verbal IQ score and mean scaled score of the individual subtests fell in the average range. The WISC-III Verbal short form combinations were identified by utilizing the formulas of Tellegen and Briggs (1967) for determining the reliability and validity coefficients of short form combinations. High reliability and validity coefficients were obtained for all two-, three-, and four-subtest combinations of the total sample and additional groups. The study results suggest WISC-III Verbal short forms offer a time efficient and technically sound measure to be utilized in assessment of the verbal intellectual development of school-age children with visual impairments.
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Kuppers, Reiner. "An investigation of the Wisc-R coding subtest as a measure of learning potential." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25434.
The purpose of this study was to compare the practice effects of "normal" students on the WISC-R Coding subtest to those of "learning disabled" students, to see if Coding can be used as a measure of "learning potential." In addition, data from the WISC-R Coding subtest were compared to subjects' scores from the four subtests of the British Columbia Quick Individual Educational Test (B.C.Q.U.I.E.T.). The WISC-R Coding subtest was administered to 38 students from two school districts, one urban and one rural; it was readministered approximately 24 hours later. Seventeen of the students were classified as "learning disabled" and came from regional learning centers in each district. Twenty one students selected from elementary schools in the two districts were classified as "normal." Analysis of the data showed that the students could be pooled into two groups, one labeled "normal" and one "learning disabled." Further analysis found significant differences between the pre-and posttest Coding scores for the normal group but not for the learning disabled group. There was also a significant difference between the two groups on both their pre-and posttest Coding scores. Significant correlations were found between all four of the B.C.Q.U.I.E.T. subtest and posttest Coding scores for normal subjects. The learning disabled group's scores correlated significantly with the Coding subtest. For the normal group no significant correlations were found between pre-and posttest Coding scores; however these scores were correlated significantly for the learning disabled group. A multivariate discriminant analysis
found the two groups could be clearly separated by using a combination of all four B.C.Q.U.I.E.T. subtests and the pre-and posttest Coding scores.
Results indicated that students classified as "normal" showed significantly greater practice effects on the WISC-R Coding subtest than students classified as "learning disabled". Furthermore these two groups could be identified clearly using a discriminant analysis with a combination of all four subtests of the B.C.Q.U.I.E.T. and pre-and posttest Coding scores. It would seem that there is merit in pursuing the use of the WISC-R Coding test-retest scores to screen for learning disabilities, especially in combination with B.C.Q.U.I.E.T. subtest scores. Implications were
discussed. Education, Faculty of Educational and Counselling Psychology, and Special Education (ECPS), Department of Graduate
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Avis, Cheryl Esme. "WISC-R coding incidental recall, digit span and supraspan test performance in children aged 6 and 7." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1007506.
The primary aim of this study was to develop age-related normative data for the WISC-R Digits Forward, Digits Backward, Digits Difference, Digit Supraspan, and Coding Incidental Recall (Immediate and 30' Delayed) tests for a non-clinical population of South African school children aged 6 and 7. The effects of sex, English versus Xhosa language, and white versus black race groups, were additional investigations. Subjects were randomly selected from three English speaking Grahamstown schools; level of education ranged from pre-school to Sub Standard B; English speaking subjects included predominantly white children, with a small proportion of coloured, Chinese and Indian children; Xhosa speaking children were all black. Interim normative data on all tests across two age groups (6 and 7) are presented, and are considered reliable and diagnostically useful in clinical neuropsychological assessment. There were no significant effects for age, sex, English versus Xhosa language or white versus black race groups, on any of the tests with the exception of Digits Backward which yielded marginally lower scores for black Subjects. Although the mean IQ estimate based on the Draw-A-Person test was equivalent across age, sex, English versus Xhosa language and white versus black race groups, an intelligence rating of subjects by teachers revealed that black subjects were evaluated significantly lower than white subjects. This suggests the presence of prejudicial racial attitudes amongst educators in these predominantly English speaking white schools.
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Ewing, Melissa Cox. "The Effects of Cultural Bias: a Comparison of the WISC-R and the WISC-III." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278695/.
It has been suggested that the use of standardized intelligence tests is biased against minorities. This study investigates the newly revised Wechsler Intelligence Scale for Children-III in which Wechsler states that the new scale has eliminated biased items. Comparisons of the scores on the WISC-R and the WISC-III of a clinical population of sixteen African American and eighteen Caucasian males, ages ten to sixteen, revealed significant differences between the two groups on the WISC-III. The minority scores decreased predictably from the WISC-R to the WISC-III, but the Caucasian scores increased rather than decreasing. The findings of this study do not support the predictions and goals of revision as stated in the manual of the WISC-III.
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Weinberg, Laura Bruder. "The Effects of Depression and Anxiety in Children on the Wechsler Intelligence Scale for Children-Fourth Edition." NSUWorks, 2012. http://nsuworks.nova.edu/cps_stuetd/74.
Anxiety and depressive disorders are among the most common mental health problems diagnosed in children and adolescents, and numerous theories explaining why children experience these debilitating disorders have been proposed. Established diagnostic criteria that differentiate anxious and depressive symptomatology characterize both groups of disorders as having an adverse effect on the child's academic and social functioning. While research has sought to examine the cognitive effects these disorders have on adults, there is relatively limited research on the cognitive effects in children and adolescents. The available research literature examining effects of anxiety and depression on intelligence test performance is also inconclusive, and there are no studies that characterize the effects of these disorders on the Wechsler Intelligence Scale for Children - Fourth edition. The purpose of the study was to clarify the effects of childhood anxiety and depression on intelligence test scores using the current fourth edition of the Wechsler Intelligence Scale for Children. Participants were selected from an archival database from a neuropsychology clinic and separated into two groups according to clinical diagnosis. No significant differences were found between the children and adolescents diagnosed with clinical disorders and the standardization sample or in idiographic analyses with regard to the WISC-IV Full Scale IQ or the Working Memory Index. The Processing Speed Index was found to be significantly lower than the Verbal Comprehension Index in children diagnosed with major depressive disorder. This finding was not observed in the anxiety disorders group. Examination of component subtest score patterns showed that Coding and Symbol Search were reduced in the depression group. This finding is consistent with previous studies, which suggest that reduced performance on the Processing Speed Index may be attributed to psychomotor retardation in major depressive disorder.
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Simione, Peter Arno. "Comparative effects for learning disability assessment using the revised and third edition Wechsler intelligence scales for children : validity issues /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Martin, Laura Paige. "The Effects of "Game" and "Test" Instructions on the WISC-R Performance of High- and Low-Test-Anxious Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500228/.
The purpose of this study was to investigate the effects of "game" and "test" instructions on the intelligence test performance of high- and low-test-anxious children. Eighty-one subjects diagnosed as learning disabled were given the Test Anxiety Scale for Children (TASC) to determine their level of test anxiety. Based on TASC scores, 44 subjects were classified as either fljgj- or low- test-anxious. These subjects were given the Wechsler Intelligence Scale for Children-Revised (WISC-R) using either game or test instructions to introduce the test. The resulting 10 and subtest configuration scores were used to compare high- and low-test-anxious subjects by the type of instructions they received prior to testing. This comparison yielded no significant differences between high and low-test-anxious subjects, indicating that the way the WISC-R is Introduced does not play a significant role in the WISC-R performance of high- and low-test-anxious children.
Cooper, Shawn. The clinical use and interpretation of the Wechsler intelligence scale for children-revised. 3rd ed. Springfield, Ill., U.S.A: C.C. Thomas, 1995.
1952-, Prifitera Aurelio, and Saklofske Donald H, eds. WISC-III clinical use and interpretation: Scientist-practitioner perspectives. San Diego: Academic Press, 1997.
Book chapters on the topic "Wechsler Intelligence Scale for Children":
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Park, Sydney E., and George J. Demakis. "Wechsler Intelligence Scale for Children." In Encyclopedia of Personality and Individual Differences, 5750–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1035.
Jacobson, Lisa A., and E. Mark Mahone. "Wechsler Intelligence Scale for Children." In Encyclopedia of Clinical Neuropsychology, 2682–88. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1605.
Olivier, Traci W., E. Mark Mahone, and Lisa A. Jacobson. "Wechsler Intelligence Scale for Children." In Encyclopedia of Clinical Neuropsychology, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1605-2.
Olivier, Traci W., E. Mark Mahone, and Lisa A. Jacobson. "Wechsler Intelligence Scale for Children." In Encyclopedia of Clinical Neuropsychology, 3684–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1605.
Luiselli, James, Francesca Happé, Hillary Hurst, Stephanny Freeman, Gerald Goldstein, Carla Mazefsky, Alice S. Carter, et al. "Wechsler Intelligence Scale for Children." In Encyclopedia of Autism Spectrum Disorders, 3346. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101554.
Park, Sydney E., and George J. Demakis. "Wechsler Intelligence Scale for Children." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1035-1.
Conference papers on the topic "Wechsler Intelligence Scale for Children":
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Bu, Xinglan, Renming Qiao, and Dong Han. "Thinking Ability Visualization Model Based on Wechsler Intelligence Scale for Children." In 2014 6th International Conference on Intelligent Human-Machine Systems and Cybernetics (IHMSC). IEEE, 2014. http://dx.doi.org/10.1109/ihmsc.2014.65.
Karyono, Hari, Ana Rafikayati, and Mudhar Rafikayati. "Feasibility Study of The Wechsler Intelligence Scale For Children (WISC) Intelligence Test Application for Children with Hearing Impairment." In Proceedings of the 2nd INDOEDUC4ALL - Indonesian Education for All (INDOEDUC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/indoeduc-18.2018.24.
Jančiarová, Mária, and Marta Popelková. "WECHSLER INTELLIGENCE SCALE FOR CHILDREN AS A DIAGNOSTIC TOOL FOR SPECIFIC LEARNING DISORDERS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0760.
Cecato, Juliana, and Livia Galeote. "SENILITY AND COGNITIVE PERFORMANCE: ANALYSIS OF WECHSLER SCALE IN ELDERLY WITH MAJOR NEUROCOGNITIVE DISORDER." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda074.
Background: CHC theory is a hierarchical model of intelligence, organized through cognitive skills and dividing the construct into crystallized and fluid. Objective: To describe the correlation among crystallized and fluid abilities in healthy people diagnosed with dementia. Methods: 45 subjects with 50 to 89 years old and at least 1 year of schooling. They were submitted to a detailed clinical interview and, later, to a neuropsychological evaluation. RAVLT, Wechsler Intelligence Scale (WAIS-III or WASI) and FDT were applied. Sample was divided into 2 groups: healthy elderly (without cognitive and functional decline) and those diagnosed with dementia (GE). The diagnosis of dementia was based on the DSM-5. Results: RAVLT and the Wechsler Scale differentiated HE from DG (p <0.0001). FDT did not show a statistically significant difference in the Counting, Reading and Inhibition items, showing that tasks involve time were not able to differentiate healthy individuals from DG. To compare the performance IQ it is evident that the performance in fluid skills is less effective, when compared to the crystallized items (IQ verbal), in differentiating healthy subjects from dementia. Conclusion: Tasks involving learning, delayed recall memory and recognition, that is, crystallized tasks, are more effective in differentiating dementia when compared to fluid tasks (processing speed).
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Peles, Patrícia, Larissa Salvador, Luciano Mariano, Viviane Carvalho, Clarisse Frieldlaender, Leonardo de Souza, and Paulo Caramelli. "ACCURACY OF NEUROPSYCHOLOGICAL TESTS IN PATIENTS WITH BIOLOGICAL DIAGNOSIS OF ALZHEIMER’S DISEASE." In XIII Meeting of Researchers on Alzheimer's Disease and Related Disorders. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1980-5764.rpda080.
Background: Neuropsychological tests are important tools for the diagnosis of mild cognitive impairment or dementia due to Alzheimer’s disease (AD). Objective: To investigate the accuracy of common neuropsychological tests used in the clinical setting for AD diagnosis. Methods: Forty two patients with diagnosis of AD continuum [A+T+/-(N)+/-] and 32 non-AD [A-T+/-(N)+/-]. All participants were submitted to a thorough neuropsychological assessment with the following instruments: Mattis Dementia Rating Scale (DRS), Rey’s Auditory Verbal Learning Test (RAVLT), Boston naming-Consortium to Establish a Registry for Alzheimer’s Disease, a reduced version of the CERAD, Digit Span Forward (DSF), Digit Span Backward (DSB) and Cubes from The Wechsler Adult Intelligence Scale (WAIS), verbal fluency – animals (VF-A), and FAS. Results: Memory (MEM) and Initiation/Perseveration (I/P) subscales of the DRS, FAS, Digit Span Backward (DSB) and Boston naming displayed good discrimination between AD and non-AD patients. The MEM subscale of the DRS, RAVLT A6 and FAS presented high sensitivity (90% or more) for AD diagnosis, while DSF displayed high specificity. Non-AD patients had greater difficulty in FAS, DSB and in Boston naming. Conclusion: Performance of patients with biological diagnosis of AD on MEM and I/P of DRS, and RAVLT A7 was significantly different from that of non-AD subjects.
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Kaliská, Lada. "NOMOPHOBIA AND PRIMARY SCHOOL CHILDREN´S EMOTIONAL AND PERSONAL FACTORS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end060.
"Nomophobia as a new form of phobia is becoming a very serious topic threatening the ones responsible for education and upbringing of a new generation. The aim of our research was to find out whether nomophobia (assessed by Nomophobia questionnaire, NMP-Q, Yildirim & Correia, 2015) differs in the context of gender (N=110, Mage=14,51; SD=.501, 53.6% of girls) and is related to emotional aspects, i.e. trait emotional intelligence (EI, Trait Emotional Intelligence Questionnaire-Adolescent´s Short Form, TEIQue-ASF, Petrides, 2009), self-esteem (Rosenberg’s Self-esteem Scale, RSS, Rosenberg, 1965) and trait anxiety (Spielberger´s Trait Anxiety Inventory, STAI, Spielberger, Gorsuch, & Lushene, 1983). The analysis has proved statistically significant gender differences in nomophobia in favor to boys (p=.000), significant negative relations with trait EI and trait anxiety, and significant positive relation with self-esteem. The study discusses the importance of social-emotional education as a form of nomophobia addiction prevention. The study presents the partial results of KEGA 028UMB-4/2021 and KEGA 039UMB-4/2021 projects."
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Zhukova, E. S., S. L. Artemenkov, and D. B. Bogoyavlenskaya. "To the question of the relationship of giftedness and conscious self-regulation." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.104.115.
The work performed allowed us to determine the correlation of giftedness, level of intelligence, academic success and conscious self-regulation in children of young adolescents. Diagnostics was carried out using the “Creative Field” method (D. B. Bogoyavlenskaya), the “Progressive Matrices” test (J. Raven) and the rapid method «Style of Self-regulation of Children Behavior» SSCB-M1 (V. I. Morosanova). The results were obtained as part of a longitudinal study from primary school to adolescence. Statistical analysis is represented by correlation analysis and the method of constructing regularized networks of patial correlations glasso using the language R. Giftedness is understood by us as the ability to develop activities on our own initiative. Mathematical analysis reveals an indirect connection between giftedness and a cluster of conscious self-regulation through an intelligence index. The negative sign of the connection between intelligence and the “planning” scale is explained by the characteristics of the age under study: the breadth of interests, the situation of choice and the criticality of children with a high level of intelligence, which leads to lower grades.
Reports on the topic "Wechsler Intelligence Scale for Children":
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Wu, Xiaofang, Zhonghai Zhu, and Xiaoge Zhang. Meta-analysis of cognitive level of Benign epilepsy of childhood with centrotemporal spikes (BECT) in China evaluating by Chinese Wechsler Intelligence Scale. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0065.
Paltrow, Susan. The validity of the Leiter international performance scale in measuring the intelligence of intellectually superior children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2972.
Pezner, Marlin. The validity of the Leiter international performance scale in measuring the intelligence of normal, borderline, and mentally deficient children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2973.
