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Direct linkCarman, Carol A.; Walther, Christine A. P.; Bartsch, Robert A. – Gifted Child Quarterly, 2020
The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of…
Descriptors: Academically Gifted, Talent Identification, Cognitive Ability, Nonverbal Ability
Peer reviewedCao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun – Journal of Advanced Academics, 2017
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…
Descriptors: Program Evaluation, Foreign Countries, Evaluation Methods, Talent
Lakin, Joni M.; Lai, Emily R. – Educational and Psychological Measurement, 2012
For educators seeking to differentiate instruction, cognitive ability tests sampling multiple content domains, including verbal, quantitative, and nonverbal reasoning, provide superior information about student strengths and weaknesses compared with unidimensional reasoning measures. However, these ability tests have not been fully evaluated with…
Descriptors: Aptitude Tests, Nonverbal Ability, Cognitive Ability, Verbal Ability
Calvin, Catherine M.; Fernandes, Cres; Smith, Pauline; Visscher, Peter M.; Deary, Ian J. – Intelligence, 2010
General cognitive ability ("g") does not explain sex differences in academic test performance by the end of compulsory education. Instead, individual differences in specific reasoning abilities, after removing the effects of "g," may contribute to the observed gender gaps. Associations between general or specific cognitive…
Descriptors: State Schools, Females, Compulsory Education, Academic Achievement
Fontaine, Nathalie; Barker, Edward D.; Salekin, Randall T.; Viding, Essi – Journal of Clinical Child and Adolescent Psychology, 2008
Individuals with psychopathic traits are hypothesized to be free of intellectual deficits and possibly even to exhibit good cognitive abilities. Previous studies, based on clinical and incarcerated youth, have shown inconsistent findings. We investigated the relationships between different dimensions of psychopathy (callous/unemotional traits,…
Descriptors: Conceptual Tempo, Hyperactivity, Psychopathology, Nonverbal Ability
Lewis, J. C. – 1986
This study examined differences in predicting achievement by sex on the Iowa Tests of Basic Skills (ITBS) from the verbal, quantitative, and nonverbal scores on the Cognitive Abilities Test (CogAT). The sample (n=10,000) consisted of all students in Grades 2, 5, and 8 who completed both tests in fall 1984. Examinations of means and standard…
Descriptors: Academic Achievement, Elementary Education, Grade 2, Grade 5
