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| Bryant, N. Dale | 1 |
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| Lorge Thorndike Intelligence… | 6 |
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Correlation Between Lorge-Thorndike IQ and Factor B of the IPAT Children's Personality Questionnaire
Lessing, Elise E.; Zagorin, Susan W. – Psychol Rep, 1969
Descriptors: Intelligence, Intermediate Grades, Psychological Testing, Research
Peer reviewedPearlman, Charles – Educational and Psychological Measurement, 1982
Three indicators of effectance motivation were devised: two teacher ratings and a direct observation of a student's choice of either a hard or an easy problem. Data from 600 sixth graders indicate that these indicators are related to each other when IQ is controlled. (Author/BW)
Descriptors: Intelligence, Intermediate Grades, Measurement Techniques, Observation
Peer reviewedShepard, Lorrie, And Others – Journal of Educational Statistics, 1981
Sixteen approaches for detecting item bias were compared on samples of Black, White, and Chicano elementary school pupils using the Lorge-Thorndike and Raven's Coloured Progressive Matrices tests. Recommendations for practical use are made. (JKS)
Descriptors: Ethnic Bias, Intermediate Grades, Item Analysis, Latent Trait Theory
Peer reviewedSpeigel, Mona R.; Bryant, N. Dale – Journal of Educational Psychology, 1978
Mean response times and slope of response times were correlated with intelligence and achievement for 94 sixth-graders. Mean response time reliability was greater than that of slope, and correlated significantly with IQ and achievement. Speed of processing information generalized across experimental tasks and reliably indicated intellectual…
Descriptors: Academic Achievement, Cognitive Processes, Cognitive Style, Difficulty Level
Peer reviewedGettinger, Maribeth; White, Mary Alice – Journal of Educational Psychology, 1979
Time to learn, intelligence, and school achievement were correlated for fourth-, fifth-, and sixth-grade children. Time to learn was a strong correlate of school achievement. Correlations were lower between time to learn and IQ, and between IQ and achievement. (Author/RD)
Descriptors: Academic Achievement, Correlation, Individual Differences, Intelligence Quotient
Peer reviewedGambell, Trevor J. – Educational Research Quarterly, 1981
The intention of this study was to discover how and to what extent children use simile and metaphor in their spontaneous oral language. Results showed that type of stimulus was the most influential factor in inducing children's oral metaphoric language, with the nature of the task also significant. (Author/GK)
Descriptors: Age Differences, Figurative Language, Grade 4, Grade 6
