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Atmaca, Furkan; Baloglu, Mustafa – Gifted Child Quarterly, 2022
We compared the Wechsler scores of individuals with twice-exceptionality (2e) and giftedness using a three-level Bayesian meta-analysis. Ninety-five effect sizes were calculated from 15 studies (n = 2,106). Results show that individuals with 2e who have learning disabilities perform lower than individuals with giftedness in Full-Scale Intelligence…
Descriptors: Meta Analysis, Gifted Disabled, Intelligence Quotient, Identification
Pursun, Tugba; Efilti, Erkan – European Journal of Educational Research, 2019
This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form,…
Descriptors: Emotional Intelligence, Preservice Teachers, Special Education Teachers, Multiple Intelligences
Styck, Kara M.; Aman, Miriam S.; Watkins, Marley W. – Contemporary School Psychology, 2019
Individuals with autism spectrum disorder (ASD) are hypothesized to exhibit relative strengths in verbal and non-verbal reasoning and weaknesses in working memory and speed of information processing. The purpose of the present investigation was to determine the degree to which this cognitive profile as measured by the Wechsler Intelligence Scale…
Descriptors: Intelligence Tests, Children, Adolescents, Autism
Pregler, Debra Garrett – ProQuest LLC, 2018
Identifying gifted students early is important so they may receive adaptations in their learning environment including admittance into gifted programs (Subotnik, Olszweski-Kubilius, & Worrell, 2012). An effective method to increase the likelihood of identifying gifted students is needed (Pfeiffer, 2003). Admission at the elementary level…
Descriptors: Academically Gifted, Talent Identification, Intelligence Tests, Scores
Farmer, Ryan L.; McGill, Ryan J.; Dombrowski, Stefan C.; Canivez, Gary L. – Canadian Journal of School Psychology, 2021
Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the…
Descriptors: School Psychology, School Psychologists, Cognitive Tests, Cognitive Measurement
Chen, Xiaomeng; Lu, Minghui; Bu, Wenfeng; Wang, Li; Wang, Yuru; Xu, Yulin; Zhong, Mingbo – Journal of Visual Impairment & Blindness, 2021
Introduction: Numerous studies have investigated the use of Wechsler tests on individuals with visual impairments. However, few studies have examined the utilization of the fourth edition of the Wechsler Intelligence Scale for Children (WISC-IV) for such individuals. This study investigated the reliability and validity of the WISC-IV Verbal…
Descriptors: Blindness, Verbal Ability, Reliability, Factor Analysis
McDaniel, Mark A.; Cahill, Michael J.; Frey, Regina F.; Limeri, Lisa B.; Lemons, Paula P. – CBE - Life Sciences Education, 2022
Previous studies have found that students' concept-building approaches, identified a priori with a cognitive psychology laboratory task, are associated with student exam performances in chemistry classes. Abstraction learners (those who extract the principles underlying related examples) performed better than exemplar learners (those who focus on…
Descriptors: Introductory Courses, Concept Formation, Scientific Concepts, Biology
Sternberg, Robert J.; Todhunter, Rebel J. E.; Litvak, Aaron; Sternberg, Karin – Journal of Intelligence, 2020
In many nations, grades and standardized test scores are used to select students for programs of scientific study. We suggest that the skills that these assessments measure are related to success in science, but only peripherally in comparison with two other skills, scientific creativity and recognition of scientific impact. In three studies, we…
Descriptors: Intelligence, Science Process Skills, Creativity, Creative Thinking
Kristina Jelinkova; Emma Charabin; Courtney Miller; Emma A. Climie – Journal of Attention Disorders, 2024
Objective: ADHD is subject to stigma from the general population. Exposure to stigma poses the risk of developing self-stigma of youth and parents, but few studies have focused on self-stigma of ADHD. Furthermore, parental factors have been implicated in self-stigma of youth, but no previous research has assessed the association between…
Descriptors: Self Concept, Parent Child Relationship, Attention Deficit Hyperactivity Disorder, Children
Fenollar-Cortés, Javier; López-Pinar, Carlos; Watkins, Marley W. – International Journal of School & Educational Psychology, 2019
The factorial structure of the WISC-IV for 859 Spanish children diagnosed with ADHD was examined. A bifactor model with the four factors first identified by Wechsler (2003a) was the best fit to the data. The Coding and Symbol Search subtests were particularly poor measures of "g" but relatively strong measures of the Processing Speed…
Descriptors: Foreign Countries, Intelligence Tests, Attention Deficit Hyperactivity Disorder, Test Validity
Benson, Nicholas F.; Beaujean, A. Alexander; Donohue, Ashley; Ward, Emily – Journal of Psychoeducational Assessment, 2018
W scores are used in a number of commercially available tests. Due to their complex nature, it can be hard for applied researchers and practitioners to understand them or even acquire information about them beyond what is provided in technical manuals. In this article, we provide information regarding the background and derivation of W scores that…
Descriptors: Scores, Item Response Theory, Achievement Tests, Cognitive Ability
Simonet, Daniel V.; Miller, Katherine E.; Askew, Kevin L.; Sumner, Kenneth E.; Mortillaro, Marcello; Schlegel, Katja – Journal of Intelligence, 2021
Drawing upon multidimensional theories of intelligence, the current paper evaluates if the Geneva Emotional Competence Test (GECo) fits within a higher-order intelligence space and if emotional intelligence (EI) branches predict distinct criteria related to adjustment and motivation. Using a combination of classical and S-1 bifactor models, we…
Descriptors: Emotional Intelligence, Intelligence Tests, Self Control, Psychometrics
Bianchini, Paolo – Paedagogica Historica: International Journal of the History of Education, 2019
In the late nineteenth and early twentieth century, a number of Italian psychiatrists were convinced that medicine and education should work together to treat children with mental disabilities, then commonly defined as "feeble-minded". To this end they promoted the establishment of "Medico-Pedagogical Institutes", institutes,…
Descriptors: Psychiatry, Foreign Countries, Educational History, Psychiatric Hospitals
Li, Danfeng; Shi, Jiannong – High Ability Studies, 2021
This study examined the effects of fluid intelligence and trait emotional intelligence (trait EI) on academic performance in primary school-aged intellectually gifted and average children (8-11 years of age). One hundred and four average children and eighty gifted children were administered a Raven's Standard Progressive Matrices and a Trait…
Descriptors: Gifted, Prediction, Academic Achievement, Mathematics Achievement
Watkins, Marley W.; Dombrowski, Stefan C.; Canivez, Gary L. – International Journal of School & Educational Psychology, 2018
The reliability and factorial validity of the Wechsler Intelligence Scale for Children--Fifth Edition: Canadian (WISC-V[superscript CDN]) was investigated. The higher-order model preferred by Wechsler (2014b) contained five group factors but lacked discriminant validity. An alternative bifactor model with four group factors and one general factor,…
Descriptors: Foreign Countries, Children, Intelligence Tests, Test Validity