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Smith, Douglas K.; And Others – 1987
The Stanford-Binet: Fourth Edition and Kaufman Assessment Battery for Children were administered in counterbalanced order followed by the Cognitive Domain of the Battelle Developmental Inventory to a sample of 30 nonhandicapped, preschool children (13 males and 17 females). Correlations (corrected for restriction in range) among the three…
Descriptors: Academic Achievement, Analysis of Variance, Cognitive Ability, Comparative Testing
Madden, Howard L.; Valentine, Lonnie D., Jr. – 1967
In the high school testing program conducted by the USAF Recruiting Service there is occasional reference to relationships between the Airman Qualifying Examination and certain civilian tests. Information concerning these relationships can be useful to guidance counselors. This report contains data on the relationships between the Employee…
Descriptors: Analysis of Variance, Aptitude, Correlation, Enlisted Personnel
Rowe, Bobby Louise – 1974
This study established a controlled instructional procedure for visual concept learning in a school setting and investigated the possibility that an ability trait difference could affect visual learning of the concept. A total of 84 high visualizers and 84 low visualizers were selected from 629 fourth grade children according to their scores on…
Descriptors: Art Appreciation, Art Education, Discrimination Learning, Elementary Education

Dennis, Harry; And Others – 1973
Using a conformity research methodology, the authors investigated the questions of whether (a) the Asch-type conformity setting produces greater yielding than variant settings where subjects are screened from one another and (b) the nonverbal element of contradictory or inconsistent nonverbal communications significantly alters response to the…
Descriptors: Behavior Rating Scales, Behavioral Science Research, Communication Skills, Conformity
Bracken, Bruce A.; McCallum, R. Steve – 1998
This kit presents all components of the Universal Nonverbal Intelligence Test (UNIT), a newly developed instrument designed to measure the general intelligence and cognitive abilities of children and adolescents (ages 5 through 17) who may be disadvantaged by traditional verbal and language-loaded measures such as children with speech, language,…
Descriptors: Cognitive Ability, Communication Disorders, Cultural Differences, Culture Fair Tests

Mayes, Susan Dickerson; Calhoun, Susan L. – Autism: The International Journal of Research and Practice, 2003
Psychological data were analyzed for 164 individuals (ages 3-15) with autism (IQs 14-143). Verbal IQ lagged behind nonverbal during the preschool years, but by school age the gap had closed. For school-age children with low IQs, math, spelling, and writing scores were consistent with IQ and reading was above IQ. (Contains references.) (Author/CR)
Descriptors: Age Differences, Autism, Early Childhood Education, Elementary Secondary Education

Jordan, Nancy C.; And Others – Journal of Learning Disabilities, 1995
This study examined the arithmetic calculation abilities of kindergarten and first-grade children (n=108) with different patterns of cognitive functioning: low language, low spatial ability, general delays, and nonimpaired. Nonverbal, story, and number fact problems were differentially sensitive to variation in cognitive ability. (Author/JDD)
Descriptors: Cognitive Processes, Computation, Developmental Delays, Grade 1

MacCluskie, K. C.; Tunick, R. H.; Dial, J. G.; Paul, D. S. – Journal of Visual Impairment & Blindness, 1998
The Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Cognitive Test for the Blind were used to compare verbal and nonverbal abstraction ability of adults who became blind before age 2 or after age 5 (when expressive language would have been developed). No significant differences were found, but variability of scores on the WAIS-R…
Descriptors: Abstract Reasoning, Adventitious Impairments, Blindness, Cognitive Development
Rossen, Eric A.; Shearer, Deirdre K.; Penfield, Randall D.; Kranzler, John H. – Journal of Psychoeducational Assessment, 2005
This study examined the construct validity of the Comprehensive Test of Nonverbal Intelligence (CTONI) in two separate investigations. The first study examined criterion-related evidence of validity across racial/ethnic groups on the CTONI and the Woodcock-Johnson Psychoeducational Tests of Achievement (3rd edition). The second study examined the…
Descriptors: Intelligence, Investigations, Student Evaluation, Ethnic Groups
Walenta, Tracey M.; McCabe, Paul C. – Journal of Psychoeducational Assessment, 2004
The purpose of this study was to examine the utility of the Differential Ability Scales (DAS) in distinguishing preschoolers with specific language impairment (SLI) and specific subtypes of language delays. Three hundred forty-eight language-impaired preschoolers' response patterns across DAS General Conceptual Ability (GCA), Ability cluster, and…
Descriptors: Language Impairments, Preschool Children, Measures (Individuals), Cognitive Ability
Cognitive and Language Development in an Additive-Bilingual Program: Report after Four Observations.
Bamford, Kathryn W.; Mizokawa, Donald T. – 1991
The fourth phase of a longitudinal study focusing on the cognitive and language development of children in a primary-grade Spanish immersion program (SIP) is reported. Subjects were the remaining 13 members of an SIP cohort beginning in 1987, 15 members of a standard program comparison classroom, 18 members of another class in the 1987 SIP cohort,…
Descriptors: Bilingual Education, Cognitive Development, Elementary Education, Immersion Programs
Byrd-Smith, LaVerne – 1989
One population at risk of academic failure comprises students who are of average ability, but who score significantly higher in nonverbal aptitude than verbal aptitude. Careful identification and instructional intervention can help these students to perform better. The findings of two studies are presented. The first study was conducted in 1964…
Descriptors: Black Students, Cognitive Ability, Elementary Education, Grade 6
Powers, Donald E. – 1977
Factor analyses of two forms of the Graduate Record Examinations (GRE) Aptitude Test were undertaken to better understand the abilities affecting test performance. Results suggest that three global abilities--two verbal and one quantitative--are consistently tapped by the GRE Aptitude Test. Other less prominent dimensions--some of which appear to…
Descriptors: Academic Ability, Aptitude Tests, Cluster Grouping, College Entrance Examinations
Smith, Aaron – 1976
Neuropsychological research on the effects of hemispherectomy-the excision of one of the cerebral hemispheres-in children and adults adds to knowledge about the division of labor between the left cerebral hemisphere, which specializes in language and verbal cognitive functions, and the right hemisphere, which specializes in nonlanguage functions.…
Descriptors: Adults, Cerebral Dominance, Child Development, Cognitive Development
Morgan, E. R. – 1957
This report discusses the relationship between bilingualism and mental development of bilingual children. After a review of the relevant literature, a specific study is described. The linguistic background of 648 children from 29 schools, age 10 through 12 inclusive, was measured with the Welsh Linguistic Background Scale. General intelligence was…
Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cognitive Development