Relevant bibliographies by topics / Afrikaner students – Intelligence testing

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  2. Dissertations / Theses
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Academic literature on the topic 'Afrikaner students – Intelligence testing'

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Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Afrikaner students – Intelligence testing"

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Wahyono, Irawan Dwi, Djoko Saryono, Khoirudin Asfani, Muhammad Ashar, and Sunarti Sunarti. "Smart Online Courses Using Computational Intelligence." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 12 (July 31, 2020): 29. http://dx.doi.org/10.3991/ijim.v14i12.15601.

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Computer network security has become an important issue in recent decades, the government and several international organizations have invested in professional education and training for computer network security. In addition, with the increasing incidence of computer network security crimes, the government and several organizations have taken precautions by providing training to students about computer network security. Some parties develop learning models that are suitable for students and find appropriate learning methods to produce professionals in the field of computer network security that is more effective. The purpose of this study is to design a framework-based Learning system in the form of an Adaptive Online Open Course in Computer System Security Subjects for Information Technology (IT) students. The benefits of this framework are to enhance students' skills and abilities in industrial-based computer network security, startup companies and the ability to complete CTF competitions in IT network security. The framework designed is Adaptive in which students learn according to the interests and topics of Computer Network Security. Interest-based on students in completing the pretest per topic. Testing in this study is testing the impact and improvement of students' learning abilities and skills on Computer Security and Security System Competence testing in a small group consisting of 20 students by seeing the success of completing 3 CTF Topics with each topic totaling 100 computer network security problems in the CTF competition, the average validation result was 83.01% and the CTF exam passing rate was 93%
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Gilmore, Linda, and Marilyn Campbell. "Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students." Australian Educational and Developmental Psychologist 26, no. 2 (December 1, 2009): 165–73. http://dx.doi.org/10.1375/aedp.26.2.165.

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AbstractThe assessment of intellectual ability is a core competency in psychology. The results of intelligence tests have many potential implications and are used frequently as the basis for decisions about educational placements, eligibility for various services, and admission to specific groups. Given the importance of intelligence test scores, accurate test administration and scoring are essential; yet there is evidence of unacceptably high rates of examiner error. This article discusses competency and postgraduate training in intelligence testing and presents a training model for postgraduate psychology students. The model aims to achieve high levels of competency in intelligence testing through a structured method of training, practice and feedback that incorporates peer support, self-reflection and multiple methods for evaluating competency.
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Jensen, Arthur R. "Intelligence Testing and Minority Students: Foundations, Performance Factors, and Assessment Issues." Intelligence 30, no. 2 (March 2002): 216–17. http://dx.doi.org/10.1016/s0160-2896(01)00093-9.

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Aybek, Eren Can, Duygu Çavdar, and Tansu Mutlu Nilüfer Özabacı. "University Students’ Moral Judgment and Emotional Intelligence Level: A Model Testing." Procedia - Social and Behavioral Sciences 191 (June 2015): 2740–46. http://dx.doi.org/10.1016/j.sbspro.2015.04.666.

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AL-Qadri, Abdo Hasan, and Wei Zhao. "EMOTIONAL INTELLIGENCE AND STUDENTS’ ACADEMIC ACHIEVEMENT." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 360–80. http://dx.doi.org/10.33225/pec/21.79.360.

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Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn. The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing. A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented. Keywords: emotional intelligence, academic achievement, factor analysis, development and relationship
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Cody, M. Schelle, and Loreto R. Prieto. "Teaching Intelligence Testing in APA-Accredited Programs: A National Survey." Teaching of Psychology 27, no. 3 (July 2000): 190–94. http://dx.doi.org/10.1207/s15328023top2703_05.

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We surveyed instructors at APA-accredited clinical and school psychology programs across the United States and Canada to determine typical teaching practices in individual intelligence testing courses. The most recent versions of the Wechsler scales (Wechsler, 1989, 1991, 1997) and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986) remain the primary tests taught in this course. Course instructors emphasized having students administer intelligence tests; however, relatively few instructors reported assessing students' final level of competence with regard to their test administration skills. The intelligence testing course appears quite time-intensive for instructors, and many teach the course with the aid of a teaching assistant. When compared with previous findings, current results suggest a good measure of stability over time regarding the core issues addressed and skills taught in the intelligence testing course.
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Tapia, Martha. "Measuring Emotional Intelligence." Psychological Reports 88, no. 2 (April 2001): 353–64. http://dx.doi.org/10.2466/pr0.2001.88.2.353.

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The purposes of this study were (a) to develop a measure of emotional intelligence, the Emotional Intelligence Inventory and (b) to find the underlying dimensions of the inventory by testing 111 high school students at a bilingual college preparatory school. The inventory has 45 items. After excluding the four weakest items, the reliability coefficient α was .83. Subsequently, 319 junior and senior high school students at the same school were administered the 41 items. The reliability coefficient was .81. A maximum likelihood factor analysis with a varimax rotation yielded four factors of empathy, utilization of feelings, handling relationships, and self-control. Psychometric properties were sound, and the revised Emotional Intelligence Inventory can be recommended for use in the investigation of emotional intelligence.
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Arjanto, Paul. "Development of social intelligence test for high school student." SCHOULID: Indonesian Journal of School Counseling 2, no. 1 (June 1, 2017): 33. http://dx.doi.org/10.23916/008621913-00-0.

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Measurement of social intelligence on high school students are not available. The study aims to generate an instrument to measure social intelligence of high school students comprehensively. Product development of instruments and manual social intelligence for high school students who revised based on judge of two experts in instrumentation and social intelligence, readability test of the 100 high school students, reliability testing and validity testing to the 956 high school students. Expert judges by using the inter-rater agreement models show a high index between variables and sub-variables until descriptors and the items. Reliability test result by using Alpha coefficient of internal consistency obtained for 0.899. The construct validity of non-verbal test shows that there are six factors and verbal test shows that there are four factors. The validation process of exploratory factor analysis showed loading factor ranges between 0.566-0.996. The norms of social intelligence tests classify into six levels.
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Wahyuningsih, Eny, and Nanda Suryadi. "The Effect of Intelligence Quotient, Emotional Quotient, and Spiritual Quotient on The Ethical Attitude of Accounting Students at Islamic Universities in Pekanbaru (Empirical Study on Riau Islamic University and State Islamic University Sultan Syarif Kasim)." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 446. http://dx.doi.org/10.14419/ijet.v7i2.30.13796.

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The research is aimed at: 1) Testing the effect of intellectual intelligence (IQ), emotional intelligence (EQ), and spiritual intelligence (SQ) on ethical attitudes of university accounting students, simultaneously and partially; 2) Testing which variable that has dominant effect. The respondents of the research are accounting students at Islamic University of Pekanbaru, Purposive sampling technique is chosen with criteria respondents have done Auditing I subject. Data was gathered by questionnaires and documentation. Data analysis to test hypothesis was done with multiple linear regression analysis. This research results show that IQ, EQ, and SQ simultaneously had significantly effect on ethical attitudes of university accounting students. But partially, only IQ has significantly and dominantly effects on ethical attitudes of university accounting students.
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Kupriyanov, Roman B., Dmitry L. Agranat, and Ruslan S. Suleymanov. "Use of artificial intelligence technologies for building individual educational trajectories of students." RUDN Journal of Informatization in Education 18, no. 1 (December 15, 2021): 27–35. http://dx.doi.org/10.22363/2312-8631-2021-18-1-27-35.

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Problem and goal. Developed and tested solutions for building individual educational trajectories of students, focused on improving the educational process by forming a personalized set of recommendations from the optional disciplines. Methodology. Data mining and machine learning methods were used to process both numeric and textual data. The approaches based on collaborative and content filtering to generate recommendations for students were also used. Results. Testing of the developed system was carried out in the context of several periods of elective courses selection, in which 4,769 first- and second-year students took part. A set of recommendations was automatically generated for each student, and then the quality of the recommendations was evaluated based on the percentage of students who used these recommendations. According to the results of testing, the recommendations were used by 1,976 students, which was 41.43% of the total number of participants. Conclusion. In the study, a recommendation system was developed that performs automatic ranking of subjects of choice and forms a personalized set of recommendations for each student based on their interests for building individual educational trajectories.
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Dissertations / Theses on the topic "Afrikaner students – Intelligence testing"

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Horsman, Mark. "Concussion in contact sport: investigating the neurocognitive profile of Afrikaans adolescent rugby players." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002503.

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A number of computerised tests have been especially developed to facilitate the medical management of the sports-related concussion. Probably the most widely used of these programmes is the ImPACT test that was developed in the USA and that is registered with the HPCSA for use in the South African context. A recent Afrikaans version of the test served as the basis of the present study with the following objectives: (i) to collect Afrikaans ImPACT normative data on a cohort of Afrikaans first language adolescent rugby players with Model C education for comparison with existing South African English first language adolescent rugby players with Private/Model C schooling, and (ii) to investigate the pre-versus postseason ImPACT neurocognitive test profiles of this cohort of Afrikaans first language adolescent rugby players versus equivalent noncontact sports controls. The results for Part 1 of the study generally demonstrate poorer performance in respect of the Afrikaans cohort, which is understood to be the result of poorer quality of education. The results for Part 2 demonstrated failure of the rugby group to benefit from practice on the ImPACT Visual Motor Speed composite score to the same extent as the control group. It is argued that this apparent cognitive vulnerability in the rugby group is due to lowered cognitive reserve capacity in association with long term exposure to concussive and sub-concussive injury.
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Lo, Kin-keung. "An investigation of computer assisted testing for civil engineering students in a Hong Kong technical institute." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38627000.

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Klausmeier, Kay Louise. "The relationship between successive, simultaneous, and planning processes and the solution of metaphors, and achievement in sixth-grade students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184382.

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This research was an investigation of the relationship between the cognitive processes labeled successive, simultaneous, and planning proposed by Luria and Das (Das, Kirby & Jarman, 1979) and the solution of visual metaphors and the achievement of 6th grade elementary age students from metropolitan schools. A battery of information processing tasks based on previous research with the Luria-Das model was administered to 191 6th grade students, approximately half of whom were Anglo and half of whom were Hispanic. In addition, the Metaphoric Triads Task (MTT), a measure of comprehension of visual metaphors, was administered to the same group and achievement data from the Iowa Test of Basic Skills gathered on the same students. Confirmatory factor analysis was used to determine whether the Luria-Das model or another model fit the data; and how the information processing variables related to each other, to the Metaphoric Triads task, and to the measures of achievement. A three factor solution consistent with previous research was obtained when confirmatory factor analysis was used to fit the Luria-Das model to the data. For the Anglo group, the factor structures of all three factors were consistent with the Luria-Das model of successive, simultaneous, and planning processes. For the Hispanic group, the factor structure of the simultaneous and planning factors was consistent with previous research, but the factor structure of the successive factor was not the same as that obtained in previous research. The relationship between the academic achievement scores for the whole group and the factors was consistent with the results of previous research with the exception of Spelling. Results of the current research indicate that group administration of the battery can produce results consistent with the Luria-Das model, but further research that includes minority populations is needed. The analysis of the performance of the Anglo and Hispanic groups on the Metaphoric Triads Task indicated that the two groups performed approximately the same but may have employed different processes to solve the metaphors. The results of this study provide important data about information processing styles of 6th grade students that can be useful in educational planning.
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Vine, Heidi L. "An empirical typology of cognitive abilities in high achieving third grade students." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389692.

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The purpose of this study was to determine if distinct subgroups of high achieving children could be identified using a recently redeveloped intelligence measure—The Woodcock-Johnson Tests of Cognitive Ability, 3rd edition (WJ-III). Students were referred for further testing based on their scores on the Indiana State Test of Educational Progress (the ISTEP+). Students were included in the study if they scored at or above the 90th percentile on the ISTEP+ Cognitive Skills Index, or the reading and/or math portions. Using these criteria, 202 students were referred for further testing. These students were clustered with Ward's method of cluster analysis using their scores on the seven CHC factors of the WJ-III. Their individual scores on two other intelligence measures (the Stanford-Binet IV and the Kaufman Brief Intelligence Test), as well as other scores from the WJ-III were used to further describe the clusters that emerged. The following three subgroups were identified: (a) decidedly gifted, (b) problem solvers, and (c) slow-paced achievers. Not all subgroups obtained the gifted score ranges expected on the three measures employed. The clusters were better described as displaying a slight levels effect, in that the groups were most different from one another in terms of the overall intelligence quotient and mean CHC factor scores, with one group scoring in the superior to high average ranges, one in the high average to average ranges, and one in the average range overall. This study provided evidence for the use of intelligence measures in describing gifted individuals' specific strengths and weaknesses. It also has significant implications for the use of intelligence measures in assessing giftedness within an applied setting. This study is useful as a validation study for the three intelligence measures employed.
Department of Educational Psychology
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Del, Vecchio Tony. "The relationship between the Wechsler intelligence scale for children-revised (WISC-R), a short form (WISC-RSH), and the wide range achievement test (WRAT) in learning disabled students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/724568.

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The purpose of this study was to determine if the Split-Half Short Form WISC-R correlates over time with the WISC-R and whether either of these two separately administered measures of intellectual ability were able to predict academic achievement in a sample of learning disabled students using the WRAT as the criterion variable.The subjects were 100 (71 males, 29 females) students, ages, 6 through 16, selected from a special education learning disabled school population. All the subjects were administered the WISC-R an average of three years prior to the administration of the WISC-RSH and the WRAT.Two hypotheses were specified for the separately administered test forms: No significant difference between corresponding scales of WISC-R and WISC-RSH; and no difference in ability of corresponding WISC-R and WISC-RSH scale scores in predicting academic achievement using the WRAT Reading, Spelling, and Arithmetic standard scores. Pearson Product-Moment correlation analyses were used to determine if a significant relationship existed between Verbal, Performance and Full-Scale IQ scores of the WISC-R and WISC-RSH. Regression analysis procedures were used to determine the predictive validity of each of these measures to the WRAT subscales.The results revealed that the Verbal, Performance and Full Scale IQ scores of the WISC-R and the WISC-RSH were significantly correlated (r=.60, .69, .72, respectively) over the three year period.Indices of predictability obtained from regression procedures revealed that neither test form was able to predict academic achievement using the WRAT scores as the criteria. However, both test forms performed similarly in their predictive ability, with the WISC-RSH demonstrating a slightly better predictive ability than the WISC-R. This can be explained by the fact that the WISC-RSH and WRAT were administered concurrently three years after the WISC-R.Results from this study show promise that the WISC-RSH, Verbal, Performance and Full Scale IQ scores may be used in the re-evaluation assessment process of learning disabled students. It remains open to question whether the WISC-RSH can be used in place of the WISC-R for all special education students in light of what previous studies have demonstrated regarding the WISC-R's ability to predict academic achievement in other exceptional sample populations.
Department of Educational Psychology
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Lo, Kin-keung, and 羅建強. "An investigation of computer assisted testing for civil engineering students in a Hong Kong technical institute." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627000.

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Curry, Joseph Laurence. "The relationship of intellectual ability and psychomotor skills to the academic achievement of bilingual students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184568.

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This study was designed to investigate the relationship between discrete areas of cognitive processing and academic achievement in minority children. There have been many questions about the fairness of current testing practices as they have been applied to students from differing ethnicities. These students are entitled by law to a meaningful, nonbiased assessment of their abilities. The minority children targeted for study were bilingual Hispanic students. Cognitive processing tasks were drawn from established measures of perceptual-motor development, auditory recall, and nonverbal intellectual ability. Academic achievement was measured by two comprehensive tests, one that was English-based and another that was Spanish-based. One hundred fifty-eight students enrolled in eleven third grade classrooms were examined. The subjects participated in group administrations of the Bender Visual-Motor Gestalt Test, Raven's Standard Progressive Matrices, and a bilingual version of the Digit Span subtest from the Wechsler Intelligence Scale for Children-Revised. The Spanish-based achievement test was La Prueba Riverside de Realizacion en Espanol. The English-based achievement test was the Iowa Test of Basic Skills. Data were first analyzed by a stepwise multiple regression procedure to determine which of the experimental measures would predict academic achievement. Results indicated that the strongest predictor of academic achievement were scores from the test of nonverbal intellectual ability, which held true for both achievement tests. Scores in immediate auditory recall in English predicted achievement in certain achievement areas, but only on the Spanish-based test. Scores on the perceptual-motor test also predicted achievement on the Spanish-based test only. Auditory recall in Spanish did not predict achievement in any area on either test. The study concludes with a discussion of the viability of the independent measures as a meaningful, comprehensive test battery to be used with minority children in schools. Implications for future research and administrative planning are discussed.
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Tucker, Sandra K. "A validation study of the general purpose abbreviated battery of the Stanford-Binet : fourth edition used in the reevaluation of learning disabled students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720164.

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At the same time that research has raised questions about the efficiency, cost effectiveness and overall value of triennial reevaluation in special education programs, school psychologists have expressed a desire to spend less time in psychometric testing. This study examined the effects of using the General Purpose Abbreviated Battery of the Stanford-Binet: Fourth Edition (Binet GP) in the triennial reevaluation of learning disabled students.The Binet GP, Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Test of Educational Achievement-Brief Form (Kaufman BF) were given concurrently to 50 learning disabled students during triennial reevaluation. Intelligence/ achievement discrepancy scores were calculated by subtracting Kaufman BF achievement subtest scores from achievement levels predicted by performance on the Binet GP and WISC-R intelligence scales. These discrepancy scores were compared to determine how use of the Binet GP might effect eligibility for placement in a learning disabilities program. Cognitive scores derived from the Binet GP and the WISC-R were also compared.Descriptive statistics and univariate correlations were computed. The correlational relationship between intelligence scores on the Binet GP and the WISC-R was significant, positive and substantial. The relationship between discrepancy scores was significant, positive and high. A repeated measures analysis of mean differences between Binet GP and WISC-R scores was nonsignificant as was a comparison of the variances and mean discrepancy scores. A chi-square and a coefficient of level of classification (Kappa) were used to test agreement in classification as projected by Binet GP and WISC-R discrepancy scores. Agreement in classification and level of classification was significant with 86% of the subjects classified the same by both cognitive measures. It appears that, used judiciously and in like context, the Binet GP might be a time efficient and valid addition to reevaluation.
Department of Educational Psychology
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Papa, Frank J. "Test of the Generalizability Of "KBIT" (an Artificial Intelligence-Derived Assessment Instrument) Across Medical Problems." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332695/.

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This study was motivated by concerns within the medical education community regarding the psychometric soundness of current assessment methodologies. More specifically, there is reason to seriously question the reliablity and/or validity of these methodologies in assessing the intellectual skills upon which medical competence is based.
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Handy, Lynda Anne. "Pantomime administration of the WISC-III and SB:FE to hearing and otitis prone Native Indian students." Thesis, 1993. http://hdl.handle.net/2429/8834.

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Administration of nonverbal tests of intelligence to deaf or hard of hearing and Native Indian children has been problematic. Communication difficulties between examiner and examinee have resulted in modifications to the administration of the test. A standard method of test administration has not been reported in the literature. The current study investigated the use of pantomime instruction to administer performance scales of the Wechsler Intelligence Scale for Children - Third Edition (WISC-IlI) and the Stanford Binet: Fourth Edition (SB:FE). Subjects included a group of otitis prone Native Indian children (n=87) and hearing peers (n=80). Subjects in the hearing peer group were randomly assigned to verbal (n=40) or pantomime instruction (n=40) to compare verbal and pantomime administration of the tests. T-test and ANOVAs were used to investigate comparisons between verbal administration method (hearing peer) and between groups receiving pantomime instruction (otitis prone and hearing peer). Multiple regression analyses were used to determine whether nonverbal tests of intelligence were predictors of academic achievement. Results demonstrated pantomime instruction gave subjects information required to complete test and subtest tasks of the WISC-lll and SB:FE. There was not a significant difference between verbal and pantomime instruction for the hearing peer group. When the otitis prone group and the hearing peer group were compared there was no significant differences between groups for the WISC-lll. Item analysis provided additional support to pantomime instruction giving adequate information to understand tasks. Multiple regression analyses demonstrated that nonverbal measures of intelligence should not be used to predict math or reading achievement for this population. Language measures administered yielded very low scores across all three groups. Although this was expected for the otitis prone group, low scores were not expected for the hearing peer group. The short term memory subtests for the SB:FE were also very low indicating another area of weakness for all three groups which was not expected. Results of the present study provides evidence to indicate pantomime instruction is a viable method of administration when used with otitis prone and hearing Native children. Further research is necessary to determine if standard pantomime administration can be utilized to administer nonverbal measures of intelligence to other groups of children with delayed language skills or communication difficulties.
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Books on the topic "Afrikaner students – Intelligence testing"

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1961-, Suzuki Lisa A., ed. Intelligence testing and minority students: Foundations, performance factors, and assessment issues. Thousand Oaks, Calif: Sage Publications, 2001.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Alfano, Mark, LaTasha Holden, and Andrew Conway. Intelligence, Race, and Psychological Testing. Edited by Naomi Zack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190236953.013.2.

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Philosophers have in recent decades neglected the state of the art on the psychology of intelligence tests as related to racial difference. A major theoretical issue is the measurement invariance of intelligence tests, the fact that blacks, Latinos, women, poor people, and other marginalized groups perform worse than average on a variety of different intelligence tests. But the skepticism now surrounding measurement invariance includes the importance of stereotype threat or the correlation of decreased performance level after test takers are exposed to stereotypes about themselves. Recent research suggests that people’s conceptions of intelligence influence how their own intelligence is expressed. In a study when high school students were informed that intelligence is not an essential or racially determined property, higher grades and better performance in core courses resulted.
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Book chapters on the topic "Afrikaner students – Intelligence testing"

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Marschark, Marc, Harry G. Lang, and John A. Albertini. "Cognitive Development and Deaf Children." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0011.

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There is a long history of investigations reporting that deaf children lag behind hearing peers in learning, problem solving, and creativity. In this chapter we describe the kinds of evidence that led to such conclusions and the extent to which they appear to be valid today. Early research concerning cognitive development in deaf children often was aimed at understanding intellectual growth “in the absence of language.” Other investigations involved tasks that required comprehension of English or histories of reading. More recently, we have come to understand that both kinds of evaluation might be biased against deaf children. Still, ways in which deaf children’s atypical histories of language functioning and educational experience might influence their cognitive development are largely unexplored. There have been a variety of studies dealing with deaf children’s cognitive skills, and especially memory, sometimes including consideration of language fluencies and degree of hearing loss. More recently, various tests of cognitive ability have been developed that are nonverbal in nature or can be administered through sign language. The extent to which those tests accurately reflect the thinking skills of deaf children still remains poorly understood, as does the question of whether such tests tap the same skills that they do in hearing children. Further, some people still make the appealing but dubious assumption that cognitive development is essentially the same for deaf and hearing children (see Braden, 2001; Marschark & Lukomski, 2001, for discussion). Studies of intelligence and academic abilities of minority and underprivileged children during the 1960s and 1970s led to a concern about the lack of cultural fairness in testing. It was recognized at the time that the nature of children’s early environments could influence later performance on intelligence measures and academic achievement. This issue was never adequately addressed with regard to deaf children, most of whom clearly have early childhood experiences that could cause differences in test performance. As a result, deaf children were often described as “deficient” or as “concrete, literal thinkers” who were unlikely to be able to grasp the kinds of abstract concepts necessary for academic success.
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Flogie, Andrej, and Boris Aberšek. "Artificial Intelligence in Education." In Active Learning [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96498.

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Information technology, through networking, knowledge-based systems and artificial intelligence, interactive multimedia, and other technologies, plays an increasingly important role, which will even increase in the future, in the way that education is taught and delivered to the student. For this reason, we decided to present some ideas for such learning-training environments in education in this chapter. Like many researchers in other countries, we are also developing a user-friendly general system, designed particularly for solving problems. It is based on experience-based intelligent tutoring systems, and intended primarily for executing better lessons and for students’ self-learning. Like all powerful tools, experience-based AI design approaches must be applied carefully. Without a carefully designed experience and extensive testing, these systems could easily result in unwanted outcomes (such as negative training or increased phobia anxiety). Despite the promise of the early efforts, the best approaches to designing these experiences are still topics of research and debate. Any technology as powerful as AI provokes many general social and ethical questions in all of us. Does AI make killing by remote control too consequence-free? Do AI models systematize existing biases? What will AI do when it enters education? We will try to provide an answer to this question in the following chapter.
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Kanetaki, Zoe, Constantinos Stergiou, Georgios Bekas, Christos Troussas, and Cleo Sgouropoulou. "Data Mining for Improving Online Higher Education Amidst COVID-19 Pandemic: A Case Study in the Assessment of Engineering Students." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2021. http://dx.doi.org/10.3233/faia210088.

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Instructional materials, internet accessibility, student involvement and communication have always been integral characteristics of e-learning. During the transition from face-to-face to COVID-19 new online learning environments, the lectures and laboratories at universities have taken place either synchronously (using platforms, like MS Teams) or asynchronously (using platforms, like Moodle). In this study, a case study of a Greek university on the online assessment of learners is presented. As a testbed of this research, MS Teams was employed and tested as being a Learning Management System for evaluating a single platform use in order to avoid disruption of the educational procedure with concurrent LMS operations during the pandemic. A statistical analysis including a correlation analysis and a reliability analysis has been used to mine and filter data from online questionnaires. 37 variables were found to have a significant impact on the testing of tasks’ assignment into a single platform that was used at the same time for synchronous lectures. The calculation of Cronbach’s Alpha coefficient indicated that 89% of the survey questions have been found to be internally consistent and reliable variables and sampling adequacy measure (Bartlett’s test) was determined to be good at 0.816. Two clusters of students have been differentiated based on the parameters of their diligence, communication abilities and level of knowledge embedding. A hierarchical cluster analysis has been performed extracting a dendrogram indicating 2 large clusters in the upper branch, three clusters in the lower branch and an ensuing lower branch containing five clusters.
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Hwang, Gwo-Jen. "Concept Effect Model." In Advances in Distance Education Technologies, 151–70. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-376-0.ch008.

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With the recent rapid progress of network technology, researchers have attempted to adopt artificial intelligence and use computer networks to develop adaptive hypermedia systems. The idea of adaptive hypermedia is to adapt the course content for a particular learner based on the profile or records of the learner. Meanwhile, researchers have also attempted to develop more effective programs to evaluate the student learning problems, so that the adaptive hypermedia systems can adapt displayed information and dynamically support navigation accordingly. Conventional testing systems simply give students a score, and do not give them the opportunity to learn how to improve their learning performance. Students would benefit more if the test results could be analyzed and hence advice could be provided accordingly. Concept effect model is an effective approach to coping with this problem. In this Chapter, the model and its relevant work are introduced.
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Haroutounian, Joanne. "Unveiling the Spark." In Kindling the Spark. Oxford University Press, 2002. http://dx.doi.org/10.1093/oso/9780195129489.003.0018.

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Once again returning to that third grade class of music-makers and donning the role of observer, we now recognize the breadth of musical talent we seek, and have a taste of activities that can highlight different aspects of this talent. It is now necessary to know why we are there, what happened prior to our arrival, and what happens next. We are ready to look at the overall process required to recognize musical talent in a school setting and the programing that will serve the needs of these identified students. The rationale behind including musical talent in gifted identification rests on the renewed interest in musical ways of knowing or “musical intelligence” and the broadened philosophy and definition of “outstanding talent” recently embraced in the field of gifted education. Music-related neurological research has drawn interest from the media and general public, which also helps swing the educational pendulum toward the recognition of musical talent as a viable educational necessity. First and foremost, administrators must realize that talent identification is an extension of an existing music program, not a replacement. All children should learn music as a basic part of their education. As discussed earlier, identification is not for the purpose of choosing students for a music program. Its purpose is to provide more challenging and individualized instruction for students who have the potential to develop talents beyond what is provided by the normal school curriculum. Effective procedures for talent recognition require solid understanding of the criteria of potential talent, observation of students in the process of music-making, and multiple stages reflecting local gifted/music program needs. Gifted specialists, who have traditionally relied on the quantitative assurance of test scores for identification, should broaden their scope to include the assessment of musical performance and listening behavior. They should also understand the process of metaperceptive learning in the arts. Music educators, who have traditionally relied on performance-driven assessment as the sole means of talent recognition, must seek ways to include talents beyond performance and consider the option of music aptitude testing in this identification.
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Parini, Jay. "My Life in School." In The Art of Teaching. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169690.003.0005.

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For over 30 years I’ve made a life of teaching. Now that I’m within sight of the end of this occupation, or preoccupation, I find it alluring to think about what I did or didn’t accomplish, what I might have done better, what I might like to do in the years left to me in the classroom. I find myself thinking, too, about my early teachers, wondering what they taught me, and what I found useful—or definitely unhelpful—in their examples. Having become aware of how little decent writing exists on the art of teaching, I’ve got some hope that my reflections will help those at the beginning of their work in the profession. It still seems odd to me that I wound up in teaching. As a student in high school and college, I often felt that a teacher was someone who got between me and my reading. I used to believe that teachers unfairly attempted to control the nature and pace of my work, my rate and quality of retention, the ultimate direction of my thoughts. I considered these things private matters, and still do. (If a book was listed on a syllabus, I naturally veered away from it, not toward it.) Fortunately for me, a few teachers seemed different from the rest. They were genuinely and deeply interested in what they taught, and I knew they would be focused on the material before them even if the class suddenly dissolved before their eyes. This material, this subject, was their life. And they never tried to control my thinking; rather, they led me with considerable subtlety in directions I found challenging, if not always congenial. In short, for reasons too difficult to explain, or impossible to explain, I needed a light touch, and they provided it. I was always suspicious of the classroom as a testing ground for intelligence, a place for sorting the “good” from the “bad” students. The idea of the academic world as a place of competition repelled me. To be frank, it still does, and I never feel happy with students or colleagues who seem excessively interested in grading, in putting up barriers to jump across.
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Conference papers on the topic "Afrikaner students – Intelligence testing"

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Gupta, Ravisha. "Adaptive Testing Tool for Students with Dyslexia." In 2019 China-Qatar International Workshop on Artificial Intelligence and Applications to Intelligent Manufacturing (AIAIM). IEEE, 2019. http://dx.doi.org/10.1109/aiaim.2019.8632775.

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Deak, Anca, Tor Stålhane, and Daniela Cruzes. "Factors Influencing the Choice of a Career in Software Testing among Norwegian Students." In Artificial Intelligence and Applications. Calgary,AB,Canada: ACTAPRESS, 2013. http://dx.doi.org/10.2316/p.2013.796-032.

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Gal, Eva, and Istvan Szamoskozi. "A SERIAL MEDIATION ANALYSIS TESTING FIXED INTELLIGENCE MINDSET, SELF-DOWNING AND SELF-ESTEEM AS PREDICTORS OF STUDENTS� NEGATIVE EMOTIONS AFTER FAILURE." In 7th SWS International Scientific Conference on SOCIAL SCIENCES - ISCSS 2020 Proceedings. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sws.iscss.2020.7.1/s06.36.

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