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Dissertations / Theses on the topic 'Nonverbal intelligence tests'

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Published: 4 June 2021

Last updated: 27 July 2024

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1

Villarreal, Carlo Arlan. "An analysis of the reliability and validity of the Naglieri Nonverbal Ability Test (NNAT) with English language Learner (ELL) Mexican American children." Texas A&M University, 2003. http://hdl.handle.net/1969.1/3850.

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The purpose of this study was to investigate the reliability and validity of the results of the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997a) with a sample of English Language Learner (ELL) Mexican American children and to compare the performance on the NNAT of 122 ELL Mexican American children with children from the standardization sample. The rationale for conducting this study was the need to identify culturally sensitive and technically adequate nonverbal measures of ability for the fastest growing minority group within AmericaÂs public schools today, Mexican American children.

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2

Wagener, Jeanie P. "The correlation between correct verbal and nonverbal responses on an intelligence test and expressive language test score." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4241.

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The purpose of this study was to examine the relationship between verbal and nonverbal indices of intelligence from an infant development scale given at approximately two years of age with scores on an expressive language test administered to the same children two years later. The questions this study sought to answer were: (1) is there a difference between the number of verbal and nonverbal items passed at 18-34 months by a group of normal children and a group of late talkers, (2) is there a significant relationship between correct verbal and nonverbal responses on an inf ant development test

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3

EMERLING, FRED MARTIN III. "NONVERBAL COGNITIVE MEASURES AS PREDICTORS OF ACADEMIC SUCCESS FOR CHILDREN FROM ANGLO AND HISPANIC CULTURES." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188046.

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One hundred and fifteen second and third grade Anglo and Hispanic boys and girls from an isolated rural town in Arizona were tested on two nonverbal measures of cognitive skills to ascertain their predictive validity and ethnic bias. Bias was addressed by regression analysis, a technique that allows for the comparison of slopes and intercepts for two or more groups. The children from both ethnics were roughly equated on SES variables due to the location and nature of the community. The Raven's Coloured Test of Cognitive Skills (NTCS) were employed to predict the state-mandated California Achie

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4

Barbosa, Anna Carolina Cassiano. "Busca por evidências de validade do teste de inteligência não-verbal (Toni-3) para escolares surdos." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/1676.

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Made available in DSpace on 2016-03-15T19:40:28Z (GMT). No. of bitstreams: 1 Anna Carolina Cassiano Barbosa.PDF: 1109082 bytes, checksum: e400ae0174828930299ab0c8ff0a22e8 (MD5) Previous issue date: 2008-01-22<br>Fundo Mackenzie de Pesquisa<br>The assessment of intelligence in deaf children has been a challenge for psychologists since deafness bring many consequences for the cognitive development of these children. The lack of appropriate tools to this population has done with the deaf are considered disabled when compared with hearing pairs. Thus, studies that consider the impact of deafne

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5

Lillis, Wanda T. "Correlations of the differential ability scales with the Matrix Analogies Test and the Draw a Person : a quantitative scoring system /." Connect to this title online, 1987. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1107353171.

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6

Kunda, Maithilee. "Visual problem solving in autism, psychometrics, and AI: the case of the Raven's Progressive Matrices intelligence test." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/47639.

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Much of cognitive science research and almost all of AI research into problem solving has focused on the use of verbal or propositional representations. However, there is significant evidence that humans solve problems using different representational modalities, including visual or iconic ones. In this dissertation, I investigate visual problem solving from the perspectives of autism, psychometrics, and AI. Studies of individuals on the autism spectrum show that they often use atypical patterns of cognition, and anecdotal reports have frequently mentioned a tendency to "think visually." I

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7

Richardson, Erin. "Reliability and Validity of the Universal Nonverbal Intelligence Test for Children with Hearing Impairments." TopSCHOLAR®, 1995. http://digitalcommons.wku.edu/theses/921.

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This researcher investigated the reliability and validity of the Universal Nonverbal Intelligence Test (UNIT) for a hearing-impaired population. The subjects consisted of 15 hearing-impaired children between the ages of five and eight who are are enrolled in special education programs for the hearing-impaired. Three week test-retest reliability coefficients were moderate to high for all subtests (.65 to .89) and high for all scales and the total score (.88 to .96). Intracorrelations support the structure of the UNIT in that subtests demonstrated high correlations with the scale they were purpo

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8

Pendley, Julia. "Test-Relief Reliability of the Universal Nonverbal Intelligence Test with Children Diagnosed with Attention Deficit Hyperactivity Disorder." TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/627.

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The Universal Nonverbal Intelligence Test (Bracken & McCallum, 1998 [UNIT]) is a relatively new intelligence test that is administered in an entirely nonverbal way. Research supports the use of this test with special populations such as those with learning disabilities, those who are intellectually gifted, as well as with those who have speech/language impairments (Bracken & McCallum, 1998). One population not accounted for in the test's standardization sample are children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study investigates the test-retest reliability of the

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9

Parmar, Rene S. (Rene Sumangala). "Cross-Cultural Validity of the Test of Non-Verbal Intelligence." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332395/.

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The purpose of this study was to investigate the extent to which a non-verbal test of intelligence, the Test of Non-Verbal Intelligence (TONI), may be used for assessing intellectual abilities of children in India. This investigation is considered important since current instruments used in India were developed several years ago and do not adequately reflect present standards of performance. Further, current instruments do not demonstrate adequate validity, as procedures for development and cultural transport were frequently not in adherence to recommended guidelines for such practice. Data we

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10

Antonio, Daniela Aguilera Moura. "Evidências de validade e fidedignidade da Bateria de Visualização e Raciocínio da Leiter-R em crianças de 2 e 3 anos de idade." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/1612.

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Made available in DSpace on 2016-03-15T19:40:04Z (GMT). No. of bitstreams: 1 Daniela Aguilera Moura Antonio.pdf: 3227595 bytes, checksum: 13f68f34c956d0858fb8c908b4721f80 (MD5) Previous issue date: 2013-08-08<br>Fundo Mackenzie de Pesquisa<br>The cognitive assessment in childhood enables early detection of cognitive deficits, allowing for more effective intervention. In Brazil, there is a shortage of cognitive assessment instruments available for children under 5 years old. Among the international instruments, highlights the Leiter International Performance Scale-Revised (Leiter-R) used for

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11

Redwine, Daniel J. "A comparison of limited English proficient and English proficient Hmong students' performance on the comprehensive test of nonverbal intelligence /." 2005. http://digital.library.wisc.edu/1793/23579.

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12

Chen, Sheng-yuan, and 陳勝元. "A Study on Applying Data Mining to the Exploration of Relationships among Tests of Nonverbal Intelligence, Non-school Factors and Academic Achievements for Elementary School Pupils." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/35119900398183152079.

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碩士<br>南華大學<br>資訊管理學系<br>101<br>The study aims to explore the relationship among non-verbal Intelligence test, non –school factors and academic achievements for elementary school pupil and to analyze the SPM test and non-school factors for their powers of prediction on the acadmic achievements of these pupils. 　　　The researcher employed consecutive six cohorts of sixth-graders composed of 1481 people at an elementary school located in Yunlin County. The data was retrieved from pupils’ counseling records and the Student Affairs Management System. The analysis strategies were implemented in two

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13

Kaya, Fatih. "The Relationship between Students’ Verbal and Nonverbal Test Scores within the Context of Poverty." Thesis, 2013. http://hdl.handle.net/1969.1/149341.

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The association between intelligence and achievement has been investigated by many researchers, and a moderate to strong correlation between the two has been repeatedly found. Few researchers, however, have studied the intelligence–achievement relationship within the context of poverty. The purpose of this study was to examine the relationship between the verbal and the nonverbal scores of students within the context of poverty. The study investigated how students’ verbal and nonverbal scores differentiate by ability levels within each grade, specifically kindergarten through fifth grades. It

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14

Bliss, Stacy L. "Concurrent and Predictive Validity of the Universal Nonverbal Intelligence Test-Group Ability Test." 2008. http://trace.tennessee.edu/utk_graddiss/412.

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In order to determine the concurrent and predictive validity of the Universal Nonverbal Intelligence Test- Group Ability Test (UNIT-GAT; McCallum & Bracken, in press), the UNIT-GAT and the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997a) were administered in counter-balanced order to 93 students. In addition, 40 students were rated on the Universal Nonverbal Intelligence – Gifted Screening Scales (UNIT-GSS; McCallum & Bracken, in press). The correlation coefficient of r = .36 between the UNITGAT total raw score and the NNAT was statistically significant at the p < .01 level. The UNIT-GA

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15

Lolwana, Peliwe P. "Comparative analysis of dynamic assessment using a nonverbal standardized intelligence test and a verbal curriculum-based test." 1991. https://scholarworks.umass.edu/dissertations/AAI9120910.

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The purpose of this study was to investigate the comparative analysis of dynamic assessment procedures when two types of tests are used. Specifically, the aim of this study was to find out whether instructions on basic cognitive skills would improve the students' performance on specific standardized tests. The tests that were used were: a verbal educational test (Standardized Test of Essential Writing Skills), and a non-verbal intelligence test (Raven Progressive Matrices). Fifty two subjects were randomly selected from the 7th grade population of a middle school in Western Massachusetts. This

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16

Upson, LaRonta Michelle. "Effects of an increasingly precise socioeconomic match on mean score differences in nonverbal intelligence test scores." 2004. http://etd.utk.edu/2004/UpsonLaRonta.pdf.

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Thesis (Ph. D.)--University of Tennessee, Knoxville, 2004.<br>Title from title page screen (viewed Sept. 27, 2004). Thesis advisor: R. Steve McCallum. Document formatted into pages (vii, 74 p.). Vita. Includes bibliographical references (p. 48-59).

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17

Burton, Bobbie Ann. "Assessment of Cognitive Abilities in Children with a Pervasive Developmental Disorder Using the Universal Nonverbal Intelligence Test." 2008. http://trace.tennessee.edu/utk_graddiss/415.

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This study was designed to examine the utility of the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998) for use with children who have been diagnosed with a pervasive developmental disorder (e.g., autistic disorder, asperger’s disorder, pervasive developmental disorder-not otherwise specified). The goal was to determine whether distinct cognitive profiles on the UNIT exist within this population and between those with and without a pervasive developmental disorder: a) Do children with a pervasive developmental disorder earn significantly lower mean scores than a demographi

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18

Jansen, van Vuuren Jacques. "Neuropsychological assessment of executive functions in substance dependence populations: a systematic review." Diss., 2020. http://hdl.handle.net/10500/26859.

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The role of executive functioning in substance dependence and addiction has received increased attention in recent years; however, the findings of empirical studies are at times contradictory and difficult to compare at face value. To address the current state of fragmentation and to delineate the current body of knowledge a systematic review of existing studies was conducted. The synthesis of the findings from these studies confirmed that lower neuropsychological performance scores of executive functioning are observed in substance dependent populations. Furthermore, the synthesis of th

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