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1
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.
Testo completoAbstract (sommario):
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.
2
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.
Testo completo
3
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.
Testo completoAbstract (sommario):
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.
4
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.
Testo completoAbstract (sommario):
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
5
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.
Testo completoAbstract (sommario):
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
6
Lo, Kin-keung, e 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.
Testo completo
7
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.
Testo completoAbstract (sommario):
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.
8
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.
Testo completoAbstract (sommario):
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
9
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/.
Testo completoAbstract (sommario):
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.
10
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.
Testo completoAbstract (sommario):
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.
11
Du, Plessis Graham Alexander. "Dynamic cognitive assessment: investigating learning potential within the context of an academic institution". Thesis, 2010. http://hdl.handle.net/10210/3213.
Testo completoAbstract (sommario):
M.A.The educational and psychometric contexts in South Africa are currently characterised by concerns pertaining to the potentially spurious influence of the challenges of cultural heterogeneity and of the redress of past and present disadvantagement. The present investigation forms a research response to these challenges as they relate to the practical utility of a dynamic assessment measure for the purpose of selecting students for curricula at a South African university. In response to a growing dissatisfaction with longstanding selection procedures and instruments, the utility of a dynamically derived learning potential score is explored and contrasted with the traditionally employed static intellective measure of the matriculation score. The present investigation serves to augment a growing body of research that asserts the capacity of dynamic assessment to surmount many of the criticisms typically associated with static assessment and to contribute novel and useful information regarding the intellective faculties of prospective university students. Within the context of the investigation 71 first year students enrolled for the BA Extended Degree at the University of Johannesburg were assessed using the static intellective measure of a matriculation score and the dynamically informed global learning potential score of the Ability, Processing of Information and Learning Battery Short Version (APIL-B SV). The utility of the dynamically derived learning potential score to predict academic performance during the first year of university study was examined and contrasted with the predictive efficacy of the static matriculation score. The empirically examined data served to support conjecture that a dynamic intellective measure demonstrated significant utility in predicting the future academic performance of first year university students. In addition, the ability of this measure to predict academic performance in a manner that had significant benefit over the traditionally employed static matriculation score was affirmed.
12
Grey, Simone Sylvia. "The psychometric properties of the Snijders-Oomen Individual Non-verbal Intelligence Scale Revised (SON-R) for secondary school learners from culturally diverse communities". Thesis, 2012. http://hdl.handle.net/10210/4408.
Testo completoAbstract (sommario):
M.A.Traditional measures often used in the assessment of cognitive functions of individuals, are regarded as unsuitable for two reasons. Firstly, since a particular language is utilized in the test items and instructions of most cognitive tests, the overall lower verbal test scores of culturally diverse individuals often is an indicator of poor verbal knowledge and language proficiency that in effect has a bearing on an invalid lower Full Scale IQ score. The verbal item content fail to provide important information regarding the potential learning and reasoning abilities of a person from a different culture. Secondly, due to past standardization practices in the construction of measuring instruments, important elements regarding the cultural relevance of the content of the measures, have often failed to be included. In order to address such problems, this research examined the suitability of the S.O.N.-R 5 % - 17 according to three objectives: (a) to cognitively assess the non-verbal intelligence of 400 secondary school children from four culturally diverse groups in the Johannesburg metropolitan area, viz. Afrikaans-, English-, Sotho- and Zulu-speaking learners who are in grades 8-10; (b) to determine whether home language, grade level, socio-economic status (SES), gender, handedness and the use of visual aids (spectacles/contact lenses) were important variables in determining subtest total scores; and (c) to determine the appropriateness of the S.O.N.-R 5%- 17 for local use in terms of its psychometric properties, viz. reliability (internal consistency) as well as its construct and predictive validity. Apart from providing the developmental aspects pertaining to the cognitive development of adolescents, other important theoretical aspects of intelligence were discussed from a cross-cultural perspective in reference to various conceptual frameworks from which intelligence was viewed as a function of the internal (innate) psychological processes of the individual and the external (socio-cultural) psychological processes of the individual. An outline based on the psychometric and cultural implications for such theories of intelligence was also delineated in an effort to define the concept of intelligence as related to culture-fair testing.
13
"A study of the norms of Hong Kong students of age groups 15 to 18 in the performance of Raven's advanced progressive matrices test". Chinese University of Hong Kong, 1986. http://library.cuhk.edu.hk/record=b5885663.
Testo completo
14
Zolezzi, Stefano Alberto. "The effectiveness of dynamic assessment as an alternative aptitude testing strategy". Thesis, 1995. http://hdl.handle.net/10500/17878.
Testo completoAbstract (sommario):
The present study sets out to evaluate the effectiveness of a dynamic approach to aptitude
testing. It was proposed that it is not always appropriate to use conventional aptitude
tests to predict future academic success in the South African context. The study posited
the belief that an alternative testing format could be facilitated by using a test-train-test
procedure within a learning potential paradigm.
The learning potential paradigm as formulated through Vygotskian and Feuersteinian
theory is operationalised in the form of a Newtest Battery. The Newtest procedure is in
direct contrast to traditional approaches to aptitude testing. The latter approaches both
implicitly and explicitly adopt a static view of ability, whereas the Newtest approach
focuses on the learning potential of the testee, as well as consequent performance.
However, the assessment of learning potential poses problems of its own. Modifications
were introduced to ensure that the Newtest format is both appropriate and
psychometrically defensible. The construction and evaluation of the Newtest Battery is
described.
A sample of both advantaged and disadvantaged students were tested on a battery of
traditional aptitude tests. This group of students was contrasted with another sample of
both advantaged and disadvantaged students who undertook the Newtest Battery in the
modified dynamic testing format. The traditional measures of aptitude were found to be
invalid predictors of university success. Matric results showed a relationship with
academic success for both groups. The Newtest measures enhanced the prediction of
academic success for both advantaged and disadvantaged students. The Deductive
Reasoning dynamic measure was found to be a valid predictor of university success for the
disadvantaged students.
The results thus successfully extend the learning potential paradigm into the realm of
group aptitude testing. The validity of traditional aptitude test measures has been brought
into question by the findings of the study. The study points the way forward to a more
equitable and relevant aptitude testing procedure.
Finally, it was shown that the testing environment forms part of the socio-educational
context. Personnel involved in the administration of aptitude tests are given guidelines
\vi th the aim of equalising the test process.Psychology of Education
D. Ed. (Psychology of Education)
15
Bux, Ciara. "The relationship between cognitive tests and the academic performance of students on an MBA programme". Diss., 2014. http://hdl.handle.net/10500/18826.
Testo completoAbstract (sommario):
The objective of this study was to determine if a statistically significant positive
relationship exists between the cognitive tests (APIL and Critical Reasoning
Test Battery - NCR2 and VCR2) and the academic performance of students
on an MBA programme. A quantitative cross-sectional study was conducted
on a non-probability purposive sample (N=329) of MBA students at an
institution of higher learning in South Africa.
A theoretical relationship was established between the variables. The
empirical relationship revealed statistically significant relationships between
the cognitive tests and academic performance on an MBA programme.
The findings contribute valuable knowledge to the field of psychological
assessment that can be applied in the selection of students for higher
education.Industrial & Organisational Psychology
M. Com. (Industrial and Organisational Psychology)