Family-level variance in verbal ability change in the intergenerational studies.

2010 ◽  
pp. 209-229 ◽  
Author(s):  
Kevin J. Grimm ◽  
John J. McArdle ◽  
Keith F. Widaman
Keyword(s):  
Verbal Ability ◽  
Family Level ◽  
Intergenerational Studies

Influence of General and Crystallized Intelligence on Vocabulary Test Performance

2002 ◽  
Vol 18 (1) ◽  
pp. 78-84 ◽  
Author(s):  
Eva Ullstadius ◽  
Jan-Eric Gustafsson ◽  
Berit Carlstedt
Keyword(s):  
Hierarchical Model ◽  
Test Performance ◽  
Verbal Ability ◽  
Testing Procedure ◽  
Intellectual Ability ◽  
Analysis Of Covariance ◽  
Categorical Variables ◽  
Vocabulary Test ◽  
Crystallized Intelligence ◽  
General Ability

Summary: Vocabulary tests, part of most test batteries of general intellectual ability, measure both verbal and general ability. Newly developed techniques for confirmatory factor analysis of dichotomous variables make it possible to analyze the influence of different abilities on the performance on each item. In the testing procedure of the Computerized Swedish Enlistment test battery, eight different subtests of a new vocabulary test were given randomly to subsamples of a representative sample of 18-year-old male conscripts (N = 9001). Three central dimensions of a hierarchical model of intellectual abilities, general (G), verbal (Gc'), and spatial ability (Gv') were estimated under different assumptions of the nature of the data. In addition to an ordinary analysis of covariance matrices, assuming linearity of relations, the item variables were treated as categorical variables in the Mplus program. All eight subtests fit the hierarchical model, and the items were found to load about equally on G and Gc'. The results also indicate that if nonlinearity is not taken into account, the G loadings for the easy items are underestimated. These items, moreover, appear to be better measures of G than the difficult ones. The practical utility of the outcome for item selection and the theoretical implications for the question of the origin of verbal ability are discussed.

Culturally gendered personality traits across the adult lifespan: Longitudinal findings from two cohorts of the intergenerational studies.

2019 ◽  
Vol 34 (8) ◽  
pp. 1124-1133
Author(s):  
Constance Jones ◽  
Harvey Peskin ◽  
Christian Wandeler ◽  
David Woods
Keyword(s):  
Personality Traits ◽  
Adult Lifespan ◽  
Intergenerational Studies

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

Strategies for Survival of the World — Risk Management

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Jovo Lojanica ◽  
Keyword(s):  
Risk Management ◽  
Native Americans ◽  
National Level ◽  
Country Level ◽  
Management Standards ◽  
Family Level ◽  
Future Challenges ◽  
Iso 31000 ◽  
History Of ◽  
Personal Level

All management standards have requirements for different aspects of improvements on the personal level, family level, company level, in business and life. What is about national level and country level? Is it possible for today’s generations to learn history of nations and of civilizations? If it is — ok, let’s apply it on actual time and people to have less problems and difficulties — especially if is actual in field of risk management. Majority of people are occupied by today’s problems. They don’t consider past and future challenges. People from each country strive for better quality, better and cleaner environment, higher safety etc. historically and today. But could we remember: How did Genghis Khan conquer many regions and how was he defeated? How did Mayas and Aztecs die out? How were Native Americans in North America drastically reduced in numbers? How did the Roman Imperium vanish? How was the Ottoman Imperium established and how it vanished? How many people were killed in the wars in XX century, etc? In all these catastrophic changes risks were not considered in an adequate way. Requirements of risk management — Principles and guidelines — ISO 31000:2009 are very consultative. They could be used on country level, national level, regional level, continental and intercontinental level.

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