scholarly journals Early manifestations of intellectual performance: Evidence that genetic effects on later academic test performance are mediated through verbal performance in early childhood

2021 ◽  
Author(s):  
Chloe Austerberry ◽  
Pasco Fearon ◽  
Angelica Ronald ◽  
Leslie D. Leve ◽  
Jody M. Ganiban ◽  
...  
Keyword(s):  
Early Childhood ◽  
Test Performance ◽  
Genetic Effects ◽  
Intellectual Performance ◽  
Academic Test ◽  
Verbal Performance

Changes in Intellectual Performance of Acute and Chronic Schizophrenics

1966 ◽  
Vol 18 (3) ◽  
pp. 791-800 ◽  
Author(s):  
Leonard Kingsley ◽  
Elmer L. Struening
Keyword(s):  
Test Performance ◽  
Test Score ◽  
Armed Forces ◽  
Standard Test ◽  
Standard Score ◽  
Intellectual Performance ◽  
Enlisted Men ◽  
Chronic Schizophrenics ◽  
Differential Deficit ◽  
Performance Results

Army induction scores on the Armed Forces Qualification Test were available on 50 acute schizophrenics, 30 chronic schizophrenics, and 50 enlisted men. The Army General Classification Test was administered to the acute schizophrenics within 1 wk. after being hospitalized for schizophrenia, to the chronic schizophrenics up to 20 yr. after their first hospitalization for schizophrenia and to the enlisted men some time after induction. Difference scores were computed for all Ss by subtracting the standard test score of the AGCT from the standard score of the AFGT received at induction. The three groups were matched on education and test performance at induction. At the second testing, both acute and chronic schizophrenics scored significantly below controls. However, the chronic schizophrenics were not differentiated from the acute schizophrenics on test performance. Results suggested differential deficit in chronic schizophrenics but not in acute schizophrenics. Implications for further research were drawn.

What can we learn from highly developed special skills?

1998 ◽  
Vol 21 (3) ◽  
pp. 422-423 ◽  
Author(s):  
Michael Rutter
Keyword(s):  
Early Childhood ◽  
Genetic Effects ◽  
Gene Environment

Skills cannot be divided into the innate and the acquired. Also, genetic effects may not come into play until well after early childhood, and evocative gene-environment correlations are to be expected. Special talents are common in autism and warrant more detailed study, but whether they have the same meaning as talents in nonautistic individuals is not known.

scholarly journals Exploring relationships between reading attitudes, reading ability and academic performance amongst primary teacher trainees in Swaziland

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Beatrice B.S. Lukhele
Keyword(s):  
Academic Performance ◽  
Test Performance ◽  
Reading Ability ◽  
Reading Attitudes ◽  
Primary Teacher ◽  
Primary School Children ◽  
English As Second Language ◽  
Teacher Trainees ◽  
Academic Lives ◽  
Academic Test

In this research study, relationships between attitudes to reading, reading ability, vocabulary and academic performance were investigated. The data were gathered and triangulated from an attitude questionnaire, an author and magazine recognition test, as well as from reading comprehension and academic test performance of 84 first- and third-year students studying for a Primary Teacher’s Diploma at a College in Manzini, Swaziland. The results suggest that whilst there is no relationship between reading attitudes and reading ability, there is some relationship between reading ability and academic performance. The statistical analyses further indicate a relationship between reading and vocabulary ability of the participants. The findings have grave implications regarding attitudes to reading, reading ability and academic performance for a professional cadre that is expected to be influential in the academic lives of impressionable primary school children in an English as Second Language (ESL) context.

Verbal-Performance IQ-Discrepancy and Rhythm Test Performance

1981 ◽  
Vol 52 (3) ◽  
pp. 819-826 ◽  
Author(s):  
Jeffrey L. Moore ◽  
H. Julia Hannay
Keyword(s):  
Test Performance ◽  
High Performance ◽  
Test Form ◽  
Men And Women ◽  
Women Subjects ◽  
Performance Group ◽  
Holistic Strategy ◽  
Sequential Strategy ◽  
Verbal Performance ◽  
Iq Discrepancy

The Seashore Rhythm Test, Form A, was administered to 90 strongly right-handed undergraduates who were placed in one of three WAIS Verbal-Performance IQ-discrepancy groups: High Verbal, Equal, or High Performance. In each group were 15 men and women. Subjects also rated their use of two guessing strategies, a sequential strategy and a holistic strategy, in completing the rhythm test. The High Performance group made significantly lower scores than the High Verbal and Equal groups who performed similarly. 33% of the High Performance group were below the clinical cut-off for this test as opposed to only 3% of High Verbal and 10% of the Equal groups. All groups reported using the sequential strategy most frequently and equally.

A Further Test of the Inverted-U Hypothesis Relating Achievement Anxiety and Academic Test Performance

1975 ◽  
Vol 89 (1) ◽  
pp. 39-47 ◽  
Author(s):  
David C. Munz ◽  
Christine T. Costello ◽  
Karen Korabik
Keyword(s):  
Test Performance ◽  
Achievement Anxiety ◽  
Academic Test

Relation between Spiral Aftereffect Duration and Rod-and-Frame Test Performance in Early Childhood

1971 ◽  
Vol 32 (3) ◽  
pp. 843-849 ◽  
Author(s):  
Alf L. Andersson ◽  
Egil Ruuth
Keyword(s):  
Early Childhood ◽  
Preschool Children ◽  
Visual Field ◽  
Test Performance ◽  
The Other ◽  
Relative Autonomy ◽  
Rod And Frame Test ◽  
Rod And Frame

A group of 38 preschool children, aged 63 to 82 mo., were divided into subgroups of short, long and intermediate spiral aftereffect duration. The group with an intermediate score was assumed to have reached a stage of relative autonomy from both extraceptive (nonself) and intraceptive (self) factors of perception. As predicted, this group was neither as dependent on the visual field in the Rod-and-frame Test as the other two groups, nor did it score as extremely independent of that field.

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