Children Of Average Intelligence Research Articles

A Methodological Analysis of the Children’s Manifest Anxiety Scale with Normal and Retarded Children

Educable mentally retarded children and normal children of average intelligence were compared in performance on the Children’s Manifest Anxiety Scale. The purpose of the study was to determine the following: 1.) a measure of long-term test-retest reliability, 2.) suitability of the scale with a younger chronological age group, and 3.) comparative data on differences in anxiety scores between normal and retarded children.Controls for procedural modifications, residential and educational status, sex differences, chronological age range, and range of IQ were employed. Test-retest correlations indicated that the scale was reliable for normal Ss but not for the retarded Ss. CMAS effects based on age and IQ did exist. Older retardates received higher anxiety scores than younger retardates on Test 2, while Test 1 difference was not significant. Retarded children obtained higher anxiety scores than normal children on Test 1. It was concluded that reliability over a 10-month period is poor for retarded Ss. Moreover, the instrument is of doubtful utility with younger retarded Ss.

Perceptual-motor attributes of normal school children: a factor analytic study.

The intercorrelations among items of the Purdue Perceptual-motor Survey, previously established by Roach and Kephart using a sample of 200 school children of average intelligence, were subjected to factorial analysis, which led to definition of 9 factors, of which 7 were defined by high loadings of a single subtest: I, Walking board; II, Chalkboard; III, Ocular pursuits; V, Rhythmic writing; VI, Form perception; VII, Obstacle course; VIII, Kraus-Weber. The quasi-singlet character of these factors in relation to subtests in the present study was contrasted with the pronounced associations between subtests in an earlier factor analytic study of the Purdue Perceptual-motor Survey scores of mentally retarded persons. Four neurological dysfunction patterns of the mentally retarded were hypothesized: dysfunctions of A, postural dimensionality; B, shoulder-arm movement; C, laterality; and D, ocular control.

Devising a development test of auditory perception: Problems and prospects

It is certain that many children whose auditory perception is queried by audiologists, speech therapists, educationists and psychologists elude the diagnostic screens presently available in each of these disciplines. The need for a qualitative and quantitative psychological assessment of the child's auditory abilities and disabilities led to the development of a test which was intended to evaluate the following functions:(a) Recognition of environmental sounds, (b) Auditory figure-ground discrimination, (c) Speech-sound discrimination (phonemic and intonational) and (d) Tonal pattern discrimination (pitch, loudness, duration and interval). It was not intended to investigate threshold phenomena as such but rather to supplement and complement pure-tone and speech audiometry. The test was applied to 205 children, aged five to ten years, drawn from a normal school population, and 232 children with difficulties and handicaps varying both in degree and kind. Only the first two sub-tests were found to be clinically and experimentally viable, and data for the curtailed test are presented. The following results are noteworthy: (1) The test measures functions which are positively related to both age and intelligence. (2) Brain-injured, retarded and emotionally disturbed children generally test low on auditory figure-ground discrimination; this vulnerability is most likely due to perseveration. (3) Previously unsuspected peripheral hearing losses may sometimes be detected by the use of the test. On the other hand, some children said to have high degrees of hearing loss test at or above their age-level. (4) Many deaf and hard-of-hearing children test higher without their hearing-aids; this is probably due to amplification being achieved at the cost of distortion. (5) Children of average intelligence with reading and/or spelling difficulties often test low on auditory figure-ground discrimination. (6) Blind children who have received auditory training are equal to sighted children in recognition of environmental sounds, but superior in auditory figure-ground discrimination. This does not, however, necessarily signify superior auditory perception as such on the part of the blind. In general it is concluded that the development of tests of auditory perception could add significantly to the psycho-educational assessment of both "normal" and handicapped children.

The nature of dyslexia

In this paper I shall attempt to describe what has been and is meant by the terms "dyslexia," "specific dyslexia" and "developmental dyslexia"; common terms, which have become confusing because authors have used them in so many different ways. I shall discuss a number of clinical syndromes involving serious difficulties in learning to read and write in apparently healthy children of average intelligence which have been described in the literature. Some relevant work concerned with difficulties in learning to read and write carried out in the Department of Child Life and Health in the University of Edinburgh will be described.

An exploratory study of creativity in deaf children.

11 deaf children of average intelligence at a Midwestern school for the deaf were administered the Barron-Welsh Art Scale and the Torrance Figural Tests of Creative Thinking to measure creative abilities. They scored lower than other Ss as it appears that they were not interested in the abstract figures but were more oriented toward the concrete. They scored approximately the same on the Torrance dimensions as a group of normally hearing Ss but were higher on elaboration. Possibly the tendency of the deaf to be concerned with observed data aided them in obtaining high elaboration scores. In conclusion, because of the small N findings must be held cautiously. Clearly, a larger sample is required. Creativity among deaf persons as well as other types of handicapped persons should be thoroughly explored.

FORM EQUIVALENCE ANALYSIS OF THE BENTON VISUAL RETENTION TEST IN CHILDREN OF LOW IQ

Sunzmary.-The purpose of this study was to determine the presence or lack of equivalence of Forms C and D of the Benton Visual Retention Test both as a memory cask and as a copying task in a sample of 80 children with low IQs. Contrary to previous findings for a sample of average intelligence, this smdy showed Forms C and D to be equivalent on all except one scoring dimension. In an unpublished study Benton, et 111.: have analyzed the equivalence of Forms C and D for the Benton Visual Retention Test (VRT) as a copying task (Administration C) for 60 children, ranging in chronological age from 5 to 11 yr. and from 85 to 115 in IQ. These investigators found that the mean difference scores for number correct (Form C minus Form D) ranged from -1.66 to -.50 (M = -1.10) for the several age levels; mean difference scores for number of errors (Form C minus Form D) ranged from +.5 to +3.00 (M = 1.53) for the several age levels. They concluded rhar, as a copying task, Form C was slightly more difficult than Form D when applied to young children of average intelligence. The purpose of the present study was to examine both the memory (Administration A) and copying (Administration C) forms of the VRT and to determine the equivalence of Forms C and D in a sample of children of low IQ in order to ascertain whether a similar difference in level of difficulty would obtain for this sample. Procedure.-Data for 80 Ss enrolled in 1964-65 special education classes at the Pine School Section of the Hospital School, University of Iowa, Iowa City, Iowa, were used in the srudy. Two groups of Ss (38 in Group I and 42 in Group 11) were matched on the pertinent scoring dimensions as indicated in the Benton manual (1963), chronological age, and IQ. The results of this matching procedure are shown in Table 1. The groups are demonstrated to be equivalent on these dimensions and thus on MA as well. Group I received Form C as the memory task (Administration A) and Form D as

Comparisons between prematurely and maturely born children at three age levels.

A comparison of prematurely and maturely born children of average intelligence revealed relatively inferior performance on a large battery of kindergarten tests on the part of the prematures. Although there were indications of accelerated progress in some areas, the prematures continued to lag in academic achievement well into the eighth year of life.

The development of conscience: a comparison of American children of different mental and socioeconomic levels.

This is the first of four reports on an investigation of moral judgment and conscience development, and subcultural differences due to religion, socioeconomic class, and mental level. The writer agrees with Piaget (Io) that the cognitive ability to distinguish between right and wrong is one of the ingredients in conscience development, and she was interested in investigating at what age different groups of American children learn to distinguish between intention and result of an action. Another closely related question arose from Piaget's belief, which the author questioned, that the child cannot attain morality until he becomes independent of adults and achieves peer reciprocity. The subcultural comparisons were made by studying boys and girls of two intelligence levels in upper middle class and working class attending public' and parochial schools. The parochial schools were Jewish and Catholic (2). After having interviewed a number of children, the author formulated the hypotheses that, in answer to questions concerning intention versus result: (a) academically gifted children might respond with earlier maturity than children of average intelligence and (b) upper middle-class children might respond with earlier maturity than children of working-class parents; but that, in answer to questions regarding independence from adult versus peer reciprocity, (a) gifted children might be less mature than children of average intelligence and (b) upper middle-class children might be less mature than working-class children. A further hypothesis was that there would be individual and subcultural differences in the age of mature response, depending upon the area of conscience development under investigation and specific aspects of that area.

The Development of Conscience: A Comparison of Students in Catholic Parochial Schools and in Public Schools

This report is one of a series of studies on the development of conscience in the area of moral judgment, comparing children attending Catholic parochial schools and children attending public schools., Previously, public school children of average intelligence in two socioeconomic classes (upper middle class and working class) were compared (5). A group of subjects attending public and Catholic and Jewish parochial schools were also studied to compare responses by socioeconomic class and by levels of intelligence (2). A further report in this series will compare the differences between children attending Jewish and Catholic parochial schools (4); and finally there will be a report comparing American preschoolers from upper middleclass and working-class background with studies by Piaget and Harrower of Swiss and English children (3). Comparing the populations studied in public and Catholic and Jewish parochial schools by intelligence level and socioeconomic class (2), it was found that:

THE DEVELOPMENT OF CONSCIENCE: A COMPARISON OF STUDENTS IN CATHOLIC PAROCHIAL SCHOOLS AND IN PUBLIC SCHOOLS

This report is one of a series of studies on the development of conscience in the area of moral judgment, comparing children attending Catholic parochial schools and children attending public schools., Previously, public school children of average intelligence in two socioeconomic classes (upper middle class and working class) were compared (5). A group of subjects attending public and Catholic and Jewish parochial schools were also studied to compare responses by socioeconomic class and by levels of intelligence (2). A further report in this series will compare the differences between children attending Jewish and Catholic parochial schools (4); and finally there will be a report comparing American preschoolers from upper middleclass and working-class background with studies by Piaget and Harrower of Swiss and English children (3). Comparing the populations studied in public and Catholic and Jewish parochial schools by intelligence level and socioeconomic class (2), it was found that:

SPECIAL ARTICLE

A major problem of child health today is the prevention of accidents. Part of the answer to this problem lies in the answer to the question of why some children have more than their share of accidents. Although there is an extensive literature on the accident-susceptible or accident-prone adult, there has been but little written on this aspect of the accident-prone child. Much remains to be done in order to identify the respects in which children who have repeated accidents differ from their fellows. In spite of the lack of reported studies of children there has been a tendency to talk about the accident-prone child and to attribute to him the personality characteristics and motivations seen in the adult accident repeater. It was with a desire to do something about it, and not merely to talk about it, that the study, of which this paper is a preliminary report, was begun at the Babies Hospital of the Columbia-Presbyterian Medical Center, New York, in the fall of 1951. The purpose of this investigation was to explore methods for identifying and determining the significance, in relation to the incidence of accidents in children, of parental attitudes, parent-child relationships, environmental accident hazards, personality characteristics and functioning of the child, physical coordination and physical disabilities as these are reflected in the experience of the accident repeater. It was planned to do this through the study of a relatively small number of children of school age and their environment, both personal and physical, comparing a group who have had repeated accidents with a group who have no accident history. Even though the number of children studied would be small some questions might be answered. In addition, leads for further investigations with a larger number of children might emerge. In any event, it would be discovered whether the proposed approach in the study would bring out meaningful information. The plan was to select for investigation 10 or 12 children of average intelligence who had been brought to the Emergency Clinic of the Columbia-Presbyterian Medical Center for treatment of accidental injuries at least 3 times during the 18 month period prior to the outset of the study. Children whose only accidents had been traffic or who had had severe or repeated head injuries were to be included.

The Use of Physical Concepts in Teaching Biology

Research Article| May 01 1948 The Use of Physical Concepts in Teaching Biology Aaron J. Sharp Aaron J. Sharp Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1948) 10 (5): 125–126. https://doi.org/10.2307/4437944 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Aaron J. Sharp; The Use of Physical Concepts in Teaching Biology. The American Biology Teacher 1 May 1948; 10 (5): 125–126. doi: https://doi.org/10.2307/4437944 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentThe American Biology Teacher Search This content is only available via PDF. Article PDF first page preview Close Modal You do not currently have access to this content.