Cognitive Abilities Test

Lohman, David F.

doi:10.4135/9781412971959.n71

Cited by 77 publications

(146 citation statements)

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“…Due to theoretical considerations and the fact that tests from the Cognitive Abilities Test (e.g., CogAT;Lohman, Hagen, & Thorndike, 2001) family were the most frequently used ones, we decided to use composite, nonverbal (or figurative), verbal, and numeric measures of cognitive abilities as measures of intelligence. Consequently, the criteria for inclusion on one of three groups were the following: intelligence (0) as measured by tests with a composite index of general cognitive abilities or specific tests or subtests of verbal, nonverbal, or numeric cognitive abilities, other cognitive abilities (1) as measured by tests of metacognitive abilities, tests of memory functioning, and tests of global child development, and creativity (2) as measured by any test elaborately defined as a test of creativity.…”

Section: Assessment Objectivesmentioning

confidence: 99%

Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis

Machts

Kaiser

Schmidt

et al. 2016

Educational Research Review

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Section: Assessment Objectivesmentioning

confidence: 99%

Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis

Machts

Kaiser

Schmidt

et al. 2016

Educational Research Review

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“…To clarify this perception using empirical research methods, Perham looked at the social skills of 206 gifted children from kindergarten to grade 8. Gifted children were part of a school district program for the gifted with the entrance criteria being a performance in the 99.5 percentile and above on the Cognitive Abilities Test (Lohman & Hagen, 2001). Teachers of the gifted children completed the Devereux Student Strengths Assessment (LeBuffe, Shapiro, & Naglieri, 2009), which measures children's social skills.…”

Section: Gifted Child Adjustmentmentioning

confidence: 99%

Parenting Styles and Adjustment in Gifted Children

Pilarinos

Solomon²

2016

Gifted Child Quarterly

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RésuméCette recherche porte sur la problématique du développement psychosocial des enfants doués. Bien qu'il existe des travaux qui indiquent que les enfants doués souffrent plus souvent de problèmes d'adaptation que les autres, comme l'isolement social, la dépression, l'anxiété et une faible estime de soi, la littérature de recherche considère peu l'environnement familial des enfants doués comme étant un facteur qui puisse contribuer au niveau d'adaptation de l'enfant.La présente recherche a eu donc pour objectif de déterminer si les styles parentaux, tels que définis par Baumrind, sont associés à l'adaptation des enfants doués. Les styles parentaux des Mots clés: adaptation, effets, concept de soi, enfant, douance, enfants doués, style parental iii AbstractThe present study examines the psychosocial development of gifted children. Although much evidence exists that gifted children experience problems of adjustment, such as social isolation, depression, anxiety, and low self-esteem, few studies have investigated the family environment of gifted children and its possible links to child psychosocial adjustment. The goal of this study, therefore, was to address these questions by examining the parenting styles, as defined by Baumrind, of parents of gifted children and their potential associations with the adjustment levels of their children. Parenting styles were measured using a self-report questionnaire. The level of adjustment for gifted children, aged 7 to 11 years old, was measured using behavioural and self-concept measures. Giftedness was determined using a standardized intelligence test. Forty-eight gifted children and 52 nongifted children participated in the study.Parents of gifted children reported using a predominantly authoritative parenting style. Mothers, however, reported significantly higher authoritative scores than fathers. Parents reported several gifted children to experience problems with peers, but their teachers did not report this nor did the children themselves. No associations were found between a particular parenting style and the reported presence of peer social problems in gifted children. Mothers' authoritarian parenting style was significantly associated with lower conduct problem levels, and higher intellectual selfconcept levels in gifted children. As for mothers' authoritative parenting style, a significant relationship was found with higher conduct problem levels in gifted children. Mothers' permissive parenting style was found to be associated with lower self-concept levels in gifted children. As for the fathers, authoritarian and permissive parenting styles were found to be linked to lower adjustment and self-concept levels in gifted children. Adjustment levels and parenting styles were also compared between gifted and nongifted children. For both groups of children, iv adjustment levels were in the normal range and the parents reported similar use of the three parenting styles. As for the relationships between parenting styles and adjustment in nongifted children, fathers' a...

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“…In some districts in Florida, for example, the Kaufman Brief Intelligence Test (Kaufman & Kaufman, 2004) and its successor the Kaufman Brief Intelligence Test-II, as well as the Slosson Intelligence TestRevised (Slosson, Nicholson, & Hibpshaman, 2002) or the earlier Slosson Full-range Intelligence Test (Algozzine, Eaves, Mann, & Vance, 1993) have been used as brief, individual screening measures administered by a teacher, guidance counselor, or other designated member of the school staff. In other districts, group-administered tests such as the Naglieri Nonverbal Ability Test (Naglieri, 1996) or the Cognitive Abilities Test (Lohman & Hagen, 2001) are used for screening purposes. After the use of such screening measures, those students who obtain sufficient scores on the screening measure are then referred for individual testing on a full-scale IQ test by district school psychology staff.…”

Section: Other Influences In Gifted Identificationmentioning

confidence: 99%