Relationship of Piaget Measures to Standard Intelligence and Motor Scales

Dudek, Stéphanie Z.; Lester, Eva P.; Goldberg, Jay; Dyer, G. B.

doi:10.2466/pms.1969.28.2.351

Cited by 31 publications

(17 citation statements)

References 3 publications

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“…The significant correlations obtained between scores on the proportion test and nonverbal intellectual capacity, as measured by the Raven matrices, support the finding of Dudek, Lester, Goldberg, and Dyer (1969), Flavell (1970), and Goldschmid (1967), that Piagetian tasks are positively correlated with IQ measures.…”

Section: Resultssupporting

confidence: 70%

Individual Differences in the Development of Formal Reasoning

Cloutier¹,

Goldschmid²

1976

Child Development

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Section: Resultssupporting

confidence: 70%

Individual Differences in the Development of Formal Reasoning

Cloutier¹,

Goldschmid²

1976

Child Development

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“…These findings generally concur with those of Dodwell (1963), Dudek, Lester, Goldberg, andDyer (1969), DeVries (1974), and, to some extent, Lehman and Erdwins (1982). Direct compari sons must be made with caution, since IQ measures, children's ages, IQ ranges, and spatial tasks vary from one study to the next.…”

supporting

confidence: 61%

“…Dodwell (1963) reported a correlation of .31 between IQ and spatial task performance; lower than that for mental age 12 and task performance (.22). Dudek et al (1969) found a significant correlation between spatial ability and IQ, but Stephens et al (1972) found chronological and mental age were both more highly correlated with spatial ability than was IQ. Goldberg and Meredith (1974) found no sig nificant relation between IQ and spatial performance, while DeVries (1974) found, by factor analysis, that mental age, IQ, and spatial ability all loaded on the same factor.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Significance levels of correlations were not given. Dudek, Lester, Goldberg, and Dyer (1969) reported an extensive longi tudinal study involving 100 school children as they progressed from kinder garten to grade two (from five to eight years). All children were indi vidually administered the WISC, Lincoln-Oseretzsky, and nine Piagetian tasks.…”

Section: Review Of the Literaturementioning

confidence: 99%

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A comparison of the performance of intellectually gifted and average-ability children on four spatial tasks

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“…Despite these differences, the findings of the present study indicating that IQ is related to operational tasks in deaf children were consistent with studies of hearing children. Orpet and Meyers (1970) found that the picture arrangement task on the Wechsler Scale of Intelligence for Children (WISC) differentiated conserving from nonconserving children~ and Dudek et al (1969) found that Piagetian tasks were highly correlated with wrsc subtests :in general.…”

Section: Discussion Related To Hypothesismentioning

confidence: 99%

A Study of the Relationship Between Syntactic Development and Concrete Operations in Deaf Children

Dolman¹

1983

aad

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Tremaine in 1975 found that bilingual hearing children made gains in native and second 1 anguage comprehension when they reached the concrete operational level. Building upon this finding, the present study examined the linguistic and cognitive skills of 59 severe-to-profound and profoundly deaf children between the ages of seven and 12. Through manually coded English, students were administered four Pi ageti an operation a 1 tasks in the areas of conservation, classification, seriation, and numeration and a test of syntactic comprehension. Students and teachers were also given a sociolinguistic questionnaire to determine the hearing status of the child 1 s parents, the age the child learned signs, and the sign consistency at home. Teachers and students showed a high degree of agreement in their responses to this questionnaire.Results indicated that operational deaf children performed significantly better than non-operational deaf children on the test of syntactic comprehension, although both groups of children had poorer English skills and a lower rate of operational thinking than did the younger hearing students in Tremaine•s sample. A relationship was found among operational thinking, age, and IQ of the subjects as well as between age and syntactic skills, but no relationship was indicated between syntactic skills and IQ.Students whose parents consistently signed to them showed greater English syntactic comprehension than did students whose parents signed less consistently. Children with more consistent sign exposure at home also tended to have more advanced operational skills, though not to a statistically significant degree. In both operational level and English syntactic skills, a slight advantage was found for those children using American Sign Language at home rather than manually coded English. This finding may be explained by the greater degree of sign consistency likely to be experienced by those children whose deaf parents use American Sign Language. Finally, a multiple regression analysis indicated that over half of the total variability on the test of syntactic comprehension could be predicted from success or failure on two of the operational tasks (numeration and seriation) and the child's overall signing ability, with age and IQ much poorer predictors of English skills.

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Relationship of Piaget Measures to Standard Intelligence and Motor Scales

Cited by 31 publications

References 3 publications

Individual Differences in the Development of Formal Reasoning

Individual Differences in the Development of Formal Reasoning

A comparison of the performance of intellectually gifted and average-ability children on four spatial tasks

A Study of the Relationship Between Syntactic Development and Concrete Operations in Deaf Children

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