The influence of parents' education in the Italian standardization sample of the WISC-III

Cianci, Laura; Orsini, A.; Hulbert, Sabina; Pezzuti, Lina

doi:10.1016/j.lindif.2013.09.009

Cited by 18 publications

(14 citation statements)

References 35 publications

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“…Another measure of the convergent validity of the test was the correlations with the educational level of the parents. These findings were, also, in accordance with findings using the WISC-III in the USA and Greece (e.g., Donders, 1996;Georgas et al, 2003;Graniel & O'Donnell, 1991;Slate, 1994;Smith, Smith & Smithson, 1995;Weiss & Prifitera, 1995) and also in Italy (Cianci, Orsini, Hulbert & Pezzuti, 2013).…”

Section: Discussionsupporting

confidence: 90%

Independent Validation and Clinical Utility Study of the Hellenic WISC-III Using a Greek-Cypriot Sample

Souroulla

Panayiotou

2017

JETS

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The Hellenic WISC-III (Wechsler, 1997) is currently the only standardized and officially published tool for the assessment of the intelligence of children and adolescents in Greece. The test is also used with caution in Cyprus, among Greek speakers, but no specific norms exist for use in this country. The purpose of this study was to provide evidence of the qualities of the test using an independent Greek-Cypriot sample and to support its utility in the psychological evaluation of Greek speaking children in Cyprus. The participants were 151 public school children aged 9:1 to 15:8 years. Correlations between the subtests of the WISC-III and the Scale IQs and, also, correlations between scores on the WISC-III and achievement measures as well as the educational level of parents provided evidence of convergent -construct validity. Low correlations between scores on the WISC-III and measures of psychopathology supported the instruments divergent -construct validity. Also, an exploratory factor analysis further supported the construct validity of the test. Moreover, the study provided evidence in support of the predictive validity and clinical utility of the test by examining the cognitive profiles on the Hellenic WISC-III of children with learning difficulties and identifying the WISC-III subscale scores that best distinguish them. This evidence is very important for clinicians in Cyprus but, also, further supports the international evidence about the utility of the Wechsler ability scales.

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Section: Discussionsupporting

confidence: 90%

Independent Validation and Clinical Utility Study of the Hellenic WISC-III Using a Greek-Cypriot Sample

Souroulla

Panayiotou

2017

JETS

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“…No que concerne ao impacto da escolaridade da família na realização intelectual dos filhos, o racional subjacente é que ter pais com maior escolaridade parece aumentar a probabilidade de a criança contar com um ambiente mais estimulante, o que se repercute no seu desenvolvimento cognitivo e, consequentemente, na aprendizagem (Cianci, Orsini, Hulbert, & Pezzuti, 2013;Rindermann, Michou, & Thompson, 2011;Umek, Podlesek, & Fekonja, 2005). Com efeito, estudos mostram que, comparativamente a pais com baixa escolaridade, os pais com escolaridade mais elevada proporcionam ambientes e experiências cognitivamente mais estimulantes (Bradley & Corwyn, 2000;Bradley, Corwyn, Burchinal, McAdoo, & Coll, 2001), investem mais na vida escolar dos seus filhos (Davis-Kean, 2005;Dumka, Gonzales, Bonds, & Millsap, 2010;Engin-Demir, 2009), facilitam deliberadamente o desenvolvimento cognitivo e a autonomia das crianças, favorecem a sua autoestima, incentivam o esforço e os métodos de estudo, ajudando a fixar metas escolares, a apresentar atribuições causais apropriadas na explicação dos resultados acadêmicos e a desenvolver uma motivação intrínseca (Chiu & Xihua, 2008;García & Sánchez, 2005;Stull, 2013).…”

Section: Relevância Das Variáveis Familiaresunclassified

Desempenho Cognitivo na Infância: A Mãe e o Meio Urbano fazem a Diferença

Alves

Lemos

Brito³

et al. 2016

Psic.: Teor. e Pesq.

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RESUMO Apesar das controvérsias sobre o conceito e a avaliação da inteligência, o desempenho cognitivo assume um papel fundamental no contexto educativo e são múltiplos os fatores que lhe estão associados. Este estudo toma uma amostra aleatória e representativa de 1201 crianças do 2.º ciclo do ensino básico de escolas públicas portuguesas, com idades entre 9 e 14 anos. Discute-se o impacto das variáveis sociofamiliares (profissão da mãe e do pai, escolaridade da mãe e do pai e meio de pertença urbano vs rural). Os resultados destacam a relevância dessas variáveis para a explicação do desempenho cognitivo dos alunos, especialmente a escolaridade da mãe e o meio urbano de proveniência. Apresentam-se considerações práticas voltadas à equidade do sistema educativo.

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“…Beberapa studi sejak beberapa dekade yang lalu, menganalisis keterkaitan pengaruh nutrisi dengan kapasitas intelektual yang menunjukkan ada hubungan positif dan signifikan (Arija et al, 2006). Sejumlah peneliti menunjukkan bukti bahwa ada hubungan antara status sosial ekonomi dengan kemampuan kognitif yang dimulai sejak masak kanak-kanak dan beberapa penelitian menunjukkan bahwa pendidikan orang tua khususnya ibu berhubungan erat dengan pretasi bahasa siswa (Carl, 2014;Cianci, Orsini, Hulbert, & Pezzuti, 2013;Nikolov & Csapó, 2018 Grafik 1. Perbandingan rerata skor angka verbal antara kelompok kontrol dan eksperimen Grafik 1 merupakan grafik rerata skor angka verbal pada kelompok kontrol dan kelompok eksperimen.…”

Section: Hasil Dan Pembahasanunclassified

Model Induktif Kata Bergambar Sebagai Upaya Meningkatkan Kemampuan Verbal Siswa

Pramono

Astuti

Purwaningrum

2019

j.kam

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Kemampuan verbal memegang peranan penting dalam perkembangan kognitif dan akademis anak. Kemampuan verbal juga mendukung pemahaman anak dalam menguasai mata pelajaran yang berimbas langsung pada kemampuan akademisnya. Model induktif kata bergambar merupakan salah satu metode pembelajaran yang fokus pada penguasaan dan pengembangan kosakata. Penelitian ini bertujuan untuk mengetahui efektivitas model induktif kata bergambar dalam meningkatkan kemampuan verbal. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain mengunakan dua kelompok yang diamati. Subjek penelitian adalah siswa kelas 3 sekolah dasar di Kabupaten Kudus yang dibagi menjadi dua kelompok yaitu kelompok kontrol dan kelompok eksperimen. Pengambilan subjek didasarkan pada observasi dan wawancara dengan kriteria yang telah ditetapkan oleh peneliti. Pengukuran dilakukan saat pretes dan posttes menggunakan alat tes WISC. Tes WISC merupakan tes inteligensi yang biasa digunakan untuk mengukur taraf kecerdasan anak usia 5 tahun hingga 15 tahun. Pemberian perlakuan dalam penelitian ini menggunakan metode pembelajaran model induktif kata bergambar. Analisis statistik yang digunakan dalam penelitian menggunakan analisis uji Wilcoxon. Hasil penelitian menunjukkan bahwa ada perbedaan yang signifikan antara sebelum dan sesudah perlakuan dengan skor 0,49 yang termasuk pada kategori sedang dengan sumbangan efektif sebesar 27,58%.

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The influence of parents' education in the Italian standardization sample of the WISC-III

Cited by 18 publications

References 35 publications

Independent Validation and Clinical Utility Study of the Hellenic WISC-III Using a Greek-Cypriot Sample

Independent Validation and Clinical Utility Study of the Hellenic WISC-III Using a Greek-Cypriot Sample

Desempenho Cognitivo na Infância: A Mãe e o Meio Urbano fazem a Diferença

Model Induktif Kata Bergambar Sebagai Upaya Meningkatkan Kemampuan Verbal Siswa

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