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1.
Annie Bernier Miriam H. Beauchamp Andrée‐Anne Bouvette‐Turcot Stephanie M. Carlson Julie Carrier 《Child development》2013,84(5):1542-1553
This study investigated the prospective links between sleep in infancy and preschoolers' cognitive performance. Mothers of 65 infants completed a sleep diary when infants were aged 1 year, and children completed two subscales of the Wechsler Preschool and Primary Scale of Intelligence at 4 years, indexing general cognitive ability and complex executive functioning. Consistent with hypotheses, children getting higher proportions of their sleep at night as infants were found to perform better on executive functions, but did not show better general cognition. Relations held after controlling for family socioeconomic status and prior cognitive functioning. These findings suggest that the special importance of sleep for higher order cognition, documented among adults, may appear very early in life. 相似文献
2.
Tracing Differential Pathways of Risk: Associations Among Family Adversity,Cortisol, and Cognitive Functioning in Childhood 
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下载免费PDF全文 Jennifer H. Suor Melissa L. Sturge‐Apple Patrick T. Davies Dante Cicchetti Liviah G. Manning 《Child development》2015,86(4):1142-1158
Guided by family risk and allostasis theoretical frameworks, the present study utilized a prospective longitudinal design to examine associations among family risk experiences, basal cortisol patterns, and cognitive functioning in children. The sample included 201 low‐income children living within a midsize city in the Northeastern United States. Children were assessed at ages 2, 3, and 4 years. Growth‐mixture modeling analyses revealed three basal cortisol patterns (elevated, moderate, low) and these remained relatively stable across time. Exposure to greater levels of family instability and maternal unresponsiveness predicted elevated and low cortisol patterns, which were associated with lower child cognitive functioning at age 4. Findings have implications for family risk processes that may underlie risk‐related disparities in child cognitive outcomes. 相似文献
3.
Each year thousands of children are evaluated or reevaluated utilizing the current edition of the Wechsler Intelligence Scale to determine their eligibility for gifted programs. The Wechsler Intelligence Scale for Children-III (1991) is new enough that only limited research is available on how it compares to the previously used Wechsler Intelligence Scale for Children-Revised (1974). The purpose of this study was to determine the comparability between the previously dominant intelligence scale, the WISC-R, and the revised WISC-III with gifted children. The results of this study indicate that the latest revision (WISC-III) and the earlier version (WISC-R) produce remarkably similar scale and subtest scores when administered under clinical conditions to gifted children. All 51 children determined eligible through the administration of one of these two Wechsler tests would have been eligible for services had the other test been administered. The Verbal and Performance scale IQ scores were within two points of each other across the two test administrations, while only a one-point difference existed between the Full Scale IQ scores. The Arithmetic, Comprehension, and Object Assembly subtest scores were in high agreement across the two administrations (p<.01). The level of agreement between some subtests across the two administrations suggests that clinical judgment is just as important as scores in considering who is eligible for gifted programs. 相似文献
4.
Michael Simpson Dominic A. Carone William J. Burns Traci Seidman Doil Montgomery Alfred Sellers 《Psychology in the schools》2002,39(5):515-524
The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc. 相似文献
5.
Multigenerational Effects on Children's Cognitive and Socioemotional Outcomes: A Within‐Child Investigation 下载免费PDF全文
下载免费PDF全文 Associations between grandparental investment and child outcomes were investigated using three waves of a longitudinal British Millennium Cohort Study that included children between the ages of 9 months and 5 years (n = 24,614 person‐observations from 13,744 children). Grandparental investment was measured by parent–grandparent contact frequency and grandparental financial support. Child cognitive development was measured using the British Ability Scale and socioemotional outcomes using the Strength and Difficulties Questionnaire. Grandparental investment was associated with improved cognitive and socioemotional outcomes among children. However, these associations occurred because of between‐person effects and did not exist in within‐person analyses that compared the same children over time. The results are discussed in terms of their contribution to multigenerational relationships research. 相似文献
6.
Nelson Cowan 《Child development》2021,92(6):2268-2283
The Wechsler Preschool and Primary Scale of Intelligence, 4th ed. includes two measures of working memory normed on children 2;6–7;7. The present analyses of the typically developing children (N = 1,591, 812 female, 779 male, with an ethnic distribution approximating the United States) provide new, theoretically important information about these working memory tasks, Picture Memory and Zoo Locations. These new analyses establish developmental trends, individual-difference properties, and cognitive task properties. They show comparable developmental trends for the two tasks, but Picture Memory picks up more individual-difference variation and is more sensitive to knowledge. This analysis of normed tasks starting very young makes possible new methods for research on the early stages of childhood working memory development, about which little is currently known. 相似文献
7.
The study investigated whether age at attainment of 20 developmental milestones within the areas of language, walking, eating, dressing, social interaction, and toilet training was associated with adult intelligence. Mothers of 821 children of the Copenhagen Perinatal Cohort recorded 20 developmental milestones at a 3‐year examination, and all children were administered the Wechsler Adult Intelligence Scale when they were 20–34 years old. Later attainment of a number of milestones was associated with lower adult IQ with the strongest associations found for those related to language and social interaction. The adjusted full‐scale IQ means were 107.0, 101.8, and 100.6 for being able to form a sentence at less than 24 months, at 24 months, and later than 24 months. 相似文献
8.
Caregiver Talk and Medical Risk as Predictors of Language Outcomes in Full Term and Preterm Toddlers 下载免费PDF全文
下载免费PDF全文 Katherine A. Adams Virginia A. Marchman Elizabeth C. Loi Melanie D. Ashland Anne Fernald Heidi M. Feldman 《Child development》2018,89(5):1674-1690
This study examined associations between caregiver talk and language skills in full term (FT) and preterm (PT) children (n = 97). All‐day recordings of caregiver–child interactions revealed striking similarities in amount of caregiver talk heard by FT and PT children. Children who heard more caregiver talk at 16 months demonstrated better knowledge‐ and processing‐based language skills at 18 months. The unique contributions of caregiver talk were tempered by medical risk in PT children, especially for processing speed. However, there was no evidence that birth status or medical risk moderated the effects of caregiver talk. These findings highlight the role of caregiver talk in shaping language outcomes in FT and PT children and offer insights into links between neurodevelopmental risk and caregiver–child engagement. 相似文献
9.
Anna D. Johnson Wen‐Jui Han Christopher J. Ruhm Jane Waldfogel 《Child development》2014,85(6):2140-2150
This study is the first to test whether receipt of a federal child care subsidy is associated with children of immigrants' school readiness skills. Using nationally representative data (n ≈ 2,900), this study estimates the associations between subsidy receipt at age 4 and kindergarten cognitive and social outcomes, for children of immigrant versus native‐born parents. Among children of immigrants, subsidized center‐based care (vs. subsidized and unsubsidized home‐based care) was positively linked with reading. Among children of native‐born parents, those in subsidized center care displayed poorer math skills than those in unsubsidized centers, and more externalizing problems than those in unsubsidized home‐based care. 相似文献
10.
Howard Carvajal Kathleen Hardy Kathy L. Smith Kenneth A. Weaver 《Psychology in the schools》1988,25(2):129-131
A kindergarten class of 9 boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of 6 correlations of total scores and subtest pairs, only the correlation of total scores was statistically significant (p<.01). 相似文献
11.
Three experiments examined 4‐ to 6‐year‐olds' use of potential cues to geographic background. In Experiment 1 (N = 72), 4‐ to 5‐year‐olds used a speaker's foreign accent to infer that they currently live far away, but 6‐year‐olds did not. In Experiment 2 (N = 72), children at all ages used accent to infer where a speaker was born. In both experiments, race played some role in children's geographic inferences. Finally, in Experiment 3 (N = 48), 6‐year‐olds used language to infer both where a speaker was born and where they currently live. These findings reveal critical differences across development in the ways that speaker characteristics are used as inferential cues to a speaker's geographic location and history. 相似文献
12.
The Processing Speed Index (PSI) was first introduced on the Wechsler Intelligence Scale, Third Edition (WISC‐III; D. Wechsler, 1991), and little is known about its clinical significance. In a referred sample (N = 980), children with neurological disorders (ADHD, autism, bipolar disorder, and LD) had mean PSI and Freedom from Distractibility Index (FDI) scores that were below the group mean IQ and lower than Verbal Comprehension (VCI) and Perceptual Organization (POI). For these groups, Coding was lower than Symbol Search. The majority of these children had learning, attention, writing, and processing speed weaknesses. This pattern was not found in the other clinical groups. For children with depression, only PSI was low. Children with anxiety disorders, oppositional‐defiant disorder, and mental retardation had no PSI weakness. PSI and POI were both low in children with traumatic brain injury and spina bifida. Implications for a revision of the WISC‐III (WISC‐IV; D. Wechsler, 2003) are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 333–343, 2005. 相似文献
13.
E. Mark Mahone Teresa L. Miller Christine W. Koth Stewart H. Mostofsky Melissa C. Goldberg Martha B. Denckla 《Psychology in the schools》2003,40(4):331-340
Reviews involving the Wechsler Scales for children suggest that Full Scale IQ scores on the Wechsler Intelligence Scale for Children, Third Edition, average 5 to 6 points lower than scores on the second edition of the scale [WISC‐R, Wechsler, D. (1974). Zimmerman & Woo‐Sam, 1997], with the differences distributed disproportionately over subtests, i.e., with larger discrepancies found within the Performance Scale (Wechsler, 1991). Changes on the revised subtests of the WISC‐III Performance Scale may place children with ADHD at a disadvantage compared to their performance on analogous WISC‐R subtests. We examined IQ test performance in 122 unmedicated children with ADHD (61 given the WISC‐R, 61 given the WISC‐III), and 46 children from a healthy, comparison group (23 given the WISC‐R, 23 given the WISC‐III). The ADHD and comparison group samples were matched for sex and for Verbal IQ between WISC‐R and WISC‐III. Children with ADHD had significantly lower Performance IQ on WISC‐III compared to the WISC‐R, with the Picture Arrangement subtest showing the most significant difference. In contrast, there were no significant differences between the WISC‐R and WISC‐III cohorts on Performance IQ or any Performance subtests among the comparison group. These findings highlight the importance of examining the comparability of ability test revisions among clinical and non‐clinical populations, and will be especially salient when the WISC‐III is revised. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 331–340, 2003. 相似文献
14.
The Dumont‐Faro short form was used to estimate Wechsler Intelligence Scales for Children‐III (WISC‐III) Full Scale IQ scores for 45 special education students in a rural setting. Using the validation criteria proposed by Resnick and Entin (1971), results demonstrated that IQ scores generated by the Dumont‐Faro short form were positively correlated (r= .96) with the WISC‐III Full Scale scores. A significant mean difference in scores and an IQ misclassification rate of 44%, however, challenge the utility of the Dumont‐Faro short form for estimating WISC‐III Full Scale IQ. © 2001 John Wiley & Sons, Inc. 相似文献
15.
High scores on the Adolescent‐School Problems (A‐Sch) content scale and the Immaturity (IMM) supplementary scale of the MMPI‐A have been associated with poor school performance and possible learning disabilities (Archer, 1997). The aim of the present study was to determine whether these scales were associated with cognitive performance as measured by the WISC‐III. Subjects completed the Wechsler Intelligence Scale for Children, Third Edition (WISC‐III) and the MMPI‐A. Their scores for the WISC‐III sub‐tests and SCAD were calculated. The A‐Sch content and the IMM supplementary scales were extracted from the MMPI‐A. The results indicated that A‐Sch was associated with lower WISC‐III scores in males and predicted poorer performance in Full Scale IQ (FIQ), Verbal IQ (VIQ), Information, and Arithmetic. For females however, there was little evidence to suggest a relationship between A‐Sch and cognitive performance. The association between IMM and the WISC‐III sub‐tests was found to be a result of its correlation with A‐Sch. The implications of these findings, in particular, those involving gender differences, were discussed. © 1999 John Wiley & Sons, Inc. 相似文献
16.
Rosemary Flanagan 《Psychology in the schools》1995,32(1):5-11
Little literature addresses the difficulty of conducting an unbiased assessment of youngsters whose second language is English but who are conversational in English and no longer qualify for English as a Second Language services. Academic difficulty frequently persists, although the children appear functional in English. The use of the Kaufman Assessment Battery for Children (K-ABC) is discussed in relation to the Wechsler Intelligence Scale as a second measure of cognitive ability for youngsters of various linguistic backgrounds. In the cases presented, the use of the K-ABC illustrated that the youngsters had higher cognitive ability than was measured by the Wechsler Intelligence Scale for Children-Revised (WISC-R), which in turn guided educational decisions. Additionally, the utility of the K-ABC for assessing youngsters from linguistic backgrounds that may not be adequately represented in the norm sample is suggested. Implications for school psychology practice are discussed. 相似文献
17.
Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group. 相似文献
18.
This study used a British cohort (n = ～13,000) to investigate the association between child care during infancy and later cognition while controlling for social selection and missing data. It was found that attending child care (informal or center based) at 9 months was positively associated with cognitive outcomes at age 3 years, but only for children of mothers with low education. These effects did not persist to ages 5 or 7 years. Early center‐based care was associated with better cognitive outcomes than informal care at ages 3 and 5 years, but not at 7 years. Effect sizes were larger among children whose mother had low education. Propensity score matching and multiple imputation revealed significant findings undetected using regression and complete‐case approaches. 相似文献
19.
The Wechsler Intelligence Scale for Children-Revised (WISC-R) was administered to 56 learning disabled children, using standard assessment procedures and format as outlined by Wechsler. Abbreviated IQ scores were then derived by applying the Kennedy-Elder formula, and equation that uses five WISC-R subtests with varied weightings. Comparisons between the standard IQ scores and the abbreviated IQ scores were evaluated. A Pearson product-moment correlation coefficient of .83 and a non-significant t-test between the mean IQs suggested the two scores were interchangeable. However, frequent IQ classification changes (23%) rendered the K-E format unacceptable for this population. 相似文献
20.
Claire Lavin 《Psychology in the schools》1996,33(2):119-123
The Wechsler Intelligence Scale for Children-Third Edition (WISC-III; Wechsler, 1991) and the Kaufman Test of Educational Achievement (K-TEA; Kaufman & Kaufman, 1985) are commonly used in the identification of children for special educational services. However, there is little evidence about the relationship between these two tests among children with handicapping conditions. This study examined the relationship between the WISC-III IQs and K-TEA standard scores in a sample of 72 children with emotional handicaps. The results revealed a significant positive relationship between scores on these instruments. © 1996 John Wiley & Sons, Inc. 相似文献