Gender differences in cognitive abilities of reading-disabled twins     

J. C. DeFries  Sally J. Wadsworth  Jacquelyn J. Gillis 《Annals of dyslexia》1990,40(1):216-228

Gender differences were assessed in three research-identified samples of children who were members of twin pairs: (1) 120 male and 124 female probands from same-sex identical and fraternal twin pairs in which at least one member of each pair is reading disabled; (2) a comparison sample of 148 males and 161 females from same-sex twin pairs with no history of reading problems; and (3) 34 pairs of opposite-sex fraternal twin pairs in which at least one member of each pair is reading disabled. Results of multivariate analyses of variance of psychometric test data from the two samples of same-sex twin pairs, in which the male and female subjects were reared in different homes, suggest that profiles of gender differences are similar in reading-disabled and control children. Moreover, this pattern of gender differences also tended to occur in opposite-sex twin pairs, who shared prenatal, as well as early postnatal, environmental influences. In general, reading-disabled males obtained higher average scores than affected females on Wechsler (1974, 1981) Verbal and Performance IQ, but lower scores on Reading Recognition and Spelling subtests of the Peabody Individual Achievement Test (Dunn and Markwardt 1970). With regard to the Wechsler subtests, reading-disabled males achieved higher average scores on Information, Picture Completion, Block Design, and Object Assembly, but lower scores on Coding. Although significant and relatively consistent gender differences in cognitive measures were found in three samples included in this study, these differences account for only a small portion of the observed variance. This work was supported in part by a program project grant from NICHD (HD-11681), and the report was prepared while J.J. Gillis was supported by NICHD training grant HD-07289.  相似文献   

The Relationship Between IQ,Homework, Aspirations and Academic Achievement for Chinese,Vietnamese and Anglo-Celtic Australian School Children     

Justine Dandy  Ted Nettelbeck 《教育心理学》2002,22(3):267-275

Flynn (1991) proposed that students from Asian cultural backgrounds typically achieve at higher levels than non-Asian students with the same IQs. This study investigated relationships between IQ, study time, educational and occupational aspirations, and academic achievement among Australian school children ( n = 160) from Chinese, Vietnamese and Anglo-Celtic backgrounds. Mathematics grades for Chinese and Vietnamese Australian children were higher. They spent more time studying and were more likely to desire an occupation requiring tertiary qualifications than Anglo-Celtic Australian peers. Consistent with Flynn's hypothesis, students from Asian backgrounds obtained higher mathematics grades than their Anglo-Celtic Australian peers with the same IQ. However, study and occupational aspirations formed only part of a more complex socio-cultural package that contributed to group achievement differences. Parents' support for studying and aspirations may interact with these factors to produce high achievement.  相似文献   

Reflecting on Scientific Thinking: Children's Understanding of the Hypothesis-Evidence Relation   总被引：1，自引：1，他引：1  

Ted Ruffman  Josef Perner  David R. Olson  Martin Doherty 《Child development》1993,64(6):1617-1636

3 experiments were carried out to examine children's understanding of the role of covariation evidence in hypothesis formation. Previous research suggested that it is not until 8 to 11 years of age that children begin to understand how a given pattern of covariation supports a particular hypothesis about which factor is causally responsible for an observed effect. Experiments 1 to 3 employed a different (fake evidence) technique than previous research and showed that by 6 years of age most children understand how evidence would lead a story character to form a different hypothesis than the subject's own. Experiment 3 showed that most 6- and young 7-year-olds understand how a character's future actions (e.g., choice of an object) and predictions of future outcomes depend on the hypothesis he or she holds.  相似文献   

Is there an impact of household computer ownership on children's educational attainment in Britain?     

John Schmitt  Jonathan Wadsworth   《Economics of Education Review》2006,25(6):659-673

If personal computers (PCs) are used to facilitate learning, then a home computer might be considered a potential input in an educational production function. Using data on British youths from the British Household Panel Survey between 1991 and 2001, this paper explores the link between ownership of a home computer at ages 15 and 17 and subsequent educational attainment in the principal British school examinations taken at ages 16 (GCSEs) and 18 (A-levels). The data show a significant positive association between PC ownership and the number of GCSEs obtained and with the probability of passing five or more GCSEs. These results survive a set of robustness tests, including using other household durables and “future” PC ownership as proxies for household wealth and other unobservable household level effects. Home computer ownership is also associated with a significant increase in the probability of passing at least one A-level and with an increase in the probability of successfully completing three or more A-levels, conditional on having passed at least one A-level.  相似文献   

Electronic encyclopedias     

Michele Wolfe  Gail Stringer  Ted Hickman 《TechTrends》1991,36(5):59-61

Summary This examination of electronic encyclopedias has led to several interesting observations that may be made for each encyclopedia. TheCompton’s product is considered to be the product most accessible by lower level elementary school students. Its audio and visual features are considered most important for purchase decision-making and turn out to be the most useful features after the purchase. BothWorld Book andGrolier’s are comparable in the suggestion of a minimum grade level appropriate for use (at the fourth or fifth grade levels), suggesting that reading is not the only ability needed to operate either product to its fullest extent. For bothWorld Book andGrolier’s, the boolean searching, keyword searching, quick reference and quality of the screen display features were important purchase considerations. Hardware compatibility and price, while rated important, may prove to be the factors that determine whether an electronic encyclopedia is purchased at all (since all products evaluated were roughly the same price and all ran on IBM hardware). The majority ofWorld Book users considered only the dictionary feature to be useful after purchase.Grolier’s users considered boolean and keyword searching, menu searching, and help screens to be most useful.  相似文献   

Word reading and reading comprehension: stability, overlap and independence     

Rebecca S. Betjemann  Erik G. Willcutt  Richard K. Olson  Janice M. Keenan  John C. DeFries  Sally J. Wadsworth 《Reading and writing》2008,21(5):539-558

Longitudinal twin data were analyzed to investigate the etiology of the stability of genetic and environmental influences on word reading and reading comprehension, as well as the stability of those influences on their relationship. Participating twin pairs were initially tested at a mean age of 10.3 years, and retested approximately five years later. Both word reading and comprehension were found to be highly stable, and genetic influences were primarily responsible for that stability. In contrast to studies with younger participants, no unique genetic influences were observed at follow-up testing in this older sample. High genetic correlations were obtained between word reading and reading comprehension at both ages, indicating common genetic influences. However, significant genetic influence on comprehension was also observed, independent of that on word reading. Although the phenotypic relation between the two measures appeared to decline across time, the genetic etiology of this relation was highly stable.  相似文献   

Assessing the psychometric properties of a scenario‐based measure of achievement guilt and shame     

Ted Thompson  Jessica Sharp  James Alexander 《教育心理学》2008,28(4):373-395

In this study, the psychometric properties of the scenario‐based Achievement Guilt and Shame Scale (AGSS) were established. The AGSS and scales assessing interpersonal guilt and shame, high standards, overgeneralization, self‐criticism, self‐esteem, academic self‐concept, fear of failure, and tendency to respond in a socially desirable manner were completed by 322 undergraduate students. A confirmatory factor analysis indicated that a 12‐scenario model had an acceptable fit to the data, with guilt and shame items forming separate, weakly correlated subscales. Each of the guilt and shame subscales of the AGSS demonstrated good internal and test–retest reliability. Good construct validity was also evident, with each subscale uniquely correlating with constructs in ways that were consistent with predictions. Acceptable discriminant validity was also evident. These outcomes provide support for the utility of the AGSS in assessing guilt and shame reactions in achievement situations.  相似文献   

The relation between children's and mothers' mental state language and theory-of-mind understanding   总被引：9，自引：0，他引：9  

Ruffman T  Slade L  Crowe E 《Child development》2002,73(3):734-751

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Literature and poetry     

Freda Briggs  Thomas Crumpler  Ted D. Ayres 《Multicultural Perspectives》2013,15(3):35-39

African American Literature: An Anthology (2nd ed.). Demetrice A. Worley and Jesse Perry, Jr. (compilers), Lincolnwood, IL: NTS Publishing Group, 1998,495 pages plus 108 instructor's manual pages, $29.95 (softcover), ISBN 0–8442–5924–1 (student edition); $32.66 (softcover), ISBN 0–8442‐ 5926–8 (instructor's edition).

Hispanic American Literature: An Anthology. Rudolfo Cortina (compiler), Lincolnwood, IL: NTC Publishing Group, 1998, 414 pages plus 59 instructor's manual pages, $29.95 (softcover), ISBN 0–8442–5730–3 (student edition); $32.66 (sofcover), ISBN 0–8442‐ 5731–1 (instructor's edition).

Keepers. Jeri Hanel Watts and Felicia Marshall, New York: Lee & Low, 1997, 29 pages, $15.95 (hardcover). ISBN 1–8800–0058‐X.

From Direct Action to Affirmative Action. Paul D. Moreno, Baton Rouge: Louisiana State University Press, 1997, 311 pages, $35.00 (hardcover). ISBN 0–8071–2138‐X.  相似文献   

Estimating Reliability When all Test Trials are Administered on the Same Day     

Dr. Ted A. Baumgartner 《Research quarterly for exercise and sport》2013,84(1):222-225

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