Cognitive Development in Children with Brain Damage.

Autor/in	Bortner, Morton
Institution	Yeshiva Univ., New York, NY. Ferkauf Graduate School of Humanities and Social Sciences.
Titel	Cognitive Development in Children with Brain Damage.
Quelle	(1973), (486 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavior Problems; Cognitive Development; Cross Sectional Studies; Elementary Education; Exceptional Child Research; Factor Analysis; Intellectual Development; Intelligence Tests; Learning Disabilities; Longitudinal Studies; Neurological Impairments; Prediction; Psychological Patterns; Reading Ability + Suchen Sie Ihr Suchwort? Schulleistung; Kognitive Entwicklung; Elementarunterricht; Faktorenanalyse; Mental development; Geistige Entwicklung; Intelligence test; Intelligenztest; Learning handicap; Lernbehinderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Neurodegenerative Erkrankung; Vorhersage; Reading competence; Lesekompetenz
Abstract	Presented is a report on a cross-sectional and longitudinal study concerned with the course of intellectual development in 210 children (6-12 years old) educationally designated as brain damaged (learning disabled and/or behavior problems) and assigned to special school placement. The report is divided into four sections which focus on introductory information, stability and change, patterns of abilities, and growth and prediction. Fourteen chapters cover the following topics: subjects, test procedures, and methods; intelligence, achievement, and other variables--a summary for 4 years; longitudinal study of the Wechsler Intelligence Scale for Children (WISC); related literature; relationships of mental abilities, neurological signs, and academic achievement; age-specific relationships of neurological signs and intellectual status; a graphic view of patterns of intellectual functioning; consecutive factor analyses of the WISC for 4 years--R analysis of test variables; factor analysis of the WISC--Q analyses of person variables; Primary Mental Abilities Test patterns of mental ability--a regression analysis; patterns of ability and behavioral status on a classroom-specific basis; predictive value of IQ scores for growth in academic achievement; and prediction of reading abilities. The document also contains 134 tables and 26 figures. (SBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01