A longitudinal study of the relationships between psychometric test scores, offence history and the plasma concentrations of phenylacetic and 5-hydroxyindoleacetic acids in seven inmates of a prison for the psychiatrically disturbed

1993 ◽  
Vol 17 (4) ◽  
pp. 619-IN4 ◽  
Author(s):  
Bruce A. Davis ◽  
David A. Durden ◽  
Ken Pease ◽  
Peter H. Yu ◽  
Chris Green ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Test Scores ◽  
Plasma Concentrations ◽  
Psychometric Test

Understanding Terminal Decline in Cognition and Risk of Death

2006 ◽  
Vol 11 (3) ◽  
pp. 164-171 ◽  
Author(s):  
Patrick Rabbitt ◽  
Mary Lunn ◽  
Danny Wong
Keyword(s):  
Risk Factors ◽  
Longitudinal Study ◽  
Test Scores ◽  
Intelligence Test ◽  
Practice Effects ◽  
Risk Of Death ◽  
Risk Of Mortality ◽  
Impending Death ◽  
Intelligence Test Scores ◽  
Reduced Risk

There is new empirical evidence that the effects of impending death on cognition have been miscalculated because of neglect of the incidence of dropout and of practice gains during longitudinal studies. When these are taken into consideration, amounts and rates of cognitive declines preceding death and dropout are seen to be almost identical, and participants aged 49 to 93 years who neither dropout nor die show little or no decline during a 20-year longitudinal study. Practice effects are theoretically informative. Positive gains are greater for young and more intelligent participants and at all levels of intelligence and durations of practice; declines in scores of 10% or more between successive quadrennial test sessions are risk factors for mortality. Higher baseline intelligence test scores are also associated with reduced risk of mortality, even when demographics and socioeconomic advantage have been taken into consideration.

scholarly journals Changes in Rod and Frame Test Scores Recorded in Schoolchildren during Development – A Longitudinal Study

PLoS ONE ◽  
2013 ◽  
Vol 8 (5) ◽  
pp. e65321 ◽  
Author(s):  
Jeff Bagust ◽  
Sharon Docherty ◽  
Wayne Haynes ◽  
Richard Telford ◽  
Brice Isableu
Keyword(s):  
Longitudinal Study ◽  
Test Scores ◽  
Rod And Frame Test ◽  
Rod And Frame

scholarly journals Intelligence Test Scores Before and After Alcohol‐Related Disorders—A Longitudinal Study of Danish Male Conscripts

2019 ◽  
Vol 43 (10) ◽  
pp. 2187-2195
Author(s):  
Marie Grønkjær ◽  
Trine Flensborg‐Madsen ◽  
Merete Osler ◽  
Holger Jelling Sørensen ◽  
Ulrik Becker ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Test Scores ◽  
Intelligence Test ◽  
Before And After ◽  
Intelligence Test Scores

Principals in Urban Schools Under Pressure: Relations With Parents in the Era of Test-Based Accountability

2020 ◽  
pp. 004208592093776
Author(s):  
Jordan A. Conwell ◽  
Simone Ispa-Landa
Keyword(s):  
Parent Involvement ◽  
Longitudinal Study ◽  
Parental Involvement ◽  
Urban Schools ◽  
Test Scores ◽  
School Principals ◽  
Instructional Time ◽  
Academic Goals ◽  
Public School Principals ◽  
Chicago Public School

We conducted an inductive analysis of 166 interviews from a longitudinal study of 26 Chicago Public School principals. Test-based accountability pressures played a visible role in principals’ views of and relations with parents. Some principals reported banning parents from classrooms based on the need to protect instructional time to raise test scores; others thought more parental involvement would help their school reach its academic goals. Viewing principals in urban schools as street-level bureaucrats who have discretion in how they implement policy demands offers a way to understand variation in principals’ decisions about parent involvement.

Psychometric Test Scores and School Behavior of Girls Identified as Daydreamers by Their Teachers

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1307-1313 ◽  
Author(s):  
Alan Leviton ◽  
Jane Schulman ◽  
Paula Yaney ◽  
Ruth Strassfeld
Keyword(s):  
Peer Relations ◽  
Test Scores ◽  
Classroom Teachers ◽  
Psychometric Tests ◽  
School Behavior ◽  
Psychometric Test ◽  
Bender Gestalt Test

14 daydreaming Ss were compared to 14 nondaydreaming Ss according to the results obtained from psychometric tests and school questionnaires. The daydreamers' scores on the Bender-Gestalt test and on the performance section of the WISC were appreciably more variable than those of the nondaydreamers. This implies heterogeneity within the group of daydreamers. According to their classroom teachers, daydreamers were more likely to have problems with flexibility, distraction, ability to persist at a task, peer relations, and arithmetic. These findings suggest that daydreaming does not occur as an isolated entity.

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