scholarly journals A Stimulus-Response Analysis of Letter Reversals

1975 ◽  
Vol 7 (4) ◽  
pp. 329-340 ◽  
Author(s):  
Rosemery O. Nelson ◽  
Arthur Peoples
Keyword(s):  
Sex Differences ◽  
Error Analysis ◽  
Grade Level ◽  
Similar Pattern ◽  
Normative Data ◽  
Kindergarten Children ◽  
Response Analysis ◽  
Stimulus Response ◽  
Lower Case ◽  
Response Modes

Kindergarten, first, second, and third grade children (n = 36 per grade level) gave eight types of responses to five categories of letter stimuli, including high and low confusion capital and lower-case letters and frequently reversed letters. An error analysis of these normative data revealed that reversal letters produced more errors than other types of graphic stimuli only for kindergarten children. There was a similar pattern of errors in response to both reversal and other types of letter stimuli: Number of errors deceased as grade level increased; there were no sex differences; and the eight response types produced differing numbers of errors. It was suggested that letter reversals be remediated by first ascertaining the response modes in which letter reversals occur for each child.

Auditory Perception of Rhyming in Kindergarten Children

1973 ◽  
Vol 16 (3) ◽  
pp. 482-487 ◽  
Author(s):  
June D. Knafle
Keyword(s):  
Sex Differences ◽  
Auditory Perception ◽  
Kindergarten Children ◽  
Different Types ◽  
Consonant Sounds

One hundred and eighty-nine kindergarten children were given a CVCC rhyming test which included four slightly different types of auditory differentiation. They obtained a greater number of correct scores on categories that provided maximum contrasts of final consonant sounds than they did on categories that provided less than maximum contrasts of final consonant sounds. For both sexes, significant differences were found between the categories; although the sex differences were not significant, girls made more correct rhyming responses than boys on the most difficult category.

Sex Differences in Rotary Pursuit Performance of Young Children: A Follow-up

1968 ◽  
Vol 26 (3_suppl) ◽  
pp. 1199-1202 ◽  
Author(s):  
Stephen H. Davol ◽  
Susan L. Breakell
Keyword(s):  
Sex Differences ◽  
Middle Class ◽  
Young Children ◽  
Grade Level ◽  
Rest Period ◽  
Lower Class ◽  
Rotary Pursuit

A 30-rpm or a 45-rpm rotary pursuit task was given to 72 boys and 72 girls from Grades 1 to 5 of a lower-class and a middle-class school; each S was given 5 125-sec. trials with a 1-min. rest period between trials. Analyses of time-on-target showed a different pattern of results for each school. No significant sex differences were found except through interaction with sex of E. Level of performance was determined primarily by speed of rotation and grade level of S, but there was a lag in performance of Ss from the first two grades of the lower-class school.

Field Dependence among Male and Female Alcoholics: II. Norms for the Rod-and-Frame Test

1976 ◽  
Vol 43 (2) ◽  
pp. 399-402 ◽  
Author(s):  
George R. Jacobson ◽  
Ann Van Dyke ◽  
Theodore G. Sternbach ◽  
Russell Brethauer
Keyword(s):  
Sex Differences ◽  
Field Dependence ◽  
Normative Data ◽  
Male And Female ◽  
Field Dependent ◽  
Perceptual Style ◽  
Males And Females ◽  
Rod And Frame Test ◽  
Rod And Frame

402 males and 160 females hospitalized for treatment of alcoholism were tested in a standardized manner on the Rod-and-frame test as a means of supplementing an earlier report of normative data on perceptual style among male alcoholics. When their performance was contrasted with that of normal and psychiatric samples, alcoholics were clearly the most field dependent of all groups studied. Statistically significant sex differences justify the need for separate norms for males and females.

Note on Normative Data of Tests Measuring Flexibility in Cognitive Processes

1964 ◽  
Vol 14 (3) ◽  
pp. 741-742 ◽  
Author(s):  
Allen Jack Edwards ◽  
Paula Parks
Keyword(s):  
Sex Differences ◽  
Cognitive Processes ◽  
Normative Data ◽  
Correlation Coefficients ◽  
Object Naming ◽  
Thought Process ◽  
Total Group ◽  
Two Measures

Using 149 undergraduates, normative data were gathered on two measures of flexibility in the thought process, Guilford's Association IV and Object Naming. The distributions of scores were positively displaced, with differences between means being small and statistically non-significant. Product-moment correlation coefficients were statistically significant ( p = .01) for the total group, for men, and for women. No sex differences were found.

Sex Differences in Neurophysiological Activation Patterns During Phonological Input Processing: An Influencing Factor for Normative Data

2015 ◽  
Vol 44 (8) ◽  
pp. 2207-2218 ◽  
Author(s):  
Annelies Aerts ◽  
Pieter van Mierlo ◽  
Robert J. Hartsuiker ◽  
Patrick Santens ◽  
Miet De Letter
Keyword(s):  
Sex Differences ◽  
Normative Data ◽  
Influencing Factor ◽  
Activation Patterns ◽  
Input Processing

scholarly journals How Do Students React When Their Performance Is Worse or Better Than Expected?

2020 ◽  
Vol 52 (1-2) ◽  
pp. 1-11
Author(s):  
Martin Pinquart ◽  
Julia C. Koß ◽  
Helena Block
Keyword(s):  
Sex Differences ◽  
Negative Feedback ◽  
Grade Level ◽  
Sixth Graders ◽  
Feedback Condition ◽  
Future Research ◽  
Protective Effects ◽  
And Coping ◽  
Better Than

Abstract. We analyzed grade level and sex differences for changes in expectations and coping with expectation violations, based on the ViolEx model. A sample of 114 third to sixth graders (male, n = 44, 38.6 %; female, n = 70, 61.4 %) reported their expected achievement in trials with no feedback, worse-than-expected achievement feedback, and better-than-expected feedback. Expectations improved across the no-feedback and better-than-expected feedback trials, and deteriorated across worse-than-expected trials. While expectation change did not vary by grade level or sex, reported coping with expectation violation did vary, and pupils of younger years reported higher attempts to fulfill their expectations (assimilative behavior). Immunization against worse-than-expected feedback was associated with higher expectations in the negative-feedback condition, but protective effects of immunization were lost with an increasing number of expectation violations. In addition, higher willingness to reduce one’s expectations (accommodation) inhibited the update of expectations after receiving better-than-expected feedback. Conclusions for future research are drawn.

The Token and Reporter's Tests Using Two Scoring Conventions

1985 ◽  
Vol 16 (4) ◽  
pp. 227-243
Author(s):  
Linda S. Jordan ◽  
Penelope K. Hall
Keyword(s):  
Grade Level ◽  
Normative Data ◽  
Token Test

The performance of 286 children on the 36-item DeRenzi and Faglioni form of the Token Test and the 26-item DeRenzi and Ferrari Reporter's Test were analyzed. Two different scoring conventions were compared: number correct versus weighted scores. Normative data are presented by grade level and age. Also provided are specific administration and scoring procedures.

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