Assessing the Science Proficiency of Teacher-hopeful Undergraduates in Japan Using the Results of the National School Achievement Test 2015

ABSTRACT Objective: To characterize patients with syndromic craniosynostosis with respect to their neuropsycholinguistic abilities and to present these findings together with the brain abnormalities. Methods: Eighteen patients with a diagnosis of syndromic craniosynostosis were studied. Eight patients had Apert syndrome and 10 had Crouzon syndrome. They were submitted to phonological evaluation, neuropsychological evaluation and magnetic resonance imaging of the brain. The phonological evaluation was done by behavioral observation of the language, the Peabody test, Token test and a school achievement test. The neuropsychological evaluation included the WISC III and WAIS tests. Results: Abnormalities in language abilities were observed and the school achievement test showed abnormalities in 66.67% of the patients. A normal intelligence quotient was observed in 39.3% of the patients, and congenital abnormalities of the central nervous system were observed in 46.4% of the patients. Conclusion: Abnormalities of language abilities were observed in the majority of patients with syndromic craniosynostosis, and low cognitive performance was also observed.

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A Comparison of the Predictive Validity of the Revised Stanford-Binet Intelligence Scale and the Illinois Test of Psycholinguistic Abilities

Council review ◽

10.1177/001440296903500701 ◽

1969 ◽

Vol 35 (7) ◽

pp. 517-521 ◽

Cited By ~ 17

Author(s):

Alfred Hirshoren ◽

Herman M. Adler

Keyword(s):

Predictive Validity ◽

School Achievement ◽

Achievement Test ◽

Kindergarten Children ◽

Multiple Correlation ◽

Intelligence Scale ◽

Language Deficit ◽

Remedial Programs ◽

Primary Form

The Illinois Test of Psycholinguistic Abilities and the 1960 revision of the Stanford-Binet Intelligence Scale were administered to 40 Caucasian kindergarten children. Two years later the children were tested with the California Achievement Test, Lower Primary Form. The results indicate that the Total Language Score of the ITPA is at least as valid a predictor of school achievement as is the Stanford-Binet IQ. Using stepwise multiple correlation with the ITPA subtests increases the predictive validity of the ITPA. The ITPA has the added advantage of noting specific areas of language deficit so that remedial programs for individual children may be developed.

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An Empirical Study of the Zajonc-Markus Hypothesis for Achievement Test Score Declines

American Educational Research Journal ◽

10.3102/00028312017001005 ◽

1980 ◽

Vol 17 (1) ◽

pp. 5-19 ◽

Cited By ~ 10

Author(s):

Gerald J. Melican ◽

Leonard S. Feldt

Keyword(s):

High School ◽

Empirical Study ◽

Test Scores ◽

Test Score ◽

Intellectual Development ◽

School Achievement ◽

Achievement Test ◽

High School Achievement ◽

Child Spacing ◽

Achievement Test Score

Zajonc has proposed that the decline in high school achievement since 1965 can be explained by the trend from 1947 to 1962 toward larger, closer-spaced families. This deduction is based on the Zajonc-Markus theory relating child spacing to intellectual development. The present study tested this theory with data on students in Iowa high schools. The size of the interval between children was found in selected instances to be related to achievement in families of three or more children, but the results were not consistent for every family size nor from child to child in the birth sequence. Overall, the results raise doubt that population trends in child spacing account for the decline in achievement test scores.

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High School Achievement Test.

Journal of Educational Sociology ◽

10.2307/2961109 ◽

1930 ◽

Vol 3 (7) ◽

pp. 442

Author(s):

Forrest E. Long ◽

W. W. D. Sones ◽

David P. Harry

Keyword(s):

High School ◽

School Achievement ◽

Achievement Test ◽

High School Achievement

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