Correlations between the Cognitive Abilities Test, Form 3, and the Ross Test of Higher Cognitive Processes for Gifted Students

1983 ◽  
Vol 56 (2) ◽  
pp. 421-422
Author(s):  
Leta A. Lee ◽  
Frances A. Karnes
Keyword(s):  
Cognitive Processes ◽  
Cognitive Abilities ◽  
Gifted Students ◽  
Test Form ◽  
Cognitive Abilities Test ◽  
Elementary Gifted

Scores on the Cognitive Abilities Test, Form 3, Verbal and Non-verbal Batteries correlated with The Ross Test of Higher Cognitive Processes at .44 and .22, respectively, for 79 elementary gifted students in Grades 4 to 6.

scholarly journals Analyse of the Relation between the Coloured Progressive Matrices Test and the Cognitive Abilities Test Form-6 in the Preschool Period of Gifted Children

2018 ◽  
Vol 7 (4) ◽  
pp. 215
Author(s):  
Ahmet Bildiren ◽  
Gozde Inal Kiziltepe
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Age Groups ◽  
Preschool Education ◽  
Gifted Children ◽  
Ability Test ◽  
Test Form ◽  
Preschool Period ◽  
Cognitive Abilities Test ◽  
Culture Independent

The diagnosis of preschool gifted children in Turkey has just come up in recent years. Therefore, there is a need for measurement tools that can be applied during the diagnosis phase of preschool gifted children. The aim of this study was to diagnose the relation between the non-verbal and culture-independent Colour Progressive Matrices Test that's frequently used in the international field during the preschool period and the Cognitive Ability Test Form-6, which is a group of tests that assess the cognitive abilities of children in different age groups including verbal, quantitative and nonverbal dimensions, and which is also used in the diagnosis of gifted children in the international arena, to contribute to the diagnosis of preschool gifted children. The sample of the study consisted of 125 children who attended nine preschool education institutions determined by the socio-economic level (low-middle-high) in the central district Efeler of the province Aydin. The mean age of the children is 4.9 and the standard deviation is .8. 49 of the children were girls (39.2%) and 76 were boys (60.8%). Colour Progressive Matrices Test and Cognitive Abilities Test Form-6 were implemented individually to the children. The study revealed that the tests had correlation, the verbal and quantitative dimensions of the Cognitive Abilities Test Form-6 were found to predict the nonverbal cognitive ability of the Coloured Progressive Matrices Test.

The Age Position Effect: School Entrance Age, Giftedness, and Underachievement

1995 ◽  
Vol 18 (2) ◽  
pp. 171-188 ◽  
Author(s):  
Nancy Symmes Sweeney
Keyword(s):  
School Performance ◽  
Cognitive Abilities ◽  
Classroom Behavior ◽  
Position Effect ◽  
Gifted Students ◽  
Older Students ◽  
Cognitive Abilities Test ◽  
School Entrance ◽  
Minimum Score ◽  
Visual Motor

This article examines the age position debate concerning the school performance of intellectually gifted students who have started school on time (as opposed to early or delayed entrants). All students in this study (grades 2–8) had obtained a minimum score of 129 on the Cognitive Abilities Test (Thorndike & Hagan, 1986). Dependent measures included performance on the Iowa Tests of Basic Skills (Hieronymous, Hoover, & Linquest, 1986), teacher checklists of classroom behavior and handwriting skill. Data were obtained for two groups: older students (with birthdates in the four months immediately following the legal cutoff school entrance date) and younger students (with birthdates in the four months immediately preceding that date). Data analysis (ANOVA) did reveal a significant but nonmeaningful difference between older and younger groups in academic achievement and no significant differences in classroom behavior or visual-motor skill, thus refuting findings of earlier studies on this issue.

Cognitive Abilities of Gifted Students as Measured by the Developing Cognitive Abilities Test

1984 ◽  
Vol 7 (3) ◽  
pp. 170-177
Author(s):  
Frances A. Karnes ◽  
Leta Lee
Keyword(s):  
Research Group ◽  
Cognitive Abilities ◽  
Gifted Students ◽  
Female Students ◽  
Male And Female ◽  
Verbal Abilities ◽  
Spatial Component ◽  
Significant Difference ◽  
Cognitive Abilities Test ◽  
Intellectually Gifted

The Developing Cognitive Abilities Test was administered to 97 intellectually gifted students. Both male and female students achieved their highest scores on the verbal abilities component of the test while males scored higher than females on the spatial component. The research group of gifted students scored significantly higher than the norming group on the four subtests representing knowledge, comprehension, application and analysis; there was no significant difference between the scores for the two groups on the synthesis subtest.

Correlations of Scores on the WISC—R, Stanford-Binet, the Slosson Intelligence Test, and the Developing Cognitive Abilities Test for Intellectually Gifted Youth

1986 ◽  
Vol 58 (3) ◽  
pp. 887-889 ◽  
Author(s):  
Frances A. Karnes ◽  
James E. Whorton ◽  
Billie Bob Currie ◽  
Steven W. Cantrall
Keyword(s):  
Cognitive Abilities ◽  
Gifted Students ◽  
Intelligence Test ◽  
Intelligence Scale ◽  
Cognitive Abilities Test ◽  
Intellectually Gifted ◽  
Gifted Youth

For a sample of 173 intellectually gifted students, percentiles from the Developing Cognitive Abilities Test were correlated with IQs from the Wechsler Intelligence Scale for Children—Revised, Stanford-Binet, and Slosson Intelligence Test—Revised. Although the coefficients of the WISC—R and Slosson with the DCAT tended to be significant, they were too low to have practical meaning and those with Stanford-Binet IQs were nonsignificant.

Correlations of Scores on the Developing Cognitive Abilities Test and the Wechsler Intelligence Scale for Children—Revised for Intellectually Gifted Students

1984 ◽  
Vol 54 (2) ◽  
pp. 373-374 ◽  
Author(s):  
Frances A. Karnes ◽  
Leta A. Lee
Keyword(s):  
Spatial Ability ◽  
Cognitive Abilities ◽  
Gifted Students ◽  
Full Scale ◽  
Intelligence Scale ◽  
Cognitive Abilities Test ◽  
Intellectually Gifted

The Spatial Ability area of the Developing Cognitive Abilities Test gave small correlations of .22 with the WISC-R Performance IQ and .32 with the WISC-R Full Scale IQ for 77 intellectually gifted students in Grades 5 to 8. Other correlations among measures were negligible.

Reliability of MTurk Data From Masters and Workers

2020 ◽  
Vol 41 (1) ◽  
pp. 30-36
Author(s):  
Steven V. Rouse
Keyword(s):  
Cognitive Abilities ◽  
Online Survey ◽  
Quality Data ◽  
Standard Samples ◽  
Online Data ◽  
Approval Ratings ◽  
Cognitive Abilities Test ◽  
Elite Status ◽  
Master Status ◽  
Amazon's Mechanical Turk

Abstract. Previous research has supported the use of Amazon’s Mechanical Turk (MTurk) for online data collection in individual differences research. Although MTurk Masters have reached an elite status because of strong approval ratings on previous tasks (and therefore gain higher payment for their work) no research has empirically examined whether researchers actually obtain higher quality data when they require that their MTurk Workers have Master status. In two different online survey studies (one using a personality test and one using a cognitive abilities test), the psychometric reliability of MTurk data was compared between a sample that required a Master qualification type and a sample that placed no status-level qualification requirement. In both studies, the Master samples failed to outperform the standard samples.

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