Emotional Response to Testing in Gifted and Highly Gifted Children

2021 ◽  
Author(s):  
Cesare Cornoldi ◽  
David Giofrè ◽  
Irene Mammarella ◽  
Enrico Toffalini
Keyword(s):  
Statistical Models ◽  
Emotional Response ◽  
Fifth Graders ◽  
Gifted Children ◽  
Intellectually Gifted ◽  
The Mean ◽  
Standard Deviations ◽  
National Test ◽  
The Relationship ◽  
Practical Implications

Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.

Emotional Response to Testing in Gifted and Highly Gifted Children

2021 ◽  
pp. 001698622110429
Author(s):  
Cesare Cornoldi ◽  
David Giofrè ◽  
Irene Cristina Mammarella ◽  
Enrico Toffalini
Keyword(s):  
Statistical Models ◽  
Emotional Response ◽  
Fifth Graders ◽  
Gifted Children ◽  
Intellectually Gifted ◽  
The Mean ◽  
Standard Deviations ◽  
National Test ◽  
The Relationship ◽  
Practical Implications

Whether intellectually gifted children have a greater emotional response when tested is still unclear. This may be due to the marked heterogeneity of this particular population, and the fact that most studies lack the power to reduce the noise associated with this heterogeneity. The present study examined the relationship between performance and emotional response in 468,423 Italian fifth-graders taking a national test on mathematics and language. Analyses were performed using statistical models with polynomial terms. Special attention was paid to estimating the mean emotional response of the children who were gifted (1.5-2.5 standard deviations above the mean) or highly gifted (more than 2.5 standard deviations above the mean). The results showed that, although a lower emotional response correlated with a higher achievement, this relationship is nonlinear, and the estimates for gifted and highly gifted children were virtually the same. Girls showed a greater emotional response than boys on all levels of performance. The theoretical and practical implications of these findings are discussed.

On the realizability of pressure–strain closures

2014 ◽  
Vol 755 ◽  
pp. 535-560 ◽  
Author(s):  
Aashwin A. Mishra ◽  
Sharath S. Girimaji
Keyword(s):  
Statistical Models ◽  
Flow Stability ◽  
Mean Flow ◽  
Model Formulation ◽  
Closure Model ◽  
Two Component ◽  
The Mean ◽  
The Relationship ◽  
Rapid Pressure ◽  
Domain Of Validity

AbstractThe realizability condition for statistical models of turbulence is augmented to ensure that not only is the Reynolds stress tensor positive semi-definite, but the process of its evolution is physically attainable as well. The mathematical constraints due to this process realizability requirement on the rapid pressure strain correlation are derived. The resulting constraints reveal important limits on the inter-component energy transfer and the consequent flow stability characteristics, as a function of the mean flow. For planar mean flows, the realizability constraints are most stringent for the case of purely sheared flows rather than elliptic flows. The relationship between the constraints and flow stability is explained. Process realizability leads to closure model guidance not only at the two-component (2C) limit of turbulence (as in the classical realizability approach) but throughout the anisotropy space. Consequently, the domain of validity and applicability of current models can be clearly identified for different mean flows. A simple framework for incorporating these process realizability constraints in model formulation is outlined.

scholarly journals Adversité Familiale et Troubles du Comportement au Début de la Période de Fréquentation Scolaire

1992 ◽  
Vol 11 (1) ◽  
pp. 45-62 ◽  
Author(s):  
Frank Vitaro ◽  
Richard E. Tremblay ◽  
Claude Gagnon
Keyword(s):  
Composite Index ◽  
Family Adversity ◽  
Early School ◽  
The Mean ◽  
Standard Deviations ◽  
Same Gender ◽  
The Stability ◽  
Grade One ◽  
Troubles Du Comportement ◽  
The Relationship

The aims of this research were twofold: to investigate the relationship between family adversity (based on a composite index) and the number of teacher-rated behaviourally disordered children in kindergarten and to examine the relationship between family adversity and the stability of behavioural disorders from kindergarten to grade one. The sample was comprised of 3,026 children who were rated by their kindergarten and grade one teachers on three behavioural dimensions (aggressiveness-disruptiveness—13 items; anxiety-withdrawal—6 items; prosociality—10 items) using the Preschool Behavior Questionnaire (Behar & Stringfield, 1974) and the Pro-social Behavior Questionnaire (Weir & Duveen, 1981). The Family Adversity Index (FAI) was based on information provided by mothers pertaining to family structure, parents' occupation, parents' education level, and parents' age at the birth of the child. According to teacher ratings, children who obtained a score of 1.5 standard deviations above the mean of their same-gender classmates on the aggressiveness-disruptiveness and anxiety-withdrawal scales or 1.5 standard deviations below the mean of their same-gender classmates on the prosociality scale were classified as extremes on each of these dimensions. These were termed the “extreme cases.” Results showed that the number of extreme cases on the aggressiveness-disruptiveness scale in kindergarten was significantly related to FAI for both genders. Moreover, the number of extreme aggressive-disruptive cases who remained extreme after making the transition to grade one (i.e., stable cases) was also significantly related to FAI. For both genders, twice more stable aggressive-disruptive cases had a high FAI (i.e., top third) compared to transient extreme cases (i.e., extreme in kindergarten only). Discussion underlines the link between family adversity and incidence and persistence of behavioural problems during the early school years. It also stresses the need to consider family adversity to screen stable extreme aggressive-disruptive cases in kindergarten for early intervention purposes.

A Meta-Analytic Review of the Legitimization of Paltry Favors Compliance Strategy

2016 ◽  
Vol 118 (3) ◽  
pp. 748-771 ◽  
Author(s):  
Seyoung Lee ◽  
Shin-Il Moon ◽  
Thomas Hugh Feeley
Keyword(s):  
Random Effects ◽  
Meta Analysis ◽  
Compliance Rate ◽  
Time Interval ◽  
Total Contribution ◽  
Analytic Review ◽  
The Mean ◽  
Compliance Strategy ◽  
The Relationship ◽  
Practical Implications

The legitimization of paltry favors compliance-gaining technique involves a phrase that validates a very small amount of requested aid. A random-effects meta-analysis was conducted to examine the effectiveness of the legitimization of paltry favors technique on the compliance rate, mean contribution amount per contributor, and total contribution amount. Results indicated that the legitimization of paltry favors technique significantly increased the compliance rate relative to a direct request control without markedly diminishing the mean contribution amount per contributor. In terms of total contribution amount, the legitimization of paltry favors technique was more successful than controls. Moderator analyses showed none of 14 identified moderators explained the relationship between technique use and compliance rate. Three variables (target request, time interval, and country), however, moderated the relationship between technique use and the mean contribution per contributor. Theoretical and practical implications for legitimization of paltry favors-based research are discussed.

Phrase-Learning in Deaf and Hearing Subjects

1967 ◽  
Vol 10 (3) ◽  
pp. 600-605 ◽  
Author(s):  
Penelope B. Odom ◽  
Richard L. Blanton
Keyword(s):  
Word Order ◽  
Fifth Graders ◽  
English Word ◽  
Normal Hearing ◽  
Twelfth Graders ◽  
Memory Processes ◽  
Study Test ◽  
The Mean

Two groups each containing 24 deaf subjects were compared with 24 fifth graders and 24 twelfth graders with normal hearing on the learning of segments of written English. Eight subjects from each group learned phrasally defined segments such as “paid the tall lady,” eight more learned the same words in nonphrases having acceptable English word order such as “lady paid the tall,” and the remaining eight in each group learned the same words scrambled, “lady tall the paid.” The task consisted of 12 study-test trials. Analyses of the mean number of words recalled correctly and the probability of recalling the whole phrase correctly, given that one word of it was recalled, indicated that both ages of hearing subjects showed facilitation on the phrasally defined segments, interference on the scrambled segments. The deaf groups showed no differential recall as a function of phrasal structure. It was concluded that the deaf do not possess the same perceptual or memory processes with regard to English as do the hearing subjects.

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

The Relationship Between Leader–Member Exchange and Employees’ Proactive Behaviors

2019 ◽  
Vol 18 (2) ◽  
pp. 106-111
Author(s):  
Fong-Yi Lai ◽  
Szu-Chi Lu ◽  
Cheng-Chen Lin ◽  
Yu-Chin Lee
Keyword(s):  
Hierarchical Linear Modeling ◽  
Future Research ◽  
Leader Member Exchange ◽  
Voice Behavior ◽  
Linear Modeling ◽  
Team Members ◽  
Member Exchange ◽  
Multi Temporal ◽  
The Relationship ◽  
Practical Implications

Abstract. The present study proposed that, unlike prior leader–member exchange (LMX) research which often implicitly assumed that each leader develops equal-quality relationships with their supervisors (leader’s LMX; LLX), every leader develops different relationships with their supervisors and, in turn, receive different amounts of resources. Moreover, these differentiated relationships with superiors will influence how leader–member relationship quality affects team members’ voice and creativity. We adopted a multi-temporal (three wave) and multi-source (leaders and employees) research design. Hypotheses were tested on a sample of 227 bank employees working in 52 departments. Results of the hierarchical linear modeling (HLM) analysis showed that LLX moderates the relationship between LMX and team members’ voice behavior and creative performance. Strengths, limitations, practical implications, and directions for future research are discussed.

Multi-Center Calibration of the Second Reference Material for Thromboplastin, Rabbit, Plain, Coded CRM 149R

1991 ◽  
Vol 65 (03) ◽  
pp. 263-267 ◽  
Author(s):  
A M H P van den Besselaar ◽  
R M Bertina
Keyword(s):  
Reference Material ◽  
Standard Error ◽  
Standard Errors ◽  
Sensitivity Index ◽  
Long Term Stability ◽  
Significant Bias ◽  
The Mean ◽  
The Relationship ◽  
International Sensitivity Index

SummaryIn a collaborative trial of eleven laboratories which was performed mainly within the framework of the European Community Bureau of Reference (BCR), a second reference material for thromboplastin, rabbit, plain, was calibrated against its predecessor RBT/79. This second reference material (coded CRM 149R) has a mean International Sensitivity Index (ISI) of 1.343 with a standard error of the mean of 0.035. The standard error of the ISI was determined by combination of the standard errors of the ISI of RBT/79 and the slope of the calibration line in this trial.The BCR reference material for thromboplastin, human, plain (coded BCT/099) was also included in this trial for assessment of the long-term stability of the relationship with RBT/79. The results indicated that this relationship has not changed over a period of 8 years. The interlaboratory variation of the slope of the relationship between CRM 149R and RBT/79 was significantly lower than the variation of the slope of the relationship between BCT/099 and RBT/79. In addition to the manual technique, a semi-automatic coagulometer according to Schnitger & Gross was used to determine prothrombin times with CRM 149R. The mean ISI of CRM 149R was not affected by replacement of the manual technique by this particular coagulometer.Two lyophilized plasmas were included in this trial. The mean slope of relationship between RBT/79 and CRM 149R based on the two lyophilized plasmas was the same as the corresponding slope based on fresh plasmas. Tlowever, the mean slope of relationship between RBT/79 and BCT/099 based on the two lyophilized plasmas was 4.9% higher than the mean slope based on fresh plasmas. Thus, the use of these lyophilized plasmas induced a small but significant bias in the slope of relationship between these thromboplastins of different species.

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