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.

scholarly journals Digital literacy and cognitive abilities of preservice physics teacher in physics for school course using LMS3: How are the both correlated?

2021 ◽  
Vol 2098 (1) ◽  
pp. 012011
Author(s):  
R Rizal ◽  
D Rusdiana ◽  
W Setiawan ◽  
E Surahman ◽  
I M Ridwan
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Digital Literacy ◽  
High Reliability ◽  
Pearson Correlation ◽  
Survey Method ◽  
Ability Test ◽  
Physics Teachers ◽  
Learning Success ◽  
Pearson Correlation Test

Abstract The Covid 19 pandemic that hit Indonesia demands the physics for school course to be conducted online using a Learning Management System Supported Smartphone (LMS3). By using this application, prospective physics teachers can practice their digital literacy and strengthen cognitive abilities. This study aims to determine the correlation between digital literacy and cognitive abilities, in general and by gender, which are trained through physics for school course using LMS3. The descriptive research was conducted with survey method and involving 20 students at a university in Tasikmalaya. They are five males and fifteen females spread 18-20 years old. The instruments used in this research were digital literacy test and cognitive ability test. Both have been validated by 5 experts and have high reliability. The collected data were analyzed statistically using the Kolmogorov Smirnov test and the Pearson correlation test. The results of the normality test obtained α = 0.636 which indicates that the data is normally distributed. The correlation coefficient r = 0.626 which indicates that digital literacy and cognitive ability are strong correlated. Based on the results the digital literacy of prospective physics teachers must be adequate to support learning success, one of which is shown by cognitive abilities.

Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented

2020 ◽  
Vol 64 (3) ◽  
pp. 171-191
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Cognitive Abilities ◽  
Underserved Populations ◽  
Gifted Identification ◽  
Ability Test ◽  
Demographic Groups ◽  
Naglieri Nonverbal Ability Test ◽  
Gifted Programming ◽  
Cognitive Abilities Test ◽  
Nonverbal Ability ◽  
Cutoff Scores

The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’ identification abilities has not been compared. This study compared 15,733 CogAT7 nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.

Group Ability Test versus Teachers' Ratings for Predicting Achievement

1994 ◽  
Vol 75 (3_suppl) ◽  
pp. 1487-1490
Author(s):  
Brian J. Stone
Keyword(s):  
Asian American ◽  
Cognitive Abilities ◽  
Verbal Ability ◽  
Third Graders ◽  
Regression Analyses ◽  
Ability Test ◽  
Asian American Students ◽  
American Students ◽  
Cognitive Abilities Test ◽  
The Relationship

Standardized group tests of ability are sometimes considered biased when group means are unequal. A more accurate measure of bias is fairness in prediction. To assess whether a group ability test predicted achievement fairly, the association of the Verbal Ability score of the Cognitive Abilities Test and the Composite score of the Iowa Tests of Basic Skills was examined for four ethnic groups. The relationship between 25 teachers' ratings of students' ability and the same achievement measure was also examined for bias. Subjects were 403 third-graders (38 Asian-American, 84 African-American, 60 Hispanic, and 221 Caucasian). Multiple regression analyses showed the relationship between scores on the Cognitive Abilities Test and achievement was equivalent for all groups; however, teachers' ratings showed bias against Caucasian and Asian-American students by underpredicting their achievement scores.

scholarly journals HUBUNGAN KEMAMPUAN KOGNITIF DENGAN SIKAP SISWA PADA MATERI SISTEM PEREDARAN DARAH MANUSIA DI KELAS VIII SMP NEGERI 7 BINJAI

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Rifkah Nafthali Tarigan ◽  
Tri Harsono ◽  
Yusriati Yusriati
Keyword(s):  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Student Attitudes ◽  
Circulatory System ◽  
Significance Test ◽  
Student Attitude ◽  
Coefficient Of Determination ◽  
Ability Test ◽  
Class Viii ◽  
The Relationship

This study aims to determine the relationship between cognitive ability with the attitude of students of class VIII SMP N 7 Binjai Year Learning 2016/2017. The type of research used in this study is correlational research, the population in this study is all students of class VIII SMP Negeri 7 Binjai consisting of eight classes. The sample of this research is taken two classes that is class VIII1 and VIII2 which amounted to 70 people by random sampling, Data collection used was to use conitive ability test with 4 choiches of 25 items and questionnaires with 4 choiches of 40 items. The relationship between cognitive ability and student attitudes obtained an average of 69,65 and Standard Deviation (SD) of 13,45, while the average student attitude outcome was 82,52 and Deviation Standard (SD) of 6,84. The calculation results to find the regression equation Y over X obtained the equation Y = 73,31 + 0,12X, this shows the higher the cognitive abilities of students then the student’s attitude will also be better. By using the results of correlation coefficient test with product moment correlation, the value of rcalculate equal to 0,2598 which means there is a linier correlation between cognitive ability (X) with student attitude (Y). Based on the coefficient of determination test obtained contribution of 7% while the rest comes from other factors. In testing hypothesis with significance test (t test) obtained tarithmetic > ttable (2,434 > 1.974) at level significant α = 0,05. Thus the hypothesis (Ho) in this study is rejected and hypothesis (Ha) accepted that states there is a significant.Keyword: Cognitive Ability, Attitude, Human Circulatory System

scholarly journals Individual differences in cortical processing speed predict cognitive abilities: a model-based cognitive neuroscience account

2018 ◽  
Author(s):  
Anna-Lena Schubert ◽  
Michael D. Nunez ◽  
Dirk Hagemann ◽  
Joachim Vandekerckhove
Keyword(s):  
Individual Differences ◽  
Cognitive Ability ◽  
Processing Speed ◽  
Cognitive Abilities ◽  
Test Scores ◽  
Cognitive Modeling ◽  
Higher Order ◽  
Neural Processing ◽  
Ability Test ◽  
Evidence Accumulation

AbstractPrevious research has shown that individuals with greater cognitive abilities display a greater speed of higher-order cognitive processing. These results suggest that speeded neural information-processing may facilitate evidence accumulation during decision making and memory updating and thus yield advantages in general cognitive abilities. We used a hierarchical Bayesian cognitive modeling approach to test the hypothesis that individual differences in the velocity of evidence accumulation mediate the relationship between neural processing speed and cognitive abilities. We found that a higher neural speed predicted both the velocity of evidence accumulation across behavioral tasks as well as cognitive ability test scores. However, only a small part of the association between neural processing speed and cognitive abilities was mediated by individual differences in the velocity of evidence accumulation. The model demonstrated impressive forecasting abilities by predicting 36% of individual variation in cognitive ability test scores in an entirely new sample solely based on their electrophysiological and behavioral data. Our results suggest that individual differences in neural processing speed might affect a plethora of higher-order cognitive processes, that only in concert explain the large association between neural processing speed and cognitive abilities, instead of the effect being entirely explained by differences in evidence accumulation speeds.

scholarly journals Individual differences in cortical processing speed predict cognitive abilities: A model-based cognitive neuroscience account

2018 ◽  
Author(s):  
Anna-Lena Schubert ◽  
Michael D. Nunez ◽  
Dirk Hagemann ◽  
Joachim Vandekerckhove
Keyword(s):  
Individual Differences ◽  
Cognitive Ability ◽  
Processing Speed ◽  
Cognitive Abilities ◽  
Test Scores ◽  
Cognitive Modeling ◽  
Higher Order ◽  
Neural Processing ◽  
Ability Test ◽  
Evidence Accumulation

Previous research has shown that individuals with greater cognitive abilities display a greater speed of higher-order cognitive processing. These results suggest that speeded neural information processing may facilitate evidence accumulation during decision making and memory updating and thus yield advantages in general cognitive abilities. We used a hierarchical Bayesian cognitive modeling approach to test the hypothesis that individual differences in the velocity of evidence accumulation mediate the relationship between neural processing speed and cognitive abilities. We found that a higher neural speed predicted both the velocity of evidence accumulation across behavioral tasks and cognitive ability test scores. However, only a negligible part of the association between neural processing speed and cognitive abilities was mediated by individual differences in the velocity of evidence accumulation. The model demonstrated impressive forecasting abilities by predicting 36% of individual variation in cognitive ability test scores in an entirely new sample solely based on their electrophysiological and behavioral data. Our results suggest that individual differences in neural processing speed might affect a plethora of higher-order cognitive processes, that only in concert explain the large association between neural processing speed and cognitive abilities, instead of the effect being entirely explained by differences in evidence accumulation speeds.

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 Media Scrapbook Sebagai Jurnal Refleksi untuk Meningkatkan Kemampuan Kognitif dan Regulasi Diri

2018 ◽  
Vol 3 (1) ◽  
pp. 57
Author(s):  
Amnah Nur Alfiah ◽  
Ngurah Made Darma Putra ◽  
Bambang Subali
Keyword(s):  
Cognitive Ability ◽  
Effect Size ◽  
Cognitive Abilities ◽  
Pearson Correlation ◽  
Self Regulation ◽  
Ability Test ◽  
Analysis Technique ◽  
Embedded Model ◽  
Pearson Correlation Test ◽  
And Control

Penelitian ini bertujuan untuk: (1) menghasilkan desain pembelajaran dengan menggunakan media scrapbook sebagai jurnal refleksi, (2) mengetahui perbedaan peningkatan kemampuan kognitif dan regulasi diri siswa antara kelas eksperimen dan kelas kontrol, (3) mengetahui peningkatan kemampuan kognitif dan regulasi diri siswa setelah diberikan perlakuan, (4) mengetahui korelasi antara regulasi diri terhadap kemampuan kognitif serta (5)  profil keduanya. Desain penelitian menggunakan metode kombinasi mix method model concurrent embedded dengan subjek penelitian adalah 72 siswa dari kedua kelas sampel. Data diambil dari tes kemampuan kognitif dan angket regulasi diri, sedangkan teknik analisis data dengan uji-t, uji N gain, uji korelasi pearson dan uji effect-size. Hasil penelitian menunjukkan terdapat perbedaan kemampuan kognitif dan regulasi diri, scrapbook sebagai jurnal refleksi dapat meningkatkan kemampuan kognitif dan regulasi diri, serta terdapat korelasi antara regulasi diri terhadap kemampuan kognitif siswa. Pada uji effect size didapatkan hasil bahwa kemampuan kognitif siswa didominasi oleh aspek pemahaman (C1). Sedangkan pada regulasi diri adalah aspek pemantauan.AbstractThis research aims to: (1) produce learning design using scrapbook media as reflection journal, (2) to know the differences of cognitive ability improvement and self-regulation of students between experiment and control class, (3) to know the improvement of cognitive ability and self-regulation of students after being given treatment, (4) to know correlation between self-regulation toward the cognitive ability and (5) profile of both. The design of the research using mix method concurrent embedded model with the subject of research is 72 students from both sample class. Data were taken from cognitive ability test and self-regulation questionnaire, while data analysis technique was t-test, N gain test, Pearson correlation test and effect-size test. The results show that there are differences in cognitive and self-regulating abilities, scrapbooks as reflective journals can improve cognitive abilities and self-regulation, and there are correlations between self-regulation toward cognitive abilities. In effect size test results obtained that the cognitive abilities of students dominated by aspects of understanding (C1). While the self regulation is the aspect of monitoring.

Validating a Test for Measuring Knowledge and Understanding of Economics Among University Students

2019 ◽  
Vol 33 (2) ◽  
pp. 119-133 ◽  
Author(s):  
Olga Zlatkin-Troitschanskaia ◽  
Judith Jitomirski ◽  
Roland Happ ◽  
Dimitri Molerov ◽  
Jasmin Schlax ◽  
...  
Keyword(s):  
University Students ◽  
Cognitive Ability ◽  
Cognitive Abilities ◽  
Discriminant Validity ◽  
Economic Knowledge ◽  
General Cognitive Ability ◽  
Knowledge Test ◽  
Confirmatory Factor Analyses ◽  
Ability Test ◽  
Quasi Experimental

Abstract. University students' knowledge and understanding of economics have mostly been investigated cross-sectionally; however, longitudinal analyses are needed to determine which factors influence knowledge development and to draw valid conclusions based on test results. In the WiWiKom II project, a quasi-experimental longitudinal study was conducted assessing bachelor students of business and economics over the course of their studies in Germany (N = 39 universities). In this project, running from 2016 – 2019, the test-takers complete the WiWiKom II-test of economic knowledge (adapted TUCE4G and TEL4G items) and a general cognitive ability test (BEFKI 11) at four measurement points, each one year apart. In this paper, we describe the validation of the test instrument based on the data from the first measurement (winter semester 2016/17). We compare students' results on the economic knowledge test and the general cognitive abilities test between first-year students of economic sciences (N = 3,710) and social sciences (N = 1,347) to determine the discriminant validity of the economic knowledge test. The findings from the confirmatory factor analyses presented here show that the items on general cognitive ability and economic knowledge are empirically separable. As expected, there were no differences in the factorial structure between the comparison groups (economic vs. social science students) at the beginning of their studies.

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