Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 2

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  LEARNING DISORDERS
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

Cognitive abilities of hearing impaired children with developmental dysphasia

100%
Nagyne-Rez I.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
|
2004
|
vol. 59
|
issue 1
125-151
EN
In Hungary the concept of developmental dysphasia joined to hearing impairment became known as a specific type of neuro-origin learning disorder that causes a serious language developmental handicap in a considerable part of hearing impaired children. Incidence is estimated 6-35%. Types of occurrence: with dominance of dyspraxia, sensory-motor-integrated dysphasia, mixed developmental dysphasia. The team of the Institute of Rehabilitation Psychology adapted the diagnostic method of A. M. J. Van Uden for exploration of developmental dysphasia. Early diagnosis of hearing impaired children with developmental dysphasia and the prosperous improvement of language is the primary condition of hearing impaired children's learning success and harmonic growing up. The case study describes the complex screening method through the case of a child with developmental mixed-type dysphasia.
2

A NEW PERSPECTIVE OF TRADITIONAL INTELLIGENCE THEORIES THROUGH MODERN TEST CONCEPTUALIZATION

88%
Kubinger K. D., Litzenberger M., Mrakotsky C.
Studia Psychologica
|
2007
|
vol. 49
|
issue 4
295-312
EN
This paper discusses the divide between theory-based and test-based understanding of intelligence. Regardless of which intelligence theory might be true or might represent the academic state-of-the-art, intelligence test-batteries are commonly administered because of their existence and availability, and in that sense establish their own 'theory'. The question is which representation of human intelligence actually does apply in practice. As a matter of fact, Wechsler-based intelligence test-batteries are widely used all over the world. In this paper a psychometrically sound representative of Wechsler-based intelligence test batteries, the Rasch model scaled Adaptive Intelligence Diagnosticum (AID 2), is used as an example. Exploratory factor analyses and confirmatory factor analyses were performed with respect to the theories of Spearman, Wechsler, Thurstone, Cattell, and Jäger. Confirmatory factor analyses were also performed with respect to a specific model of learning disorders. The data of 662 6- to 16-year old children and adolescents were analyzed. The results indicate a surprising finding: it was not the four factor solution yielded from exploratory factor analysis of the AID 2 standardization sample which fits the data best - Wechsler's two factor model (verbal vs. performance factor) fits almost equally well - but a simple model of learning disorders. This is a hierarchical model with 'perception' as its base component, followed by 'utilization', and 'retrieval' of information.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.