-
1
-
-
67649359996
-
Working memory, but not IQ, predicts subsequent learning in children with learning difficulties
-
doi:10.1027/1015-5759.25.2.92.
-
Alloway, T. P. (2009). Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. European Journal of Psychological Assessment, 25, 92-98. doi:10.1027/1015-5759.25.2.92.
-
(2009)
European Journal of Psychological Assessment
, vol.25
, pp. 92-98
-
-
Alloway, T.P.1
-
2
-
-
33646390122
-
Long-term stability of membership in a Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtest core profile taxonomy
-
doi:10.1177/0734282905285225
-
Borsuk, E. R., Watkins, M. W., & Canivez, G. L. (2006). Long-term stability of membership in a Wechsler Intelligence Scale for Children-Third Edition (WISC-III) subtest core profile taxonomy. Journal of Psychoeducational Assessment, 24, 52-68. doi:10.1177/0734282905285225
-
(2006)
Journal of Psychoeducational Assessment
, vol.24
, pp. 52-68
-
-
Borsuk, E.R.1
Watkins, M.W.2
Canivez, G.L.3
-
3
-
-
49149096970
-
Leistungsmotivation [achievement motivation]
-
In J. Heckhausen & H. Heckhausen (Eds.), Heidelberg: Springer.
-
Brunstein, J., & Heckhausen, H. (2006). Leistungsmotivation [achievement motivation]. In J. Heckhausen & H. Heckhausen (Eds.), Motivation und handeln [motivation and action]. Heidelberg: Springer.
-
(2006)
Motivation und handeln [motivation and action]
-
-
Brunstein, J.1
Heckhausen, H.2
-
4
-
-
45149088802
-
Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years
-
doi:10.1080/87565640801982312
-
Bull, R., Espy, K. A., & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical achievement at age 7 years. Developmental Neuropsychology, 33, 205-228. doi:10.1080/87565640801982312
-
(2008)
Developmental Neuropsychology
, vol.33
, pp. 205-228
-
-
Bull, R.1
Espy, K.A.2
Wiebe, S.A.3
-
6
-
-
38149004966
-
Scatter" and the construct validity of FSIQ: Comment on Fiorello (2007)
-
quot;., doi:10.1080/09084280701719401
-
Daniel, M. H. (2007). "Scatter" and the construct validity of FSIQ: Comment on Fiorello et al. (2007). Applied Neuropsychology, 14, 291-295. doi:10.1080/09084280701719401
-
(2007)
Applied Neuropsychology
, vol.14
, pp. 291-295
-
-
Daniel, M.H.1
-
7
-
-
84871156403
-
-
Profile analysis via multidimensional scaling (PAMS): Exploring the predominant profile patterns in data. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
-
Davison, M. L., Kim, S. K., & Ding, S. (2001). Profile analysis via multidimensional scaling (PAMS): Exploring the predominant profile patterns in data. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
-
(2001)
-
-
Davison, M.L.1
Kim, S.K.2
Ding, S.3
-
8
-
-
0034553551
-
Profile patterns: Research and professional interpretation
-
doi:10.1037/h0088801
-
Davison, M. L., & Kuang, H. (2000). Profile patterns: Research and professional interpretation. School Psychology Quarterly, 15, 457-464. doi:10.1037/h0088801
-
(2000)
School Psychology Quarterly
, vol.15
, pp. 457-464
-
-
Davison, M.L.1
Kuang, H.2
-
9
-
-
77954844301
-
Multidimensional scaling using majorization: SMACOF in R
-
Retrieved March 10, 2011, from
-
de Leeuw, J., & Mair, P. (2008). Multidimensional scaling using majorization: SMACOF in R. UCLA Statistics Preprint Series, 537, 1-29. Retrieved March 10, 2011, from http://cran.r-project.org/web/packages/smacof/vignettes/smacof.pdf
-
(2008)
UCLA Statistics Preprint Series
, vol.537
, pp. 1-29
-
-
de Leeuw, J.1
Mair, P.2
-
10
-
-
0012959052
-
Upper bounds for kruskal's stress
-
doi:10.1007/BF02306028
-
de Leeuw, J., & Stoop, I. (1984). Upper bounds for kruskal's stress. Psychometrika, 49, 391-402. doi:10.1007/BF02306028
-
(1984)
Psychometrika
, vol.49
, pp. 391-402
-
-
de Leeuw, J.1
Stoop, I.2
-
11
-
-
14844327954
-
Profile analysis: Multidimensional scaling approach
-
Retrieved March 10, 2011, from
-
Ding, C. S. (2001). Profile analysis: Multidimensional scaling approach. Practical Assessment, Research & Evaluation, 7. Retrieved March 10, 2011, from http://PAREonline.net/getvn.asp?v=7&n=16.
-
(2001)
Practical Assessment, Research & Evaluation
, vol.7
-
-
Ding, C.S.1
-
12
-
-
11444256486
-
Exploratory longitudinal profile analysis via multidimensional scaling
-
Retrieved February 6, 2011, from
-
Ding, C. S. (2003). Exploratory longitudinal profile analysis via multidimensional scaling. Practical Assessment, Research & Evaluation, 8. Retrieved February 6, 2011, from http://PAREonline.net/getvn.asp?v=8&n=12
-
(2003)
Practical Assessment, Research & Evaluation
, vol.8
-
-
Ding, C.S.1
-
13
-
-
25144500222
-
Determining the significance of scale values from multidimensional scaling profile analysis using a resampling method
-
doi:10.3758/BF03206396
-
Ding, C. S. (2005). Determining the significance of scale values from multidimensional scaling profile analysis using a resampling method. Behavior Research Methods, 37, 37-47. doi:10.3758/BF03206396
-
(2005)
Behavior Research Methods
, vol.37
, pp. 37-47
-
-
Ding, C.S.1
-
14
-
-
33646932477
-
Multidimensional scaling modeling approach to latent profile analysis in psychological research
-
doi:10.1080/00207590500412219
-
Ding, C. S. (2006). Multidimensional scaling modeling approach to latent profile analysis in psychological research. International Journal of Psychology, 41, 226-238. doi:10.1080/00207590500412219
-
(2006)
International Journal of Psychology
, vol.41
, pp. 226-238
-
-
Ding, C.S.1
-
15
-
-
30344487239
-
Self-discipline outdoes IQ in predicting academic performance of adolescents
-
doi:10.1111/j.1467-9280.2005.01641.x
-
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939-944. doi:10.1111/j.1467-9280.2005.01641.x
-
(2005)
Psychological Science
, vol.16
, pp. 939-944
-
-
Duckworth, A.L.1
Seligman, M.E.P.2
-
16
-
-
78650463991
-
Differential Ability Scales-II prediction of reading performance: Global scores are not enough
-
doi:10.1002/pits.20499
-
Elliott, C. D., Hale, J. B., Fiorello, C. A., Dorvil, C., & Moldovan, J. (2010). Differential Ability Scales-II prediction of reading performance: Global scores are not enough. Psychology in the Schools, 47, 698-720. doi:10.1002/pits.20499
-
(2010)
Psychology in the Schools
, vol.47
, pp. 698-720
-
-
Elliott, C.D.1
Hale, J.B.2
Fiorello, C.A.3
Dorvil, C.4
Moldovan, J.5
-
17
-
-
34250689007
-
Interpreting intelligence test results for children with disabilities: Is global intelligence relevant
-
doi:10.1080/09084280701280338
-
Fiorello, C. A., Hale, J. B., Holdnack, J. A., Kavanagh, J. A., Terrell, J., & Long, L. (2007). Interpreting intelligence test results for children with disabilities: Is global intelligence relevant? Applied Neuropsychology, 14, 2-12. doi:10.1080/09084280701280338
-
(2007)
Applied Neuropsychology
, vol.14
, pp. 2-12
-
-
Fiorello, C.A.1
Hale, J.B.2
Holdnack, J.A.3
Kavanagh, J.A.4
Terrell, J.5
Long, L.6
-
18
-
-
0035780186
-
IQ interpretation for children with flat and variable test profiles
-
doi:10.1016/S1041-6080(02)00075-4
-
Fiorello, C. A., Hale, J. B., McGrath, M., Ryan, K., & Quinn, S. (2002). IQ interpretation for children with flat and variable test profiles. Learning and Individual Differences, 13, 115-125. doi:10.1016/S1041-6080(02)00075-4
-
(2002)
Learning and Individual Differences
, vol.13
, pp. 115-125
-
-
Fiorello, C.A.1
Hale, J.B.2
McGrath, M.3
Ryan, K.4
Quinn, S.5
-
19
-
-
0037371042
-
Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years
-
doi:10.1002/pits.10083
-
Floyd, R. G., Evans, J. J., & McGrew, K. S. (2003). Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years. Psychology in the Schools, 40, 155-171. doi:10.1002/pits.10083
-
(2003)
Psychology in the Schools
, vol.40
, pp. 155-171
-
-
Floyd, R.G.1
Evans, J.J.2
McGrew, K.S.3
-
20
-
-
38649097190
-
Age-related changes in children's understanding effort and ability: Implications for attribution theory and motivation
-
doi:10.1016/j.jecp.2007.09.003
-
Folmer, A. S., Cole, D. A., Sigal, A. B., Benbow, L. D., Satterwhite, L. F., Swygert, K. E., et al. (2008). Age-related changes in children's understanding effort and ability: Implications for attribution theory and motivation. Journal of Experimental Child Psychology, 99, 114-134. doi:10.1016/j.jecp.2007.09.003
-
(2008)
Journal of Experimental Child Psychology
, vol.99
, pp. 114-134
-
-
Folmer, A.S.1
Cole, D.A.2
Sigal, A.B.3
Benbow, L.D.4
Satterwhite, L.F.5
Swygert, K.E.6
-
21
-
-
45849094820
-
Significant factor score variability and the validity of the WISC-III Full Scale IQ in predicting later academic achievement
-
doi:10.1080/09084280802084010
-
Freberg, M. E., Vandiver, B. J., Watkins, M. W., & Canivez, G. L. (2008). Significant factor score variability and the validity of the WISC-III Full Scale IQ in predicting later academic achievement. Applied Neuropsychology, 15, 131-139. doi:10.1080/09084280802084010
-
(2008)
Applied Neuropsychology
, vol.15
, pp. 131-139
-
-
Freberg, M.E.1
Vandiver, B.J.2
Watkins, M.W.3
Canivez, G.L.4
-
22
-
-
0036635765
-
Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains
-
doi:10.1037/0012-1649.38.4.519
-
Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38, 519-533. doi:10.1037/0012-1649.38.4.519
-
(2002)
Developmental Psychology
, vol.38
, pp. 519-533
-
-
Fredricks, J.A.1
Eccles, J.S.2
-
23
-
-
40949133324
-
Using profile analysis via multidimensional scaling (PAMS) to identify core profiles from the WMS-III
-
doi:10.1037/1040-3590.20.1.1
-
Frisby, C. L., & Kim, S. K. (2008). Using profile analysis via multidimensional scaling (PAMS) to identify core profiles from the WMS-III. Psychological Assessment, 20, 1-9. doi:10.1037/1040-3590.20.1.1
-
(2008)
Psychological Assessment
, vol.20
, pp. 1-9
-
-
Frisby, C.L.1
Kim, S.K.2
-
24
-
-
71549173097
-
A review of self-report and alternative approaches in the measurement of student motivation
-
doi:10.1007/s10648-009-9107-x
-
Fulmer, S. M., & Frijters, J. C. (2009). A review of self-report and alternative approaches in the measurement of student motivation. Educational Psychology Review, 21, 219-246. doi:10.1007/s10648-009-9107-x
-
(2009)
Educational Psychology Review
, vol.21
, pp. 219-246
-
-
Fulmer, S.M.1
Frijters, J.C.2
-
25
-
-
33747450945
-
Distinctions without a difference: The utility of observed versus latent factors from the WISC-IV in estimating reading and math achievement on the WIAT-II
-
doi:10.1177/00224669060400020101
-
Glutting, J. J., Watkins, M. W., Konold, T. R., & McDermott, P. A. (2006). Distinctions without a difference: The utility of observed versus latent factors from the WISC-IV in estimating reading and math achievement on the WIAT-II. The Journal of Special Education, 40, 103-114. doi:10.1177/00224669060400020101
-
(2006)
The Journal of Special Education
, vol.40
, pp. 103-114
-
-
Glutting, J.J.1
Watkins, M.W.2
Konold, T.R.3
McDermott, P.A.4
-
26
-
-
0000065992
-
Academic intrinsic motivation in young elementary school children
-
doi:10.1037/0022-0663.82.3.525
-
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538. doi:10.1037/0022-0663.82.3.525
-
(1990)
Journal of Educational Psychology
, vol.82
, pp. 525-538
-
-
Gottfried, A.E.1
-
28
-
-
49149100772
-
Assessing intellectual giftedness with the WISC-IV and the IDS
-
doi:10.1027/0044-3409.216.3.172
-
Hagmann-von Arx, P., Meyer, C. S., & Grob, A. (2008). Assessing intellectual giftedness with the WISC-IV and the IDS. Zeitschrift fuer Psychologie [Journal of Psychology], 216, 172-179. doi:10.1027/0044-3409.216.3.172
-
(2008)
Zeitschrift fuer Psychologie [Journal of Psychology]
, vol.216
, pp. 172-179
-
-
Hagmann-von Arx, P.1
Meyer, C.S.2
Grob, A.3
-
29
-
-
55549089288
-
Differential Ability Scales - Second Edition (neuro)psychological predictors of math performance for typical children and children with math disabilities
-
doi:10.1002/pits.20330
-
Hale, J. B., Fiorello, C. A., Dumont, R., Willis, J. O., Rackley, C., & Elliott, C. (2008). Differential Ability Scales - Second Edition (neuro)psychological predictors of math performance for typical children and children with math disabilities. Psychology in the Schools, 45, 838-858. doi:10.1002/pits.20330
-
(2008)
Psychology in the Schools
, vol.45
, pp. 838-858
-
-
Hale, J.B.1
Fiorello, C.A.2
Dumont, R.3
Willis, J.O.4
Rackley, C.5
Elliott, C.6
-
30
-
-
0035644517
-
WISC-III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable
-
doi:10.1521/scpq.16.1.31.19158
-
Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Hoeppner, J. A. B., & Gaither, R. A. (2001). WISC-III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable? School Psychology Quarterly, 16, 31-55. doi:10.1521/scpq.16.1.31.19158
-
(2001)
School Psychology Quarterly
, vol.16
, pp. 31-55
-
-
Hale, J.B.1
Fiorello, C.A.2
Kavanagh, J.A.3
Hoeppner, J.A.B.4
Gaither, R.A.5
-
31
-
-
34250688206
-
Is the demise of IQ interpretation justified? A response to special issue authors
-
doi:10.1080/09084280701280445
-
Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Holdnack, J. A., & Aloe, A. M. (2007). Is the demise of IQ interpretation justified? A response to special issue authors. Applied Neuropsychology, 14, 37-51. doi:10.1080/09084280701280445
-
(2007)
Applied Neuropsychology
, vol.14
, pp. 37-51
-
-
Hale, J.B.1
Fiorello, C.A.2
Kavanagh, J.A.3
Holdnack, J.A.4
Aloe, A.M.5
-
32
-
-
0346445530
-
Incremental validity of new clinical assessment measures
-
doi:10.1037/1040-3590.15.4.456
-
Haynes, S. N., & Lench, H. C. (2003). Incremental validity of new clinical assessment measures. Psychological Assessment, 15, 456-466. doi:10.1037/1040-3590.15.4.456
-
(2003)
Psychological Assessment
, vol.15
, pp. 456-466
-
-
Haynes, S.N.1
Lench, H.C.2
-
33
-
-
0036515857
-
Changes in children's self-competence and values: Gender and domain differences across grade one through twelve
-
doi:10.1111/1467-8624.00421
-
Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grade one through twelve. Child Development, 73, 509-527. doi:10.1111/1467-8624.00421
-
(2002)
Child Development
, vol.73
, pp. 509-527
-
-
Jacobs, J.E.1
Lanza, S.2
Osgood, D.W.3
Eccles, J.S.4
Wigfield, A.5
-
34
-
-
0036512812
-
Factor and subtest discrepancies on the Differential Ability Scales - Examining prevalence and validity in predicting academic achievement
-
doi:10.1177/1073191102009001010
-
Kahana, S. Y., Youngstrom, E. A., & Glutting, J. J. (2002). Factor and subtest discrepancies on the Differential Ability Scales - Examining prevalence and validity in predicting academic achievement. Assessment, 9, 82-93. doi:10.1177/1073191102009001010
-
(2002)
Assessment
, vol.9
, pp. 82-93
-
-
Kahana, S.Y.1
Youngstrom, E.A.2
Glutting, J.J.3
-
35
-
-
79960497254
-
Evaluating the invariance of cognitive profile patterns derived from profile analysis via multidimensional scaling (PAMS): A bootstrapping approach
-
doi:10.1080/15305050903454549
-
Kim, S. K. (2010). Evaluating the invariance of cognitive profile patterns derived from profile analysis via multidimensional scaling (PAMS): A bootstrapping approach. International Journal of Testing, 10, 33-46. doi:10.1080/15305050903454549
-
(2010)
International Journal of Testing
, vol.10
, pp. 33-46
-
-
Kim, S.K.1
-
36
-
-
34547465134
-
Confirmatory factor analysis and profile analysis via multidimensional scaling
-
doi:10.1080/00273170701328973
-
Kim, S. K., Davison, M. L., & Frisby, C. L. (2007). Confirmatory factor analysis and profile analysis via multidimensional scaling. Multivariate Behavioral Research, 42, 1-32. doi:10.1080/00273170701328973
-
(2007)
Multivariate Behavioral Research
, vol.42
, pp. 1-32
-
-
Kim, S.K.1
Davison, M.L.2
Frisby, C.L.3
-
37
-
-
19844370742
-
Estimating cognitive profiles using profile analysis via multidimensional scaling (PAMS)
-
doi:10.1207/s15327906mbr3904_2
-
Kim, S. K., Frisby, C. L., & Davison, M. L. (2004). Estimating cognitive profiles using profile analysis via multidimensional scaling (PAMS). Multivariate Behavioral Research, 39, 595-624. doi:10.1207/s15327906mbr3904_2
-
(2004)
Multivariate Behavioral Research
, vol.39
, pp. 595-624
-
-
Kim, S.K.1
Frisby, C.L.2
Davison, M.L.3
-
38
-
-
47649115113
-
Validity of the general conceptual ability score from the differential ability scales as a function of significant and rare interfactor variability
-
Retrieved February 6, 2011, from
-
Kotz, K. M., Watkins, M. W., & McDermott, P. A. (2008). Validity of the general conceptual ability score from the differential ability scales as a function of significant and rare interfactor variability. School Psychology Review, 37, 261-278. Retrieved February 6, 2011, from http://edpsychassociates.com/Papers/GCAvalidity(2008).pdf
-
(2008)
School Psychology Review
, vol.37
, pp. 261-278
-
-
Kotz, K.M.1
Watkins, M.W.2
McDermott, P.A.3
-
39
-
-
0036402995
-
Motivation as an enabler for academic success
-
Retrieved March 10, 2011, from
-
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313-327. Retrieved March 10, 2011, from http://psycnet.apa.org/psycinfo/2002-18945-003
-
(2002)
School Psychology Review
, vol.31
, pp. 313-327
-
-
Linnenbrink, E.A.1
Pintrich, P.R.2
-
41
-
-
78650511002
-
The importance of intrinsic motivation for high and low ability readers' reading comprehension performance
-
doi:10.1016/j.lindif.2010.09.011
-
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers' reading comprehension performance. Learning and Individual Differences, 21, 124-128. doi:10.1016/j.lindif.2010.09.011
-
(2011)
Learning and Individual Differences
, vol.21
, pp. 124-128
-
-
Logan, S.1
Medford, E.2
Hughes, N.3
-
42
-
-
77951661759
-
The commonality of extreme discrepancies in the ability profiles of academically gifted students
-
Retrieved March 10, 2011, from
-
Lohman, D. F., Gambrell, J., & Lakin, J. (2008). The commonality of extreme discrepancies in the ability profiles of academically gifted students. Psychology Science Quarterly, 50, 269-282. Retrieved March 10, 2011, from http://faculty.education.uiowa.edu/dlohman/pdf/Lohman_Gambrell_Lakin.pdf
-
(2008)
Psychology Science Quarterly
, vol.50
, pp. 269-282
-
-
Lohman, D.F.1
Gambrell, J.2
Lakin, J.3
-
43
-
-
0034551282
-
Can profile analysis of ability test scores work? An illustration using the PASS theory and CAS with an unselected cohort
-
doi:10.1037/h0088798
-
Naglieri, J. A. (2000). Can profile analysis of ability test scores work? An illustration using the PASS theory and CAS with an unselected cohort. School Psychology Quarterly, 15, 419-433. doi:10.1037/h0088798
-
(2000)
School Psychology Quarterly
, vol.15
, pp. 419-433
-
-
Naglieri, J.A.1
-
44
-
-
0034782527
-
How well do multivariate data sets match? The advantages of a Procrustean superimposition approach over the Mantel test
-
doi:10.1007/s004420100720
-
Peres-Neto, P. R., & Jackson, D. A. (2001). How well do multivariate data sets match? The advantages of a Procrustean superimposition approach over the Mantel test. Oecologia, 129, 169-178. doi:10.1007/s004420100720
-
(2001)
Oecologia
, vol.129
, pp. 169-178
-
-
Peres-Neto, P.R.1
Jackson, D.A.2
-
46
-
-
0034552227
-
The practitioner's view of IQ testing and profile analysis
-
doi:10.1037/h0088795
-
Pfeiffer, S. I., Reddy, L. A., Kletzel, J. E., Schmelzer, E. R., & Boyer, L. M. (2000). The practitioner's view of IQ testing and profile analysis. School Psychology Quarterly, 15, 376-385. doi:10.1037/h0088795
-
(2000)
School Psychology Quarterly
, vol.15
, pp. 376-385
-
-
Pfeiffer, S.I.1
Reddy, L.A.2
Kletzel, J.E.3
Schmelzer, E.R.4
Boyer, L.M.5
-
47
-
-
0003816657
-
-
(2nd ed.). Upper Saddle, NJ: Prentice-Hall, Inc.
-
Pintrich, P. R., & Schunk, D. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle, NJ: Prentice-Hall, Inc.
-
(2002)
Motivation in education: Theory, research, and applications
-
-
Pintrich, P.R.1
Schunk, D.2
-
48
-
-
0034551281
-
Modal profiles for the WISC-III
-
doi:10.1037/h0088797
-
Pritchard, D. A., Livingston, R. B., Reynolds, C. R., & Moses, J. A., Jr. (2000). Modal profiles for the WISC-III. School Psychology Quarterly, 15, 400-418. doi:10.1037/h0088797
-
(2000)
School Psychology Quarterly
, vol.15
, pp. 400-418
-
-
Pritchard, D.A.1
Livingston, R.B.2
Reynolds, C.R.3
Moses Jr, J.A.4
-
49
-
-
0035438191
-
Profile analysis of the Woodcock-Johnson III Tests of Cognitive Abilities with gifted students
-
doi:10.1002/pits.1033
-
Rizza, M. G., McIntosh, D. E., & McCunn, A. (2001). Profile analysis of the Woodcock-Johnson III Tests of Cognitive Abilities with gifted students. Psychology in the Schools, 38, 447-455. doi:10.1002/pits.1033
-
(2001)
Psychology in the Schools
, vol.38
, pp. 447-455
-
-
Rizza, M.G.1
McIntosh, D.E.2
McCunn, A.3
-
50
-
-
17044424556
-
WISC-III core profiles for students referred or found eligible for special education and gifted programs
-
doi:10.1521/scpq.20.1.51.64194
-
Robinson, B. R., & Harrison, P. L. (2005). WISC-III core profiles for students referred or found eligible for special education and gifted programs. School Psychology Quarterly, 20, 51-65. doi:10.1521/scpq.20.1.51.64194
-
(2005)
School Psychology Quarterly
, vol.20
, pp. 51-65
-
-
Robinson, B.R.1
Harrison, P.L.2
-
51
-
-
33845580602
-
Predicting academic achievement with cognitive ability
-
doi:10.1016/j.intell.2006.05.004
-
Rohde, T. E., & Thompson, L. A. (2007). Predicting academic achievement with cognitive ability. Intelligence, 35, 83-92. doi:10.1016/j.intell.2006.05.004
-
(2007)
Intelligence
, vol.35
, pp. 83-92
-
-
Rohde, T.E.1
Thompson, L.A.2
-
52
-
-
0002209063
-
Intrinsic and extrinsic motivations: Classic definitions and new directions
-
doi: 10.1006/ceps.1999.1020
-
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. doi: 10.1006/ceps.1999.1020
-
(2000)
Contemporary Educational Psychology
, vol.25
, pp. 54-67
-
-
Ryan, R.M.1
Deci, E.L.2
-
53
-
-
21244490159
-
Interpreting the WISC-III
-
In J. M. Sattler (Ed.), 4th ed.). San Diego: Jerome M. Sattler, Publisher, Inc.
-
Sattler, J. M., & Saklofske, D. H. (2001). Interpreting the WISC-III. In J. M. Sattler (Ed.), Assessment of children - cognitive applications (4th ed.). (pp. 298-334). San Diego: Jerome M. Sattler, Publisher, Inc.
-
(2001)
Assessment of children - cognitive applications
, pp. 298-334
-
-
Sattler, J.M.1
Saklofske, D.H.2
-
55
-
-
33744528062
-
Diagnostic utility of the Bannatyne WISC-III pattern
-
doi:10.1111/j.1540-5826.2004.00089.x
-
Smith, C. B., & Watkins, M. W. (2004). Diagnostic utility of the Bannatyne WISC-III pattern. Learning Disabilities Research & Practice, 19, 49-56. doi:10.1111/j.1540-5826.2004.00089.x
-
(2004)
Learning Disabilities Research & Practice
, vol.19
, pp. 49-56
-
-
Smith, C.B.1
Watkins, M.W.2
-
56
-
-
33745437010
-
Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value
-
doi:10.1016/j.intell.2005.11.004
-
Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34, 363-374. doi:10.1016/j.intell.2005.11.004
-
(2006)
Intelligence
, vol.34
, pp. 363-374
-
-
Spinath, B.1
Spinath, F.M.2
Harlaar, N.3
Plomin, R.4
-
57
-
-
0034553347
-
Cognitive profile analysis: A shared professional myth
-
doi:10.1037/h0088802
-
Watkins, M. W. (2000). Cognitive profile analysis: A shared professional myth. School Psychology Quarterly, 15, 465-479. doi:10.1037/h0088802
-
(2000)
School Psychology Quarterly
, vol.15
, pp. 465-479
-
-
Watkins, M.W.1
-
58
-
-
0034520824
-
Incremental validity of WISC-III profile elevation, scatter, and shape information for predicting reading and math achievement
-
doi: 10.1037//1040-3590.12.4.402
-
Watkins, M. W., & Glutting, J. J. (2000). Incremental validity of WISC-III profile elevation, scatter, and shape information for predicting reading and math achievement. Psychological Assessment, 12, 402-408. doi: 10.1037//1040-3590.12.4.402
-
(2000)
Psychological Assessment
, vol.12
, pp. 402-408
-
-
Watkins, M.W.1
Glutting, J.J.2
-
59
-
-
34250663822
-
Validity of the full-scale IQ when there is significant variability among WISC-III and WISC-IV factor scores
-
doi:10.1080/09084280701280353
-
Watkins, M. W., Glutting, J. J., & Lei, P. W. (2007). Validity of the full-scale IQ when there is significant variability among WISC-III and WISC-IV factor scores. Applied Neuropsychology, 14, 13-20. doi:10.1080/09084280701280353
-
(2007)
Applied Neuropsychology
, vol.14
, pp. 13-20
-
-
Watkins, M.W.1
Glutting, J.J.2
Lei, P.W.3
-
60
-
-
33751579221
-
Issues in subtest profile analysis
-
In D. P. Flanagan & P. L. Harrison (Eds.), New York: The Guilford Press.
-
Watkins, M. W., Glutting, J. J., & Youngstrom, E. A. (2005). Issues in subtest profile analysis. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 251-268). New York: The Guilford Press.
-
(2005)
Contemporary intellectual assessment: Theories, tests, and issues
, pp. 251-268
-
-
Watkins, M.W.1
Glutting, J.J.2
Youngstrom, E.A.3
-
62
-
-
78650796136
-
Development of achievement motivation
-
In W. Damon & R. M. Lerner (Eds.), Hoboken, NJ: Wiley.
-
Wigfield, A., Eccles, J. S., Roeser, R. W., & Schiefele, U. (2008). Development of achievement motivation. In W. Damon & R. M. Lerner (Eds.), Child and adolescent development: An advanced course. Hoboken, NJ: Wiley.
-
(2008)
Child and adolescent development: An advanced course
-
-
Wigfield, A.1
Eccles, J.S.2
Roeser, R.W.3
Schiefele, U.4
|