Association between Paired Subtests of Auditory Sequential Memory Administered to Preschool Children

1989 ◽  
Vol 68 (1) ◽  
pp. 255-258
Author(s):  
Gail D. Chermak ◽  
Julie M. Fisher
Keyword(s):  
Preschool Children ◽  
Poor Performance ◽  
Linguistic Context ◽  
Primary Scale ◽  
Sequential Memory ◽  
Unexplained Variance

Auditory sequential memory subtests of the Wechsler Preschool and Primary Scale of Intelligence and the McCarthy Scales of Children's Abilities were administered individually to 20 normal preschool children. Poor performance on the McCarthy words/sentences subtest suggests retention difficulties associated with isolated words in the absence of linguistic context. Correlations of only moderate strength and large unexplained variance indicate poor predictability between subtests despite similarities in content and procedural details.

Effect of Incentives Delivered for Correctly Answered Items on the Measured IQS of Children of Low and High IQ

1988 ◽  
Vol 63 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Margaret E. Lloyd ◽  
Therese M. Zylla
Keyword(s):  
Preschool Children ◽  
Older Children ◽  
Primary Scale ◽  
Better Than

Preschool children were tested on a modified form of the Wechsler Preschool and Primary Scale of Intelligence. Equal numbers of high and low scoring children were assigned to token and no-token groups. The tokens, exchangeable for back-up items, were shown to be reinforcers for each of the children in the study. Four weeks later, the children were retested. This time children in the token group received tokens for correct answers. High- as well as low-scoring children who received tokens did better than children who did not receive tokens. This suggests that high-scoring children, like low-scoring children, are not all maximally motivated to do their best by intrinsic reinforcement and that preschool children are similar to older children in this regard.

Comparison of the K—ABC Achievement Scale and Wppsi IQs of Preschool Children

1988 ◽  
Vol 63 (1) ◽  
pp. 143-146
Author(s):  
Koressa A. Kutsick ◽  
Elizabeth E. Wynn
Keyword(s):  
Preschool Children ◽  
Scale Score ◽  
Full Scale ◽  
Assessment Battery ◽  
Independent Measure ◽  
Initial Investigation ◽  
Primary Scale ◽  
Scale Scores ◽  
Standardized Measure ◽  
Verbal Performance

The correlations of individual subtest with scale scores of the Kaufman Assessment Battery for Children (K—ABC) and the three IQs yielded by the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) were examined. This study was undertaken as an initial investigation designed to determine the utility of the K-ABC Achievement Scale as an independent measure of achievement in preschool children. Achievement scale scores and WPPSI IQs were obtained from a sample of 34 preschool children ages 48 to 60 mo. Strong, positive relations between the K—ABC Vocabulary and Total Achievement Scale score and WPPSI Verbal and Full Scale IQs were noted. Moderate correlations were obtained between the scores of the Riddles and Faces and Places subtests and the WPPSI Verbal, Performance, and Full Scale IQs. Low correlations were found between the Arithmetic subtest and WPPSI Verbal, Performance, and Full Scale IQs. The utility of the K—ABC achievement subtests as a standardized measure of preschool achievement was discussed.

The Effect of Schistosomiasis and Soil-transmitted Helminths on Expressive Language Skills Among Isizulu Speaking Preschool Children

2020 ◽  
Author(s):  
Xolisile Innocentia Mazibuko ◽  
Moses Chimbari
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Expressive Language ◽  
Phase 1 ◽  
Poor Performance ◽  
Phase 2 ◽  
Language Performance ◽  
Soil Transmitted Helminths ◽  
Narrative Skills ◽  
Overall Performance

Abstract Background: Schistosomiasis and soil transmitted helminths (STH) have been associated with compromised child development. We determined the effect of schistosomiasis and STH on expressive language skills among isiZulu speaking preschool children focusing on the variables: age, gender, school and stunting. Methods: We compared, qualitatively and quantitatively the performance of a cohort of infected and non-infected children using a 2 phased approach. In phase 1 infected children were treated with praziquantel and matched with non-infected children and both groups were tested for expressive language performance. In phase 2 both groups of children were re-tested for expressive language skills using a similar but modified test. The participants were 106 preschool children between the age of 4 and 6 years,11months. The Developmental Language Test was adapted as a linguistically and culturally appropriate tool for assessing isiZulu expressive language skills. Results: The overall performance of the children in phases 1 and 2 were statistically similar. There was significant Pearson’s correlation of expressive language skills to age (0.002, P<0.01), schistosomiasis i.e. vocabulary 1 (0.024, P<0.05) and narrative skills (0.001, P<0.01) and soil-transmitted helminths i.e. vocabulary 1 (0.006, P<0.05), colours (0.029, P<0.05) and narrative skills (0.001, P<0.01) in phase 2 with small to high Cohen’s d effect size for various language subtests. Conclusion: We concluded that even mild schistosomiasis and STH may compromise the performance of preschool children on expressive language. However poor ability in following instructions may have contributed to general poor performance across the two groups tested. Diet, school effect and stunting did not influence the performance of the children on expressive language.

Polysyllable Speech Accuracy and Predictors of Later Literacy Development in Preschool Children With Speech Sound Disorders

2017 ◽  
Vol 60 (7) ◽  
pp. 1877-1890 ◽  
Author(s):  
Sarah Masso ◽  
Elise Baker ◽  
Sharynne McLeod ◽  
Cen Wang
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Phonological Processing ◽  
Literacy Development ◽  
Digit Span ◽  
Speech Sound ◽  
Poor Performance ◽  
Receptive Vocabulary ◽  
Speech Sound Disorders ◽  
Print Knowledge

Purpose The aim of this study was to determine if polysyllable accuracy in preschoolers with speech sound disorders (SSD) was related to known predictors of later literacy development: phonological processing, receptive vocabulary, and print knowledge. Polysyllables—words of three or more syllables—are important to consider because unlike monosyllables, polysyllables have been associated with phonological processing and literacy difficulties in school-aged children. They therefore have the potential to help identify preschoolers most at risk of future literacy difficulties. Method Participants were 93 preschool children with SSD from the Sound Start Study. Participants completed the Polysyllable Preschool Test (Baker, 2013) as well as phonological processing, receptive vocabulary, and print knowledge tasks. Results Cluster analysis was completed, and 2 clusters were identified: low polysyllable accuracy and moderate polysyllable accuracy. The clusters were significantly different based on 2 measures of phonological awareness and measures of receptive vocabulary, rapid naming, and digit span. The clusters were not significantly different on sound matching accuracy or letter, sound, or print concept knowledge. Conclusions The participants' poor performance on print knowledge tasks suggested that as a group, they were at risk of literacy difficulties but that there was a cluster of participants at greater risk—those with both low polysyllable accuracy and poor phonological processing.

scholarly journals The Effect of Schistosomiasis and Soil-Transmitted Helminths on Expressive Language Skills Among isiZulu Speaking Preschool Children

2020 ◽  
Author(s):  
Xolisile Innocentia Mazibuko ◽  
Moses Chimbari
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Expressive Language ◽  
Phase 1 ◽  
Poor Performance ◽  
Phase 2 ◽  
Language Performance ◽  
Soil Transmitted Helminths ◽  
Narrative Skills ◽  
Overall Performance

Abstract Background: Schistosomiasis and soil transmitted helminths (STH) have been associated with compromised child development. We determined the effect of schistosomiasis and STH on expressive language skills among isiZulu speaking preschool children focusing on the variables: age, gender, school and stunting. Methods: We compared, qualitatively and quantitatively the performance of a cohort of infected and non-infected children using a 2 phased approach. In phase 1 infected children were treated with praziquantel and matched with non-infected children and both groups were tested for expressive language performance. In phase 2 both groups of children were re-tested for expressive language skills using a similar but modified test. The participants were 106 preschool children between the age of 4 and 6 years,11months. The Developmental Language Test was adapted as a linguistically and culturally appropriate tool for assessing isiZulu expressive language skills. Results: The overall performance of the children in phases 1 and 2 were statistically similar. There was significant Pearson’s correlation of expressive language skills to age (0.002, P<0.01), schistosomiasis i.e. vocabulary 1 (0.024, P<0.05) and narrative skills (0.001, P<0.01) and soil-transmitted helminths i.e. vocabulary 1 (0.006, P<0.05), colours (0.029, P<0.05) and narrative skills (0.001, P<0.01) in phase 2 with small to high Cohen’s d effect size for various language subtests. Conclusion: We concluded that even mild schistosomiasis and STH may compromise the performance of preschool children on expressive language. However poor ability in following instructions may have contributed to general poor performance across the two groups tested. Diet, school effect and stunting did not influence the performance of the children on expressive language.

scholarly journals To WPPSI or To Binet, That Is the Question: A Comparison of the WPPSI-III and SB5 With Typically Developing Preschoolers

2009 ◽  
Vol 19 (2) ◽  
pp. 104-115 ◽  
Author(s):  
Melinda Garred ◽  
Linda Gilmore
Keyword(s):  
Preschool Children ◽  
Cognitive Ability ◽  
Typically Developing ◽  
Intelligence Scale ◽  
Number Of Children ◽  
Primary Scale ◽  
Two Measures ◽  
Composite Scores ◽  
Preschool Aged Children

AbstractThis study compared two popular measures of cognitive ability for preschool children. The Wechsler Preschool and Primary Scale of Intelligence — Third Edition (WPPSI-III) and the Stanford-Binet Intelligence Scale — Fifth Edition (SB5) were administered in a counterbalanced order to 36 typically developing 4-year-old children. There were significant correlations among all WPPSI-III and SB5 composite scores but a number of children had notable differences between their scores on the two measures. Children tended to prefer the SB5 over the WPPSI-III. The implications for practitioners who assess preschool-aged children are discussed.

scholarly journals Neuropsychomotor development and auditory skills in preschool children

2018 ◽  
Vol 28 (1) ◽  
pp. 35
Author(s):  
Raphaela Barroso Guedes-Granzotti ◽  
Layna Santos Siqueira ◽  
Carla Patrícia Hernandez Alves Ribeiro Cesar ◽  
Kelly Silva ◽  
Danielle Ramos Domenis ◽  
...  
Keyword(s):  
Preschool Children ◽  
Auditory Processing ◽  
School Environment ◽  
Screening Test ◽  
Fine Motor ◽  
Central Auditory Processing ◽  
Chi Square ◽  
Significance Level ◽  
Bivariate Correlation ◽  
Sequential Memory

Introduction: Neuropsychomotor development and auditory abilities, influenced by biological and environmental factors, are directly related to school performance. In this way, a screening test in school environment allows the prior identification of change in development, reducing the losses in child life. Objective: To characterize the relationship between neuropsychomotor development and auditory processing skills in preschool children. Methods: 108 preschool children from three public institutions with ages between four years and one month to five years and eleven months, of both sexes were screened. It was performed the screening of Central Auditory Processing (CAP) through the simplified evaluation of auditory processing and the neurodevelopment using the Developmental Screening Test II Denver. The data were analyzed by chi-square tests and bivariate correlation with Pearson coefficient, adopting a significance level of 5% and alpha of 0.1. Results: The screening of the CAP, 100% of the subjects showed normal responses in the test detection, 81.5% in sound localization, 49% in the test of non-verbal sequential memory and 58.3% in the test of verbal sequential memory. In the neuropsychomotor development screening, the frequency of appropriate responses to the chronological age was significant in all areas, being 86.1% (93) in personal social area, 92.5% (100) in the adaptive fine motor, 87 % (94) in language and 92.5% (100) in gross motor. It was found a significant relationship only between the language alterations and proofs of sequential memory (p <0.05). Conclusion: It was found that the group studied was relationship between the language alterations and alterations in the temporal ordering skills of the central auditory processing.  

Verbal Reinforcement, Socio-Economic Status, and Intelligence Test Performance of Preschool Children

1977 ◽  
Vol 44 (3) ◽  
pp. 1011-1014 ◽  
Author(s):  
David S. Goh ◽  
Jean M. Lund
Keyword(s):  
Preschool Children ◽  
Low Socioeconomic Status ◽  
Test Performance ◽  
Economic Status ◽  
Peabody Picture Vocabulary ◽  
Verbal Reinforcement ◽  
Low Socioeconomic ◽  
Primary Scale ◽  
Treatment Conditions ◽  
Lower Status

90 preschool children of middle- and low-socioeconomic-status were administered Form A of the Peabody Picture Vocabulary Test and the verbal portion of the Wechsler Preschool and Primary Scale of Intelligence under three treatment conditions to study effects of verbal reinforcements on individual test performance. Data indicate that subjects of middle status scored significantly higher than their lower-status counterparts on both the Peabody and the WPPSI measures. No significant verbal reinforcement effect or interaction of status × reinforcement was found. Correlations of .58, .65, and .75 between the Peabody and the WPPSI scores were demonstrated in the groups, control, praised, and “correctness” feedback.

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