Verbal reasoning : multiple choice : 11 + practice papers.

Son pruebas de inteligencia objetivas para evaluar las habilidades verbales de los alumnos en un sentido más amplio que el que proporciona el contenido específico de un programa de estudios. Su objetivo es tratar de que identifiquen modelos, similitudes y diferencias entre palabras, y demostrar, además, su comprensión de las reglas y del significado específico del lenguaje en diferentes contextos.

Non-verbal reasoning : multiple choice : 11 + practice papers.

Son pruebas de inteligencia cuyas preguntas no tienen una solución que puede ser aprendida de antemano.Son utilizadas, entre otras finalidades, para conocer de los escolares de ocho a catorce años, sus capacidades para comprender y asimilar información novedosa, independientemente de sus habilidades lingüísticas.

The verbal reasoning test workbook : umbeatable practice for verbal ability, English usage and interpretation and judgement tests.

Cada vez se utilizan mas las pruebas psicométricas, como parte del procedimiento de selección laboral. Casi todas las baterías de pruebas psicométricas incluyen un subtest de razonamiento verbal o una serie de preguntas. Este manual está pensado para quienes se enfrentan a una prueba de razonamiento verbal en el nivel intermedio y que carecen de cualquier práctica o confianza en sus destrezas. Ayuda a preparar estas pruebas con setecientas preguntas prácticas, una prueba de larga duración de simulación de práctica real, una explicación detallada de las respuestas y la interpretación de los resultados.

Verbal reasoning : further practice exercises.

El libro contiene 35 ejercicios prácticos de razonamiento verbal (de diez minutos de duración cada uno) para que los alumnos de enseñanza secundaria se familiaricen con los diferentes tipos de preguntas que pueden encontrar en los exámenes y mejoren su técnica y velocidad de resolución. Los tests aumentan gradualmente de dificultad. Al final del libro hay una tabla para apuntar los resultados de cada test y controlar el progreso de los alumnos, y un apartado con las soluciones.

Verbal reasoning : graded test papers 1.

El libro contiene 10 exámenes de razonamiento verbal (de 50 minutos de duración cada uno) con una mezcla de los diferentes tipos de preguntas que se pueden encontrar en los pruebas oficiales. Dirigido a alumnos de enseñanza secundaria, los ejercicios van aumentando de dificultad gradualmente, lo que les permitirá ir adquiriendo confianza poco a poco hasta alcanzar el nivel requerido. Al final del libro hay una tabla para apuntar los resultados de cada test y controlar el progreso de los alumnos, y un apartado con las soluciones.

Verbal reasoning : graded test papers 2.

El libro contiene 10 exámenes de razonamiento verbal (de 50 minutos de duración cada uno) con una mezcla de los diferentes tipos de preguntas que se pueden encontrar en los pruebas oficiales. Dirigido a alumnos de enseñanza secundaria, los ejercicios van aumentando de dificultad gradualmente, lo que les permitirá ir adquiriendo confianza poco a poco hasta alcanzar el nivel requerido. Al final del libro hay una tabla para apuntar los resultados de cada test y controlar el progreso de los alumnos, y un apartado con las soluciones.

Verbal reasoning : technique and practice 1.

Dirigido a alumnos de enseñanza secundaria, presenta la técnica y la práctica para la resolución de ejercicios de razonamiento verbal. Incluye trece de los treinta y cinco tipos de preguntas que se pueden encontrar en los exámenes oficiales (los volúmenes 2, 3 y 4 de la misma serie tratan los otros tipos) en el área de lengua. Para cada tipo de ejercicio explica el objetivo del mismo y la técnica que se debe seguir para su realización, con ejemplos y notas aclaratorias, y a continuación presenta un ejercicio práctico para aplicar dicha técnica. Al final del libro hay una tabla para apuntar los resultados de cada test y controlar el progreso del alumno, y un apartado con las soluciones.

Differential effects of single -sex versus coed education on the mathematical reasoning ability, verbal reasoning ability, and self-concept of high school girls

This study explored the differential effects of single-sex versus coed education on the cognitive and affective development of young women in senior year of high school. The basic research question was: What are the differential effects of single-sex versus coed education on the development of mathematical reasoning ability, verbal reasoning ability, or self-concept of high school girls?^ This study was composed of two parts. In the first part, the SAT verbal and mathematical ability scores were recorded for those subjects in the two schools from which the sample populations were drawn. The second part of the study required the application of the Piers-Harris Children's Self-Concept Scale to subjects in each of the two sample populations. The sample schools were deliberately selected to minimize between group differences in the populations. One was an all girls school, the other coeducational.^ The research design employed in this study was the causal-comparative method, used to explore causal relationships between variables that already exist. Based on a comprehensive analysis of the data produced by this research, no significant difference was found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 verbal reasoning section. Nor was any significant difference found to exist between the mean scores of the senior girls in the single-sex school and the coed school on the SAT 1 mathematical reasoning section. Finally, no significant difference between the mean total scores of the senior girls in the single-sex school and the coed school on the Piers-Harris Children's Self-Concept Scale was found to exist.^ Contrary to what many other studies have found in the past about single-sex schools and their advantages for girls, this study found no support for such advantages in the cognitive areas of verbal and mathematical reasoning as measured by the SAT or in the affective area of self-concept as measured by the Piers-Harris Children's Self-Concept Scale. ^

Do children with Williams syndrome really have good vocabulary knowledge? Methods for comparing cognitive and linguistic abilities in developmental disorders

The comparison of cognitive and linguistic skills in individuals with developmental disorders is fraught with methodological and psychometric difficulties. In this paper, we illustrate some of these issues by comparing the receptive vocabulary knowledge and non-verbal reasoning abilities of 41 children with Williams syndrome, a genetic disorder in which language abilities are often claimed to be relatively strong. Data from this group were compared with data from typically developing children, children with Down syndrome, and children with non-specific learning difficulties using a number of approaches including comparison of age-equivalent scores, matching, analysis of covariance, and regression-based standardization. Across these analyses children with Williams syndrome consistently demonstrated relatively good receptive vocabulary knowledge, although this effect appeared strongest in the oldest children.

Syntactic complexity in the comprehension of wh-questions and relative clauses in typical language development and autism

This study investigates effects of syntactic complexity operationalised in terms of movement, intervention and (NP) feature similarity in the development of A’ dependencies in 4-, 6-, and 8-year old typically developing (TD) French children and children with Autism Spectrum Disorders (ASD). Children completed an off-line comprehension task testing eight syntactic structures classified in four levels of complexity: Level 0: No Movement; Level 1: Movement without (configurational) Intervention; Level 2: Movement with Intervention from an element which is maximally different or featurally ‘disjoint’ (mismatched in both lexical NP restriction and number); Level 3: Movement with Intervention from an element similar in one feature or featurally ‘intersecting’ (matched in lexical NP restriction, mismatched in number). The results show that syntactic complexity affects TD children across the three age groups, but also indicate developmental differences between these groups. Movement affected all three groups in a similar way, but intervention effects in intersection cases were stronger in younger than older children, with NP feature similarity affecting only 4-year olds. Complexity effects created by the similarity in lexical restriction of an intervener thus appear to be overcome early in development, arguably thanks to other differences of this intervener (which was mismatched in number). Children with ASD performed less well than the TD children although they were matched on non-verbal reasoning. Overall, syntactic complexity affected their performance in a similar way as in their TD controls, but their performance correlated with non-verbal abilities rather than age, suggesting that their grammatical development does not follow the smooth relation to age that is found in TD children.

A psychological investigation into the relationship between hemispheric functioning and specific written language difficulties (dyslexia), using pharmaceutical intervention techniques

This thesis attempts a psychological investigation of hemispheric functioning in developmental dyslexia. Previous work using neuropsychological methods with developmental dyslexics is reviewed ,and original work is presented both of a conventional psychometric nature and also utilising a new means of intervention. At the inception of inquiry into dyslexia, comparisons were drawn between developmental dyslexia and acquired alexia, promoting a model of brain damage as the common cause. Subsequent investigators found developmental dyslexics to be neurologically intact, and so an alternative hypothesis was offered, namely that language is abnormally localized (not in the left hemisphere). Research in the last decade, using the advanced techniques of modern neuropsychology, has indicated that developmental dyslexics are probably left hemisphere dominant for language. The development of a new type of pharmaceutical prep~ration (that appears to have a left hemisphere effect) offers an oppertunity to test the experimental hypothesis. This hypothesis propounds that most dyslexics are left hemisphere language dominant, but some of these language related operations are dysfunctioning. The methods utilised are those of psychological assessment of cognitive function, both in a traditional psychometric situation, and with a new form of intervention (Piracetam). The information resulting from intervention will be judged on its therapeutic validity and contribution to the understanding of hemispheric functioning in dyslexics. The experimental studies using conventional psychometric evaluation revealed a dyslexic profile of poor sequencing and name coding ability, with adequate spatial and verbal reasoning skills. Neuropsychological information would tend to suggest that this profile was indicative of adequate right hemsiphere abilities and deficits in some left hemsiphere abilities. When an intervention agent (Piracetam) was used with young adult dyslexics there were improvements in both the rate of acquisition and conservation of verbal learning. An experimental study with dyslexic children revealed that Piracetam appeared to improve reading, writing and sequencing, but did not influence spatial abilities. This would seem to concord with other recent findings, that deve~mental dyslexics may have left hemisphere language localisation, although some of these language related abilities are dysfunctioning.

Validação de uma bateria de provas de selecção de candidatos à classe de praças da força aérea

Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Social e das Organizações.

IQ and aptitude tests : assess your verbal, numerical and spatial reasoning skills.

El libro presenta un conjunto de tests de aptitud (para medir el potencial de éxito de una persona) y tests de inteligencia normalizados, cada vez más utilizados en procesos de contratación, selección y evaluación de personal. Organizados en cuatro apartados, tests de aptitud verbal, espacial, numérica y tests de inteligencia, permiten trabajar distintas áreas (significado de palabras, gramática y comprensión, aptitud verbal avanzada, análisis lógico, cálculo mental, secuencias numéricas y problemas numéricos) para mejorar las habilidades verbales, numéricas y de razonamiento del lector.

The influence of verbal mood in exceptive conditional reasoning : indicative versus subjunctive

Resumen tomado de la publicaci??n