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"WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides clinical use and interpretive information for clinical practitioners using the Woodcock-Johnson, Fourth Edition (WJ IV). The book discusses how the cognitive, achievement, and oral language batteries are organized, a description of their specific content, a brief review of their psychometric properties, and best practices in interpreting scores on the WJ IV. Coverage includes the predictive validity of its lower order factors and the clinical information that can be derived from its 60 individual subtests. Part II of this book describes the clinical and diagnostic utility of the WJ IV with young children for diagnosing learning disabilities in both school age and adult populations, and for identifying gifted and talented individuals. Additionally, the book discusses the use of the WJ IV with individuals whose culture and language backgrounds differ from those who are native English speakers and who were born and raised in mainstream US culture"--Provided by publisher.

Woodcock-Johnson Tests of Cognitive Ability. --- WJTCA (Psychology) --- Cognition --- Intelligence tests --- Testing --- Intelligence levels --- Intelligence testing --- IQ tests --- Mental tests --- Psychological tests

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WJ III Clinical Use and Interpretation presents a wide variety of clinical applications of the WJ III from leading experts. Each chapter will provide the reader with insights into patterns of cluster and test scores from both the WJ III Tests of Cognitive Abilities and WJ III Tests of Achievement that can assist with interpretation and formulation of diagnostic hypotheses for clinical practice. WJ III Clinical Use and Interpretation provides expert guidance for using the WJ III with individuals with a broad array of learning and neuropsychological problems, includin

Woodcock-Johnson Tests of Cognitive Ability. --- Intelligence tests. --- Intelligence levels --- Intelligence testing --- IQ tests --- Mental tests --- WJTCA (Psychology) --- Testing --- Psychological tests --- Cognition --- Intelligence tests --- #KVHB:Psychodiagnostiek --- #KVHB:Woodcock-Johnson --- #KVHB:Test; cognitieve vaardigheden

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The chapters in this volume derive from a symposium held in Madrid, Spain, from 6-8 November, 1998. Organized and supported by the Autónoma University of Madrid, the meeting was part of the activities of the Special Interest Group (SIG) on Conceptual Change of the European Association for Research on Learning and Instruction (EARLI), coordinated by the editors of this book. The volume brings together contributions from leading researchers investigating the role of conceptual change to enhance meaningful learning in the classroom. The aim of the volume is to present the state of the art on a topic that has become very relevant to explaining how students, and people in general, build their knowledge and incorporate new concepts and ideas. The volume keeps the four main sessions in which the symposium was articulated. They were structured around both theoretical and practical issues of conceptual change. Particular attention was paid to discussing the characteristics of individuals’ prior knowledge and to the more recent topic of how to integrate social, motivational and contextual aspects of learning within conceptual change research (Parts 1 and 2).

Concept learning. --- Learning, Psychology of. --- Cognition in children. --- Philosophy (General). --- Consciousness. --- Psychology, general. --- Learning & Instruction. --- Cognitive Psychology. --- Psychology. --- Learning. --- Instruction. --- Cognitive psychology. --- Comprehension. --- Educational psychology. --- Cognitive ability. --- Psychology, Cognitive --- Cognitive science --- Psychology --- Learning process --- Comprehension --- Education --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health --- Understanding --- Apperception --- Learning, Psychology of --- Memory

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Using data they collected in rural Burkina Faso, the authors examine how children's cognitive abilities influence resource constrained households' decisions to invest in their education. This paper uses a direct measure of child ability for all primary school-aged children, regardless of current school enrollment. The analysis explicitly incorporates direct measures of the ability of each child's siblings (both absolute and relative measures) to show how sibling rivalry exerts an impact on the parents' decision of whether and how much to invest in their child's education. The findings indicate that children with one standard deviation higher own ability are 16 percent more likely to be currently enrolled, while having a higher ability sibling lowers current enrollment by 16 percent and having two higher ability siblings lowers enrollment by 30 percent. The results are robust to addressing the potential reverse causality of schooling influencing child ability measures and using alternative cognitive tests to measure ability.

Achievement --- Achievement tests --- Child labor --- Cognitive ability --- Early childhood --- Education --- Educational Sciences --- Gender --- Gender and Law --- Gender difference --- Governance --- Human development --- Individual characteristics --- Intelligence --- Modeling --- Only children --- Perception --- Personality --- Personality traits --- Primary Education --- Primary school --- Problem solving --- Psychology --- Street Children --- Urban Development --- Working memory --- Young children --- Youth and Governance

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Studies of the brain inform us about the cognitive abilities of animals and hence affect the extent to which animals of that species are respected However, they can also tell us how an individual is likely to be perceiving, attending to, evaluating, coping with, enjoying, or disturbed by its environment, and so can give direct information about welfare. In studies of welfare, we are especially interested in how an individual feels. Since this depends upon high-level brain processing, we have to investigate brain function. Brain correlates of preferred social, sexual and parental situations include elevated oxytocin in the para-ventricular nucleus of the hypothalamus. Abnormal behaviour may have brain correlates, for example, high frequencies of stereotypy are associated with down-regulated P and kappa receptors and dopamine depletion in the frontal cortex. Such results help in evaluating the effects of treatment on welfare. Some brain changes, such as increased glucocorticoid receptors in the frontal lobes or increased activity in the amygdala, may be a sensitive indicator of perceived emergency. Active immunological defences lead to cytokine production in the brain, vagal nerve activity and sickness effects. Some aspects of brain function can be temporarily suppressed, for example, by opioids when there is severe pain, or permanently impaired, for example, in severely impoverished environments or during depression. Coping attempts or environmental impact can lead to injury to the brain, damage to hippocampal neurons, remodelling of dendrites in the hippocampus, or to other brain disorganisation. Brain measures can explain the nature and magnitude of many effects on welfare

Ability. --- Abnormal behaviour,adrenal,animal welfare,brain measures,coping,opioids. --- Abnormal behaviour. --- Activity. --- Amygdala. --- Animal welfare. --- Animal-welfare. --- Animal. --- Animals. --- Behavior. --- Behaviour. --- Brain. --- Cognitive-ability. --- Coping. --- Cortex. --- Damage. --- Depression. --- Dopamine. --- Emergency. --- Environment. --- Environments. --- Frequency. --- Frontal cortex. --- Frontal lobes. --- Frontal-cortex. --- Frontal. --- Function. --- Glucocorticoid receptors. --- Glucocorticoid. --- Hippocampal-neurons. --- Hippocampal. --- Hippocampus. --- Hypothalamus. --- Impoverished. --- Injuries. --- Injury. --- Neurons. --- Nucleus. --- Opioid. --- Opioids. --- Oxytocin. --- Pain. --- Paraventricular nucleus. --- Production. --- Receptor. --- Receptors. --- Responses. --- Sexual. --- Sheep. --- Situations. --- Social. --- Sows. --- Stereotypies. --- Stereotypy. --- Stress. --- Systems. --- Treatment. --- Us. --- Welfare.