32 research outputs found

    Psychometric characteristics of the Slovene translation of the Gifted Rating Scales (GRS-S)

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    The importance of individualized work with gifted students has been acknowledged in both domestic and international environments, and the process of gifted student identification is a professionally demanding one. The Slovene Concept of Identifying and Working with Gifted Students, which has been internationally cited as an example of good practice, is currently being renewed. Psychologists should simultaneously secure methodologically sound instruments for the teachers to assess giftedness in students, as they are indispensable in identifying the gifted in educational settings. In the present article, we describe the process of translation and adaptation of the Gifted Rating Scales GRS-S (Pfeiffer & Jarosewich, 2003) into Slovene. The scales could be used by teachers and other mentors to assess their studentsā€™ potentials and abilities in areas of intellectual and academic ability, creativity, artistic talent, leadership, and motivation. We looked into the psychometric characteristics of the scales, gathered the ratersā€™ comments about them, and conducted a convergent validity analysis with the currently used Scales for the Teacherā€™s Assessment of Giftedness (OLNAD07). Thirty-six teachers from around Slovenia participated in the study and rated the giftedness of 175 4th grade students. The translated scales exhibit good psychometric characteristics (high internal consistency, criterion validity, factorial structure) and satisfactory convergent validity with OLNAD07. While the participating teachers are in general wary of the present instrument, they feel the proposed GRS-S scales are more suitable for use in the identification process. We thus propose a standardization study to be conducted with a larger sample and we propose the possibility of implementing the scales into the process of working with the gifted in Slovenia

    Razlike u motivaciji sportaÅ”a koje treniraju treneri različitih motivacijskih i rukovodećih profila

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    Coaches of different profiles influence athletesā€™ sports motivation differently. The aim of this paper was to investigate the coachesā€™ contribution to the motivational structure of athletes from team sports. Using the coachesā€™ self-evaluations of goal orientation and intrinsic motivation and the athletesā€™ evaluations of their coachesā€™ leadership styles, the two types of coaches were identified. Discriminant analysis showed the differences in motivational structure between athletes trained by the coaches from either one or the other group. The athletes who were trained by the more athlete-directed, low ego-oriented coaches showed a preferable motivational pattern; they perceived the mastery motivational climate in their teams, were higher on intrinsic motivation, their task goal orientation was high and ego goal orientation was elevated. The athletes trained by the less athlete-directed and high ego-oriented coaches perceived fewer signs of the mastery motivational climate in their teams, were less intrinsically motivated, and their task orientation and ego goal orientation were lower. The motivational structure profiles of the athletes from the second group and their coaches seem incongruent and this incompatibility might induce athletesā€™ lower motivation.Treneri različitih profila različito utječu na motivaciju sportaÅ”a. Cilj ovog rada bio je istražiti doprinos trenerova djelovanja oblikovanju motivacijske strukture sportaÅ”a timskih sportova. Na temelju samoprocijenjene ciljne orijentacije i intrinzične motivacije trenera te na temelju procjena trenerova rukovođenja koje su dali sportaÅ”i, identificirana su dva tipa trenera. Diskriminacijska analiza pokazala je razlike u motivacijskoj strukturi njihovih sportaÅ”a. SportaÅ”i koje treniraju treneri usmjereniji prema sportaÅ”ima kao osobama, uz nisku orijentaciju na ishod, pokazuju poželjniji motivacijski profil ā€“ oni motivacijsku klimu u svojim ekipama doživljavaju viÅ”e usmjerenom na suradnju i učenje, viÅ”e su intrinzično motivirani, usmjereni su dominantno prema usavrÅ”avanju vjeÅ”tina, manje prema imperativu rezultata, iako je i taj tip ciljne orijentacije zastupljen. SportaÅ”i trenera koji su manje usmjereni prema njima kao osobama i čija je orijentacija prema imperativnom postizanju rezultata viÅ”a, percipiraju manje znakova kooperativne motivacijske klime u svojim ekipama, slabije su intrinzično motivirani, a njihova ciljna orijentacija vezana uz sport je općenito niža. U tom drugom slučaju može se uočiti nekompatibilnost motivacijskog profila sportaÅ”a i njihovih trenera, Å”to može negativno djelovati na motivaciju sportaÅ”a

    The relationship between creativity and variety of play material in the context of symbolic play

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    During children's symbolic play many cognitive, emotional and social processes take place. A child develops her potential through symbolic play, and creativity is one such potential. Our research focused on investigating the relationship between creativity in early childhood and physical representation of play material in the context of symbolic play. 59 children were included in the study, aged from five to six years. We assessed their creativity before and after ten play-sessions using the Test for Creative Thinking TCT-DP. Each child played individually with one of six types of play material that varied with respect to three characteristics: structure, realism, and complexity. We hypothesized that creativity would increase for all types of play material but that it would not increase evenly across play materials. Due to statistically insignificant differences in creativity measures over time, we could not validate these hypotheses. We did however find a small increase in creativity for a group that played with low-structured, low-realism and low-complexity play material. This result is consistent with other similar research in the field

    COGNITIVE FUNCTION IN EARLY CLINICAL PHASE HUNTINGTON DISEASE AFTER RIVASTIGMINE TREATMENT

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    Background: In Huntington disease (HD) patients receiving rivastigmine treatment improvement of behavioral symptoms and of cognitive function (assessed with screening diagnostic instruments) has been reported. The aim of the present study was to verify such improvement in cognitive function by cognitive function assessment with a detailed neuropsychological battery covering all relevant cognitive systems expected to be impaired in early phase HD. Subjects and methods: Eighteen (18) HD patients entered the study and were randomly allocated to the rivastigmine and placebo group. All subjects underwent neuropsychological assessment at baseline. Follow-up neuropsychological assessment was applied after 6 months of rivastigmine or placebo treatment. Eighteen (18) healthy controls entered the study to control for practice effect and underwent neuropsychological assessment at baseline and after 6 months, without treatment. The neuropsychological battery consisted of assessment tools that are sensitive to cognitive impairment seen in early phase HD: CTMT, SDMT, Stroop (attention and information control), RFFT, TOL, Verbal fluency (executive functioning), CVLT-II, RCFT (learning and memory). Effect of rivastigmine and possible effect of practice was assessed using the mixed ANOVA model. Results: No statistically significant effect of rivastigmine treatment on cognitive function in HD patients was detected. There was no evidence for practice or placebo effect. Conclusions: Detailed neuropsychological assessment did not confirm previously reported effect of rivastigmine treatment on cognitive function in HD patients. The limitations of our study are, in particular, small sample size and the lack of a single measure of relevant cognitive functioning in HD patients. Instead of focusing solely on statistical significance, a clinical relevance study is proposed to clarify the issue of rivastigmine effects in HD

    Peabody Picture Vocabulary Test (PPVT-III): Psychometric properties and significance for application

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    The purpose of this article is to present the content, conceptual structure and methodological steps of the latest revision of the Peabody Picture Vocabulary Test (PPVT-III), which is a highly functional and valuable vocabulary test that has been in use since 1959 in different language and cultural surroundings. On the case of the PPVT-III we are presenting the procedure of development and standardization of such vocabulary tests as well as its translation and adaptation from one language and cultural milieu to another. We also note the practical use of the PPVT-III for research purposes. In Slovenian language no vocabulary tests were developed or adapted so far; PPVT-III is presented in this context, too

    The role of decision speed in the construct of intelligence

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    A theory of general intelligence in Spearman's sense has been frequently verified via two complementary approaches, the one using psychometric and the other using experimental methodology. The results led to the conclusion that both, psychometric tests and elementary cognitive tasks in different experimental paradigms measure the same thing in substantial extent. The rapid, error free information processing, reflecting the efficiency of a nervous system with limited capacity, was supposed to be the essential component of the intellect. This view is often criticised by the authors who claim that high correlation between speed of information processing and psychometric intelligence is simply the consequence of the fact that some intelligence tests themselves are "speeded" and that mental speed is merely a marginal variable in both psychometric tests and elementary cognitive tasks. In our study we tested 88 subjects with three psychometric tests, measuring general intelligence in Spearman's sense. Parallel versions of those tests were created by splitting each of them into two equivalent halves by "odd-even" principle. One version was applied under strict time constraints and the other one without time pressure. In addition five speed-of-information-processing paradigms were applied. The relationship between the mental speed and general intelligence measured in timed and untimed conditions was examined. Results suggest that the role of speed of information processing is significant in determining general intelligence. Mental speed also seems to be relatively independent with regarding to time limitations in testing intelligence. The results are discussed in terms of the neural efficiency presumptions
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