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You searched for subject:(Verbal Intelligence Quotient). Showing records 1 – 6 of 6 total matches.

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Loma Linda University

1. Alberty, Julie. Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI.

Degree: PhD, Psychology, 2012, Loma Linda University

 Pediatric traumatic brain injury (TBI) occurs at an average rate of 180 per 100,000 children who are hospitalized for head injury within the United States… (more)

Subjects/Keywords: Clinical Psychology; Intelligence: Bilingualism in children; Monolingualism in children; Memory; Brain Injuries; Traumatic Brain Injury; Glasgow Coma Scale; Intelligence Quotient; Verbal Intelligence Quotient; Performance Intelligence Quotient; Full Scale Intelligence Quotient; Children's Memory Scale; Bilingual Children; Memory; Monolingual Children

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Alberty, J. (2012). Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI. (Doctoral Dissertation). Loma Linda University. Retrieved from https://scholarsrepository.llu.edu/etd/71

Chicago Manual of Style (16th Edition):

Alberty, Julie. “Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI.” 2012. Doctoral Dissertation, Loma Linda University. Accessed July 11, 2020. https://scholarsrepository.llu.edu/etd/71.

MLA Handbook (7th Edition):

Alberty, Julie. “Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI.” 2012. Web. 11 Jul 2020.

Vancouver:

Alberty J. Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI. [Internet] [Doctoral dissertation]. Loma Linda University; 2012. [cited 2020 Jul 11]. Available from: https://scholarsrepository.llu.edu/etd/71.

Council of Science Editors:

Alberty J. Differences in IQ and Memory of Monolingual/Bilingual Children who Suffered a TBI. [Doctoral Dissertation]. Loma Linda University; 2012. Available from: https://scholarsrepository.llu.edu/etd/71


University of Toronto

2. Ribeiro de Oliveira, Leticia. Validity of the Verbal Intelligence Quotient as a Proxy for Language Ability.

Degree: 2019, University of Toronto

Autism Spectrum Disorder (ASD) is characterized by impairments in social communication and restricted interests and repetitive behaviors. Structural language deficits are commonly observed. Studies examining… (more)

Subjects/Keywords: Autism Spectrum Disorder; Language Assessment; Oral and Written Language Scales; Proxy for Language Ability; Verbal Intelligence Quotient; 0460

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APA (6th Edition):

Ribeiro de Oliveira, L. (2019). Validity of the Verbal Intelligence Quotient as a Proxy for Language Ability. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/98340

Chicago Manual of Style (16th Edition):

Ribeiro de Oliveira, Leticia. “Validity of the Verbal Intelligence Quotient as a Proxy for Language Ability.” 2019. Masters Thesis, University of Toronto. Accessed July 11, 2020. http://hdl.handle.net/1807/98340.

MLA Handbook (7th Edition):

Ribeiro de Oliveira, Leticia. “Validity of the Verbal Intelligence Quotient as a Proxy for Language Ability.” 2019. Web. 11 Jul 2020.

Vancouver:

Ribeiro de Oliveira L. Validity of the Verbal Intelligence Quotient as a Proxy for Language Ability. [Internet] [Masters thesis]. University of Toronto; 2019. [cited 2020 Jul 11]. Available from: http://hdl.handle.net/1807/98340.

Council of Science Editors:

Ribeiro de Oliveira L. Validity of the Verbal Intelligence Quotient as a Proxy for Language Ability. [Masters Thesis]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/98340


University of Florida

3. Darby, Roy Otto, 1945-. Learning disabilities a multivariate search for subtypes.

Degree: 1978, University of Florida

Subjects/Keywords: Arithmetic; Child psychology; Disabilities; Dyslexia; Intelligence quotient; Learning disabilities; Philosophical psychology; Reading difficulties; Sample mean; Verbal fluency; Learning disabilities; Psychology thesis Ph. D

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APA (6th Edition):

Darby, Roy Otto, 1. (1978). Learning disabilities a multivariate search for subtypes. (Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UF00098645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Darby, Roy Otto, 1945-. “Learning disabilities a multivariate search for subtypes.” 1978. Thesis, University of Florida. Accessed July 11, 2020. https://ufdc.ufl.edu/UF00098645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Darby, Roy Otto, 1945-. “Learning disabilities a multivariate search for subtypes.” 1978. Web. 11 Jul 2020.

Vancouver:

Darby, Roy Otto 1. Learning disabilities a multivariate search for subtypes. [Internet] [Thesis]. University of Florida; 1978. [cited 2020 Jul 11]. Available from: https://ufdc.ufl.edu/UF00098645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Darby, Roy Otto 1. Learning disabilities a multivariate search for subtypes. [Thesis]. University of Florida; 1978. Available from: https://ufdc.ufl.edu/UF00098645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

4. Ellis, Julie Ann. Memory Patterns in Children with Reading Disabilities, with and without Auditory Processing Disorders.

Degree: PhD, School Psychology - Educational Psychology, 2007, University of Florida

 Researchers in the fields of audiology and education debate the role of auditory processing disorders (APD) in the development of several other language based learning… (more)

Subjects/Keywords: Articulation disorders; Auditory perception; Auditory perceptual disorders; Auditory processing; Dyslexia; Intelligence quotient; Memory; Phonology; Reading difficulties; Working memory; auditory, disabilities, disorders, learning, memory, processing, reading, verbal

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ellis, J. A. (2007). Memory Patterns in Children with Reading Disabilities, with and without Auditory Processing Disorders. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0021626

Chicago Manual of Style (16th Edition):

Ellis, Julie Ann. “Memory Patterns in Children with Reading Disabilities, with and without Auditory Processing Disorders.” 2007. Doctoral Dissertation, University of Florida. Accessed July 11, 2020. https://ufdc.ufl.edu/UFE0021626.

MLA Handbook (7th Edition):

Ellis, Julie Ann. “Memory Patterns in Children with Reading Disabilities, with and without Auditory Processing Disorders.” 2007. Web. 11 Jul 2020.

Vancouver:

Ellis JA. Memory Patterns in Children with Reading Disabilities, with and without Auditory Processing Disorders. [Internet] [Doctoral dissertation]. University of Florida; 2007. [cited 2020 Jul 11]. Available from: https://ufdc.ufl.edu/UFE0021626.

Council of Science Editors:

Ellis JA. Memory Patterns in Children with Reading Disabilities, with and without Auditory Processing Disorders. [Doctoral Dissertation]. University of Florida; 2007. Available from: https://ufdc.ufl.edu/UFE0021626


University of Florida

5. Wolfe, Barry Elliot, 1942-. A comparison of the impact of two kindergarten programs on the creative performance of disadvantaged Negro children.

Degree: 1970, University of Florida

Subjects/Keywords: Child development; Child psychology; Classrooms; Creativity; Intelligence quotient; Kindergarten; Learning; Learning strategies; Pretreatment; Verbal fluency; Creative ability; Psychology thesis Ph. D; City of Jacksonville ( local )

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APA (6th Edition):

Wolfe, Barry Elliot, 1. (1970). A comparison of the impact of two kindergarten programs on the creative performance of disadvantaged Negro children. (Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/AA00031729

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wolfe, Barry Elliot, 1942-. “A comparison of the impact of two kindergarten programs on the creative performance of disadvantaged Negro children.” 1970. Thesis, University of Florida. Accessed July 11, 2020. https://ufdc.ufl.edu/AA00031729.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wolfe, Barry Elliot, 1942-. “A comparison of the impact of two kindergarten programs on the creative performance of disadvantaged Negro children.” 1970. Web. 11 Jul 2020.

Vancouver:

Wolfe, Barry Elliot 1. A comparison of the impact of two kindergarten programs on the creative performance of disadvantaged Negro children. [Internet] [Thesis]. University of Florida; 1970. [cited 2020 Jul 11]. Available from: https://ufdc.ufl.edu/AA00031729.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wolfe, Barry Elliot 1. A comparison of the impact of two kindergarten programs on the creative performance of disadvantaged Negro children. [Thesis]. University of Florida; 1970. Available from: https://ufdc.ufl.edu/AA00031729

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

6. Bongiolatti, Susan Renee. Attention and memory/learning following pediatric traumatic brain injury a multidimensional pilot study.

Degree: M.S, Department of Clinical and Health Psychology, 2003, University of Florida

 Whether attention performance can predict memory functioning following TBI is continuing to be investigated. With an understanding of the nature of these deficits following TBI,… (more)

Subjects/Keywords: Age groups; Craniocerebral trauma; Intelligence quotient; Memory; Pediatrics; Physical trauma; Selective attention; Traumatic brain injury; Verbal learning; Visual memory; Attention Deficit and Disruptive Behavior Disorders  – physiopathology ( mesh ); Brain Injuries ( mesh ); Learning Disorders  – physiopathology ( mesh ); Memory Disorders  – physiopathology ( mesh ); Research ( mesh ); attention, brain, injury, memory, pediatric, traumatic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bongiolatti, S. R. (2003). Attention and memory/learning following pediatric traumatic brain injury a multidimensional pilot study. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0000649

Chicago Manual of Style (16th Edition):

Bongiolatti, Susan Renee. “Attention and memory/learning following pediatric traumatic brain injury a multidimensional pilot study.” 2003. Masters Thesis, University of Florida. Accessed July 11, 2020. https://ufdc.ufl.edu/UFE0000649.

MLA Handbook (7th Edition):

Bongiolatti, Susan Renee. “Attention and memory/learning following pediatric traumatic brain injury a multidimensional pilot study.” 2003. Web. 11 Jul 2020.

Vancouver:

Bongiolatti SR. Attention and memory/learning following pediatric traumatic brain injury a multidimensional pilot study. [Internet] [Masters thesis]. University of Florida; 2003. [cited 2020 Jul 11]. Available from: https://ufdc.ufl.edu/UFE0000649.

Council of Science Editors:

Bongiolatti SR. Attention and memory/learning following pediatric traumatic brain injury a multidimensional pilot study. [Masters Thesis]. University of Florida; 2003. Available from: https://ufdc.ufl.edu/UFE0000649

.