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You searched for subject:(Woodcock Johnson Tests of Cognitive Ability). Showing records 1 – 30 of 252046 total matches.

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1. Roberds, Elizabeth L. Evaluating the relationship between CHC factors and executive functioning: Evaluating the relationship between Cattell-Horn-Carroll factors and executive functiong: Intelligence and executive functioning.

Degree: PhD, 2015, Ball State University

 In this study, the relationship was explored between the CHC factors of intelligence, as measured by the Woodcock-Johnson III Tests of Cognitive Abilities (WJIII- Cog),… (more)

Subjects/Keywords: Woodcock-Johnson Tests of Cognitive Ability.; Executive functions (Neuropsychology)  – Testing.; Young adults  – Psychological testing.

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

APA (6th Edition):

Roberds, E. L. (2015). Evaluating the relationship between CHC factors and executive functioning: Evaluating the relationship between Cattell-Horn-Carroll factors and executive functiong: Intelligence and executive functioning. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/199524

Chicago Manual of Style (16th Edition):

Roberds, Elizabeth L. “Evaluating the relationship between CHC factors and executive functioning: Evaluating the relationship between Cattell-Horn-Carroll factors and executive functiong: Intelligence and executive functioning.” 2015. Doctoral Dissertation, Ball State University. Accessed February 17, 2020. http://cardinalscholar.bsu.edu/handle/123456789/199524.

MLA Handbook (7th Edition):

Roberds, Elizabeth L. “Evaluating the relationship between CHC factors and executive functioning: Evaluating the relationship between Cattell-Horn-Carroll factors and executive functiong: Intelligence and executive functioning.” 2015. Web. 17 Feb 2020.

Vancouver:

Roberds EL. Evaluating the relationship between CHC factors and executive functioning: Evaluating the relationship between Cattell-Horn-Carroll factors and executive functiong: Intelligence and executive functioning. [Internet] [Doctoral dissertation]. Ball State University; 2015. [cited 2020 Feb 17]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199524.

Council of Science Editors:

Roberds EL. Evaluating the relationship between CHC factors and executive functioning: Evaluating the relationship between Cattell-Horn-Carroll factors and executive functiong: Intelligence and executive functioning. [Doctoral Dissertation]. Ball State University; 2015. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199524

2. Trinkle, James M., II. Norm-referenced cognitive and achievement scores as predictors of state-wide high-stakes test scores with students referred for special education: High-stakes testing.

Degree: PhD, 2013, Ball State University

 Relatively recent federal education initiatives, such as No Child Left Behind (NCLB; 2001), have focused on school accountability for student achievement including achievement of traditionally… (more)

Subjects/Keywords: Woodcock-Johnson Tests of Cognitive Ability; Achievement tests; Indiana Statewide Testing for Educational Progress; Children with disabilities  – Education

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APA (6th Edition):

Trinkle, James M., I. (2013). Norm-referenced cognitive and achievement scores as predictors of state-wide high-stakes test scores with students referred for special education: High-stakes testing. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197411

Chicago Manual of Style (16th Edition):

Trinkle, James M., II. “Norm-referenced cognitive and achievement scores as predictors of state-wide high-stakes test scores with students referred for special education: High-stakes testing.” 2013. Doctoral Dissertation, Ball State University. Accessed February 17, 2020. http://cardinalscholar.bsu.edu/handle/123456789/197411.

MLA Handbook (7th Edition):

Trinkle, James M., II. “Norm-referenced cognitive and achievement scores as predictors of state-wide high-stakes test scores with students referred for special education: High-stakes testing.” 2013. Web. 17 Feb 2020.

Vancouver:

Trinkle, James M. I. Norm-referenced cognitive and achievement scores as predictors of state-wide high-stakes test scores with students referred for special education: High-stakes testing. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2020 Feb 17]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197411.

Council of Science Editors:

Trinkle, James M. I. Norm-referenced cognitive and achievement scores as predictors of state-wide high-stakes test scores with students referred for special education: High-stakes testing. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197411

3. Nethers, Kristin Russell. Woodcock -Johnson Tests of Cognitive Abilities -Third Edition and Universal Nonverbal Intelligence Test IQ scores: Does autism diagnosis make a difference?.

Degree: 2006, Texas Woman's University

 The primary purpose of this study was to investigate intellectual assessment of individuals with an Autism Spectrum Disorder (ASD). Specifically, the study attempted to determine… (more)

Subjects/Keywords: Autism  – Ability testing; Woodcock-Johnson Tests of Cognitive Ability  – Evaluation; Intelligence tests  – Evaluation

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APA (6th Edition):

Nethers, K. R. (2006). Woodcock -Johnson Tests of Cognitive Abilities -Third Edition and Universal Nonverbal Intelligence Test IQ scores: Does autism diagnosis make a difference?. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/98

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):

Nethers, Kristin Russell. “Woodcock -Johnson Tests of Cognitive Abilities -Third Edition and Universal Nonverbal Intelligence Test IQ scores: Does autism diagnosis make a difference?.” 2006. Thesis, Texas Woman's University. Accessed February 17, 2020. http://hdl.handle.net/11274/98.

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

MLA Handbook (7th Edition):

Nethers, Kristin Russell. “Woodcock -Johnson Tests of Cognitive Abilities -Third Edition and Universal Nonverbal Intelligence Test IQ scores: Does autism diagnosis make a difference?.” 2006. Web. 17 Feb 2020.

Vancouver:

Nethers KR. Woodcock -Johnson Tests of Cognitive Abilities -Third Edition and Universal Nonverbal Intelligence Test IQ scores: Does autism diagnosis make a difference?. [Internet] [Thesis]. Texas Woman's University; 2006. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11274/98.

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

Council of Science Editors:

Nethers KR. Woodcock -Johnson Tests of Cognitive Abilities -Third Edition and Universal Nonverbal Intelligence Test IQ scores: Does autism diagnosis make a difference?. [Thesis]. Texas Woman's University; 2006. Available from: http://hdl.handle.net/11274/98

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


University of Wisconsin – Stout

4. Pauly, Karen. L.H. Concurrent validity of the Woodcock Johnson III Tests of Cognitive Ability and the Differential Ability Scales.

Degree: 2003, University of Wisconsin – Stout

Subjects/Keywords: Intelligence tests – Evaluation; Woodcock-Johnson Tests of Cognitive Ability; Differential Ability Scales

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

APA (6th Edition):

Pauly, K. L. H. (2003). Concurrent validity of the Woodcock Johnson III Tests of Cognitive Ability and the Differential Ability Scales. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2003/2003paulyk.pdf ; http://digital.library.wisc.edu/1793/40997

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):

Pauly, Karen L H. “Concurrent validity of the Woodcock Johnson III Tests of Cognitive Ability and the Differential Ability Scales.” 2003. Thesis, University of Wisconsin – Stout. Accessed February 17, 2020. http://www.uwstout.edu/lib/thesis/2003/2003paulyk.pdf ; http://digital.library.wisc.edu/1793/40997.

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

MLA Handbook (7th Edition):

Pauly, Karen L H. “Concurrent validity of the Woodcock Johnson III Tests of Cognitive Ability and the Differential Ability Scales.” 2003. Web. 17 Feb 2020.

Vancouver:

Pauly KLH. Concurrent validity of the Woodcock Johnson III Tests of Cognitive Ability and the Differential Ability Scales. [Internet] [Thesis]. University of Wisconsin – Stout; 2003. [cited 2020 Feb 17]. Available from: http://www.uwstout.edu/lib/thesis/2003/2003paulyk.pdf ; http://digital.library.wisc.edu/1793/40997.

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

Council of Science Editors:

Pauly KLH. Concurrent validity of the Woodcock Johnson III Tests of Cognitive Ability and the Differential Ability Scales. [Thesis]. University of Wisconsin – Stout; 2003. Available from: http://www.uwstout.edu/lib/thesis/2003/2003paulyk.pdf ; http://digital.library.wisc.edu/1793/40997

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


University of North Carolina – Wilmington

5. Smith, Patricia H. Public opinion.

Degree: 2009, University of North Carolina – Wilmington

 Many students in Onslow County, North Carolina show deficiencies in writing as measured by the North Carolina State Writing Test. 61.3% of Onslow County’s fourth… (more)

Subjects/Keywords: Woodcock-Johnson Tests of Cognitive Ability; Educational tests and measurements; Learning disabilities  – Evaluation

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APA (6th Edition):

Smith, P. H. (2009). Public opinion. (Masters Thesis). University of North Carolina – Wilmington. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1607

Chicago Manual of Style (16th Edition):

Smith, Patricia H. “Public opinion.” 2009. Masters Thesis, University of North Carolina – Wilmington. Accessed February 17, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1607.

MLA Handbook (7th Edition):

Smith, Patricia H. “Public opinion.” 2009. Web. 17 Feb 2020.

Vancouver:

Smith PH. Public opinion. [Internet] [Masters thesis]. University of North Carolina – Wilmington; 2009. [cited 2020 Feb 17]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1607.

Council of Science Editors:

Smith PH. Public opinion. [Masters Thesis]. University of North Carolina – Wilmington; 2009. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1607

6. Sauerberger, Kyle S. Examing the personality-performance link using directly observed behavior.

Degree: MA, Psychology, 2013, Rutgers University

 Personality psychology seeks to characterize, understand, and predict behavior. However, studies that utilize direct behavioral observation are few in number. The current study analyzes data… (more)

Subjects/Keywords: Behavioral assessment; Personality tests; Woodcock-Johnson Tests of Cognitive Ability

Woodcock-Johnson III Tests of Cognitive Abilities: BIA (Brief Intellectual Ability; Woodcock… …Schrank, 2001) is an abbreviated version of the Woodcock-Johnson III Tests of Cognitive… …of Cognitive Abilities: BIA (Brief Intellectual Ability; Woodcock, Mather, McGrew… …added to obtain a composite score for each Big Five trait. 17 The Woodcock-Johnson III Tests… …Woodcock-Johnson was measured by adding up the total correct answers in the three sections of the… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Sauerberger, K. S. (2013). Examing the personality-performance link using directly observed behavior. (Masters Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10005600001.ETD.000068633

Chicago Manual of Style (16th Edition):

Sauerberger, Kyle S. “Examing the personality-performance link using directly observed behavior.” 2013. Masters Thesis, Rutgers University. Accessed February 17, 2020. http://hdl.rutgers.edu/1782.1/rucore10005600001.ETD.000068633.

MLA Handbook (7th Edition):

Sauerberger, Kyle S. “Examing the personality-performance link using directly observed behavior.” 2013. Web. 17 Feb 2020.

Vancouver:

Sauerberger KS. Examing the personality-performance link using directly observed behavior. [Internet] [Masters thesis]. Rutgers University; 2013. [cited 2020 Feb 17]. Available from: http://hdl.rutgers.edu/1782.1/rucore10005600001.ETD.000068633.

Council of Science Editors:

Sauerberger KS. Examing the personality-performance link using directly observed behavior. [Masters Thesis]. Rutgers University; 2013. Available from: http://hdl.rutgers.edu/1782.1/rucore10005600001.ETD.000068633

7. NC DOCKS at The University of North Carolina Wilmington; Smith, Patricia H. Public opinion.

Degree: 2009, NC Docks

 Many students in Onslow County, North Carolina show deficiencies in writing as measured by the North Carolina State Writing Test. 61.3% of Onslow County’s fourth… (more)

Subjects/Keywords: Woodcock-Johnson Tests of Cognitive Ability; Educational tests and measurements; Learning disabilities  – Evaluation

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APA (6th Edition):

NC DOCKS at The University of North Carolina Wilmington; Smith, P. H. (2009). Public opinion. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncw/f/smithp2006-2.pdf

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):

NC DOCKS at The University of North Carolina Wilmington; Smith, Patricia H. “Public opinion.” 2009. Thesis, NC Docks. Accessed February 17, 2020. http://libres.uncg.edu/ir/uncw/f/smithp2006-2.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina Wilmington; Smith, Patricia H. “Public opinion.” 2009. Web. 17 Feb 2020.

Vancouver:

NC DOCKS at The University of North Carolina Wilmington; Smith PH. Public opinion. [Internet] [Thesis]. NC Docks; 2009. [cited 2020 Feb 17]. Available from: http://libres.uncg.edu/ir/uncw/f/smithp2006-2.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina Wilmington; Smith PH. Public opinion. [Thesis]. NC Docks; 2009. Available from: http://libres.uncg.edu/ir/uncw/f/smithp2006-2.pdf

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

8. Carper, Marlene Snapka. A concurrent validity study comparing executive functioning of the Woodcock Johnson III Tests of Cognitive Ability and the NEPSY.

Degree: 2003, Texas Woman's University

 The purpose of this study was to examine the concurrent validity between the Woodcock Johnson III Tests of Cognitive Ability (WJ III COG; Woodcock, McGrew,… (more)

Subjects/Keywords: Psychology; Executive functioning; NEPSY; Woodcock Johnson III Tests of Cognitive Ability

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APA (6th Edition):

Carper, M. S. (2003). A concurrent validity study comparing executive functioning of the Woodcock Johnson III Tests of Cognitive Ability and the NEPSY. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10070

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):

Carper, Marlene Snapka. “A concurrent validity study comparing executive functioning of the Woodcock Johnson III Tests of Cognitive Ability and the NEPSY.” 2003. Thesis, Texas Woman's University. Accessed February 17, 2020. http://hdl.handle.net/11274/10070.

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

MLA Handbook (7th Edition):

Carper, Marlene Snapka. “A concurrent validity study comparing executive functioning of the Woodcock Johnson III Tests of Cognitive Ability and the NEPSY.” 2003. Web. 17 Feb 2020.

Vancouver:

Carper MS. A concurrent validity study comparing executive functioning of the Woodcock Johnson III Tests of Cognitive Ability and the NEPSY. [Internet] [Thesis]. Texas Woman's University; 2003. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11274/10070.

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

Council of Science Editors:

Carper MS. A concurrent validity study comparing executive functioning of the Woodcock Johnson III Tests of Cognitive Ability and the NEPSY. [Thesis]. Texas Woman's University; 2003. Available from: http://hdl.handle.net/11274/10070

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

9. Shaw, Lindsay Anne. The Relationship Between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a Clinically Referred Pediatric Population.

Degree: 2010, Nova Southeastern University

 This research involves an investigation of the construct validity of the Wechsler Intelligence Scale for Children-; Fourth Edition (WISC-IV) when compared to the Woodcock-Johnson III… (more)

Subjects/Keywords: correlations; Wechsler Intelligence Scale for Children; Woodcock-Johnson Tests of Cognitive Abilities; Psychology

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APA (6th Edition):

Shaw, L. A. (2010). The Relationship Between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a Clinically Referred Pediatric Population. (Thesis). Nova Southeastern University. Retrieved from http://nsuworks.nova.edu/cps_stuetd/65

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):

Shaw, Lindsay Anne. “The Relationship Between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a Clinically Referred Pediatric Population.” 2010. Thesis, Nova Southeastern University. Accessed February 17, 2020. http://nsuworks.nova.edu/cps_stuetd/65.

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

MLA Handbook (7th Edition):

Shaw, Lindsay Anne. “The Relationship Between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a Clinically Referred Pediatric Population.” 2010. Web. 17 Feb 2020.

Vancouver:

Shaw LA. The Relationship Between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a Clinically Referred Pediatric Population. [Internet] [Thesis]. Nova Southeastern University; 2010. [cited 2020 Feb 17]. Available from: http://nsuworks.nova.edu/cps_stuetd/65.

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

Council of Science Editors:

Shaw LA. The Relationship Between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a Clinically Referred Pediatric Population. [Thesis]. Nova Southeastern University; 2010. Available from: http://nsuworks.nova.edu/cps_stuetd/65

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


University of Wisconsin – Stout

10. Salava, Jennifer Anne. Concurrent validity of the Woodcock Johnson Third Edition Tests of Cognitive Ability and the Differential Ability Scales for young children with speech and language delays.

Degree: 2004, University of Wisconsin – Stout

Subjects/Keywords: Cognition – Testing; Differential Ability Scales – Evaluation; Intelligence tests – Evaluation; Woodcock-Johnson Tests of Cognitive Ability – Evaluation

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APA (6th Edition):

Salava, J. A. (2004). Concurrent validity of the Woodcock Johnson Third Edition Tests of Cognitive Ability and the Differential Ability Scales for young children with speech and language delays. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2004/2004salavaj.pdf ; http://digital.library.wisc.edu/1793/41435

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):

Salava, Jennifer Anne. “Concurrent validity of the Woodcock Johnson Third Edition Tests of Cognitive Ability and the Differential Ability Scales for young children with speech and language delays.” 2004. Thesis, University of Wisconsin – Stout. Accessed February 17, 2020. http://www.uwstout.edu/lib/thesis/2004/2004salavaj.pdf ; http://digital.library.wisc.edu/1793/41435.

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

MLA Handbook (7th Edition):

Salava, Jennifer Anne. “Concurrent validity of the Woodcock Johnson Third Edition Tests of Cognitive Ability and the Differential Ability Scales for young children with speech and language delays.” 2004. Web. 17 Feb 2020.

Vancouver:

Salava JA. Concurrent validity of the Woodcock Johnson Third Edition Tests of Cognitive Ability and the Differential Ability Scales for young children with speech and language delays. [Internet] [Thesis]. University of Wisconsin – Stout; 2004. [cited 2020 Feb 17]. Available from: http://www.uwstout.edu/lib/thesis/2004/2004salavaj.pdf ; http://digital.library.wisc.edu/1793/41435.

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

Council of Science Editors:

Salava JA. Concurrent validity of the Woodcock Johnson Third Edition Tests of Cognitive Ability and the Differential Ability Scales for young children with speech and language delays. [Thesis]. University of Wisconsin – Stout; 2004. Available from: http://www.uwstout.edu/lib/thesis/2004/2004salavaj.pdf ; http://digital.library.wisc.edu/1793/41435

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


Marshall University

11. Justice, James B. IQ and targeted based cognitive tier II interventions.

Degree: 2014, Marshall University

 The purpose of this study was to examine the relationship between IQ and response to intervention. Thirty six students were administered the Woodcock Johnson III… (more)

Subjects/Keywords: Achievement; Intelligence; Interventions; IQ; RTI; <; p>; Woodcock-Johnson Tests of Cognitive Ability.<; /p>; <; p>; Intelligence levels.<; /p>; <; p>; Students  – Psychological testing.<; /p>;

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

APA (6th Edition):

Justice, J. B. (2014). IQ and targeted based cognitive tier II interventions. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/831

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):

Justice, James B. “IQ and targeted based cognitive tier II interventions.” 2014. Thesis, Marshall University. Accessed February 17, 2020. http://mds.marshall.edu/etd/831.

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

MLA Handbook (7th Edition):

Justice, James B. “IQ and targeted based cognitive tier II interventions.” 2014. Web. 17 Feb 2020.

Vancouver:

Justice JB. IQ and targeted based cognitive tier II interventions. [Internet] [Thesis]. Marshall University; 2014. [cited 2020 Feb 17]. Available from: http://mds.marshall.edu/etd/831.

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

Council of Science Editors:

Justice JB. IQ and targeted based cognitive tier II interventions. [Thesis]. Marshall University; 2014. Available from: http://mds.marshall.edu/etd/831

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


University of Arizona

12. CONROY, DAVID S. A COMPARISON OF THE PERFORMANCES OF REEVALUATED AND NEWLY REFERRED LEARNING-DISABLED STUDENTS AND NEWLY REFERRED NON - LEARNING-DISABLED STUDENTS ON THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN - REVISED AND THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY.

Degree: 1987, University of Arizona

 There has been much controversy concerning the comparability of the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA). Previous… (more)

Subjects/Keywords: Wechsler Intelligence Scale for Children.; Woodcock-Johnson Tests of Cognitive Ability.; Learning disabled children.

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APA (6th Edition):

CONROY, D. S. (1987). A COMPARISON OF THE PERFORMANCES OF REEVALUATED AND NEWLY REFERRED LEARNING-DISABLED STUDENTS AND NEWLY REFERRED NON - LEARNING-DISABLED STUDENTS ON THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN - REVISED AND THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/184152

Chicago Manual of Style (16th Edition):

CONROY, DAVID S. “A COMPARISON OF THE PERFORMANCES OF REEVALUATED AND NEWLY REFERRED LEARNING-DISABLED STUDENTS AND NEWLY REFERRED NON - LEARNING-DISABLED STUDENTS ON THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN - REVISED AND THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY. ” 1987. Doctoral Dissertation, University of Arizona. Accessed February 17, 2020. http://hdl.handle.net/10150/184152.

MLA Handbook (7th Edition):

CONROY, DAVID S. “A COMPARISON OF THE PERFORMANCES OF REEVALUATED AND NEWLY REFERRED LEARNING-DISABLED STUDENTS AND NEWLY REFERRED NON - LEARNING-DISABLED STUDENTS ON THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN - REVISED AND THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY. ” 1987. Web. 17 Feb 2020.

Vancouver:

CONROY DS. A COMPARISON OF THE PERFORMANCES OF REEVALUATED AND NEWLY REFERRED LEARNING-DISABLED STUDENTS AND NEWLY REFERRED NON - LEARNING-DISABLED STUDENTS ON THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN - REVISED AND THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY. [Internet] [Doctoral dissertation]. University of Arizona; 1987. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10150/184152.

Council of Science Editors:

CONROY DS. A COMPARISON OF THE PERFORMANCES OF REEVALUATED AND NEWLY REFERRED LEARNING-DISABLED STUDENTS AND NEWLY REFERRED NON - LEARNING-DISABLED STUDENTS ON THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN - REVISED AND THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY. [Doctoral Dissertation]. University of Arizona; 1987. Available from: http://hdl.handle.net/10150/184152

13. Mortimer, Jordana E. Examining the concurrent validity of visual and auditory attention tasks of the D-KEFS, NEPSY, and WJ III COG using structural equation modeling.

Degree: PhD, Psychology and Philosophy, 2011, Texas Woman's University

 Attention is a broad cognitive function that is thought to be a foundational skill necessary for all other neurocognitive operations. Differences in theoretical orientations have… (more)

Subjects/Keywords: Educational tests & measurements; Special education; School psychology; Delis-Kaplan Executive Function System; Woodcock Johnson III Test of Cognitive Abilities; Education; Attention; D-KEFS; NEPSY; Structural equation modeling; WJ III COG; Woodcock Johnson III Test of Cognitive Abilities

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APA (6th Edition):

Mortimer, J. E. (2011). Examining the concurrent validity of visual and auditory attention tasks of the D-KEFS, NEPSY, and WJ III COG using structural equation modeling. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10405

Chicago Manual of Style (16th Edition):

Mortimer, Jordana E. “Examining the concurrent validity of visual and auditory attention tasks of the D-KEFS, NEPSY, and WJ III COG using structural equation modeling.” 2011. Doctoral Dissertation, Texas Woman's University. Accessed February 17, 2020. http://hdl.handle.net/11274/10405.

MLA Handbook (7th Edition):

Mortimer, Jordana E. “Examining the concurrent validity of visual and auditory attention tasks of the D-KEFS, NEPSY, and WJ III COG using structural equation modeling.” 2011. Web. 17 Feb 2020.

Vancouver:

Mortimer JE. Examining the concurrent validity of visual and auditory attention tasks of the D-KEFS, NEPSY, and WJ III COG using structural equation modeling. [Internet] [Doctoral dissertation]. Texas Woman's University; 2011. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11274/10405.

Council of Science Editors:

Mortimer JE. Examining the concurrent validity of visual and auditory attention tasks of the D-KEFS, NEPSY, and WJ III COG using structural equation modeling. [Doctoral Dissertation]. Texas Woman's University; 2011. Available from: http://hdl.handle.net/11274/10405


Temple University

14. Zielinski, Kristin Ann. Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments.

Degree: PhD, 2010, Temple University

School Psychology

To insure academic success for students with learning disabilities, it is critical that educators are able to make timely and effective instructional decisions.… (more)

Subjects/Keywords: Psychology, General; Oral Reading Fluency; Reading; Wilson Reading System; Woodcock Johnson Tests of Achievement

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APA (6th Edition):

Zielinski, K. A. (2010). Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,103659

Chicago Manual of Style (16th Edition):

Zielinski, Kristin Ann. “Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments.” 2010. Doctoral Dissertation, Temple University. Accessed February 17, 2020. http://digital.library.temple.edu/u?/p245801coll10,103659.

MLA Handbook (7th Edition):

Zielinski, Kristin Ann. “Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments.” 2010. Web. 17 Feb 2020.

Vancouver:

Zielinski KA. Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2020 Feb 17]. Available from: http://digital.library.temple.edu/u?/p245801coll10,103659.

Council of Science Editors:

Zielinski KA. Correlations and Predictive Ability of Oral Reading Fluency and the Wilson Reading System on End of Year Assessments. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,103659


University of Melbourne

15. CLONEY, DANIEL. Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia.

Degree: 2016, University of Melbourne

 This thesis focuses on the potential for high quality early childhood education and care (ECEC) programs to narrow the cognitive achievement gaps associated with family… (more)

Subjects/Keywords: early childhood education and care; ECEC; socioeconomic status; SES; quality; CLASS; instructional support; equity; cognitive development; Woodcock-Johnson III; verbal ability

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APA (6th Edition):

CLONEY, D. (2016). Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/112371

Chicago Manual of Style (16th Edition):

CLONEY, DANIEL. “Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia.” 2016. Doctoral Dissertation, University of Melbourne. Accessed February 17, 2020. http://hdl.handle.net/11343/112371.

MLA Handbook (7th Edition):

CLONEY, DANIEL. “Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia.” 2016. Web. 17 Feb 2020.

Vancouver:

CLONEY D. Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11343/112371.

Council of Science Editors:

CLONEY D. Accessibility and effectiveness of early childhood education and care for families from low socioeconomic status backgrounds in Australia. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/112371

16. Psimas, J. Lynsey. Validity of memory tasks across the WJ III COG, NEPSY II, and WRAML-2 in a mixed clinical sample of children: Applicability to four neurocognitive theories.

Degree: PhD, School Psychology, 2012, Texas Woman's University

 Current research regarding the neurocognitive construct of memory in children and adolescents within clinical populations is insufficient (Hughes & Graham, 2002). Controversial theories of memory… (more)

Subjects/Keywords: Psychology; Adolescence; CFA; CHC; Children; Intelligence; Memory; NEPSY II: A Developmental Neuropsychological Assessment, Second Edition; Neurocognition; Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2); Woodcock-Johnson III Tests of Cognitive Abilities, Normative Update (WJ III COG); Educational tests & measurements; Special education; Quantitative psychology

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APA (6th Edition):

Psimas, J. L. (2012). Validity of memory tasks across the WJ III COG, NEPSY II, and WRAML-2 in a mixed clinical sample of children: Applicability to four neurocognitive theories. (Doctoral Dissertation). Texas Woman's University. Retrieved from https://twu-ir.tdl.org/handle/11274/10530

Chicago Manual of Style (16th Edition):

Psimas, J Lynsey. “Validity of memory tasks across the WJ III COG, NEPSY II, and WRAML-2 in a mixed clinical sample of children: Applicability to four neurocognitive theories.” 2012. Doctoral Dissertation, Texas Woman's University. Accessed February 17, 2020. https://twu-ir.tdl.org/handle/11274/10530.

MLA Handbook (7th Edition):

Psimas, J Lynsey. “Validity of memory tasks across the WJ III COG, NEPSY II, and WRAML-2 in a mixed clinical sample of children: Applicability to four neurocognitive theories.” 2012. Web. 17 Feb 2020.

Vancouver:

Psimas JL. Validity of memory tasks across the WJ III COG, NEPSY II, and WRAML-2 in a mixed clinical sample of children: Applicability to four neurocognitive theories. [Internet] [Doctoral dissertation]. Texas Woman's University; 2012. [cited 2020 Feb 17]. Available from: https://twu-ir.tdl.org/handle/11274/10530.

Council of Science Editors:

Psimas JL. Validity of memory tasks across the WJ III COG, NEPSY II, and WRAML-2 in a mixed clinical sample of children: Applicability to four neurocognitive theories. [Doctoral Dissertation]. Texas Woman's University; 2012. Available from: https://twu-ir.tdl.org/handle/11274/10530


University of North Texas

17. Rochelle, Gary B. Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population.

Degree: 2000, University of North Texas

 The Wide Range Assessment of Memory and Learning (WRAML) is a relatively new instrument used in the assessment of memory in children. The purpose of… (more)

Subjects/Keywords: Cognition in children  – Testing.; Memory in children  – Testing.; Wide Range Assessment of Memory and Learning.; Woodcock-Johnson Tests of Cognitive Ability.; Brain  – Tumors.; Concurrent validity; Neurologically compromised; Pediatric population

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APA (6th Edition):

Rochelle, G. B. (2000). Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2700/

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):

Rochelle, Gary B. “Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population.” 2000. Thesis, University of North Texas. Accessed February 17, 2020. https://digital.library.unt.edu/ark:/67531/metadc2700/.

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

MLA Handbook (7th Edition):

Rochelle, Gary B. “Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population.” 2000. Web. 17 Feb 2020.

Vancouver:

Rochelle GB. Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population. [Internet] [Thesis]. University of North Texas; 2000. [cited 2020 Feb 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2700/.

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

Council of Science Editors:

Rochelle GB. Concurrent Validity of the Wide Range Assessment of Memory and Learning and the Woodcock-Johnson Tests of Cognitive Ability-Revised with a Neurologically Compromised Pediatric Population. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2700/

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


Marshall University

18. Ecckles-Hardy, Renee. Normative Comparison for the Woodcock-Johnson III: Tests of Achievement for 1, 3, 6, 9, & 12 Grades.

Degree: 2010, Marshall University

 This study examines the use of the updated and original norms of the Woodcock Johnson-III (WJ-III), Tests of Achievement in making educational decisions. The method… (more)

Subjects/Keywords: <; p>; Achievement tests.<; /p>; <; p>; Woodcock-Johnson Test of Achievement.<; /p>; <; p>; Woodcock-Johnson III.<; /p>;

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APA (6th Edition):

Ecckles-Hardy, R. (2010). Normative Comparison for the Woodcock-Johnson III: Tests of Achievement for 1, 3, 6, 9, & 12 Grades. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/346

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):

Ecckles-Hardy, Renee. “Normative Comparison for the Woodcock-Johnson III: Tests of Achievement for 1, 3, 6, 9, & 12 Grades.” 2010. Thesis, Marshall University. Accessed February 17, 2020. http://mds.marshall.edu/etd/346.

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

MLA Handbook (7th Edition):

Ecckles-Hardy, Renee. “Normative Comparison for the Woodcock-Johnson III: Tests of Achievement for 1, 3, 6, 9, & 12 Grades.” 2010. Web. 17 Feb 2020.

Vancouver:

Ecckles-Hardy R. Normative Comparison for the Woodcock-Johnson III: Tests of Achievement for 1, 3, 6, 9, & 12 Grades. [Internet] [Thesis]. Marshall University; 2010. [cited 2020 Feb 17]. Available from: http://mds.marshall.edu/etd/346.

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

Council of Science Editors:

Ecckles-Hardy R. Normative Comparison for the Woodcock-Johnson III: Tests of Achievement for 1, 3, 6, 9, & 12 Grades. [Thesis]. Marshall University; 2010. Available from: http://mds.marshall.edu/etd/346

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


Marshall University

19. Adkins, Carrie M. The Correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III Achievement for College Students: Which is a Better Predictor of Reading Achievement?.

Degree: 2005, Marshall University

 The present study is intended to examine whether the Wechsler Adult Intelligence Scale III or Woodcock-Johnson III Cognitive Abilities would better predict reading achievement on… (more)

Subjects/Keywords: <; p>; Intelligence tests.<; /p>; <; p>; Wechsler Adult Intelligence Scale.<; /p>; <; p>; Woodcock-Johnson Tests of Cognitive Ability.<; /p>;

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APA (6th Edition):

Adkins, C. M. (2005). The Correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III Achievement for College Students: Which is a Better Predictor of Reading Achievement?. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/380

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):

Adkins, Carrie M. “The Correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III Achievement for College Students: Which is a Better Predictor of Reading Achievement?.” 2005. Thesis, Marshall University. Accessed February 17, 2020. http://mds.marshall.edu/etd/380.

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

MLA Handbook (7th Edition):

Adkins, Carrie M. “The Correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III Achievement for College Students: Which is a Better Predictor of Reading Achievement?.” 2005. Web. 17 Feb 2020.

Vancouver:

Adkins CM. The Correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III Achievement for College Students: Which is a Better Predictor of Reading Achievement?. [Internet] [Thesis]. Marshall University; 2005. [cited 2020 Feb 17]. Available from: http://mds.marshall.edu/etd/380.

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

Council of Science Editors:

Adkins CM. The Correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III Achievement for College Students: Which is a Better Predictor of Reading Achievement?. [Thesis]. Marshall University; 2005. Available from: http://mds.marshall.edu/etd/380

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


Marshall University

20. Metz, Brittany Leigh. A Comparison of the WJ-III Test of Cognitive Abilities and the WAIS-III.

Degree: 2005, Marshall University

 Since the birth of the intelligence test in the early 20th century, these instruments have gone through tremendous alterations. The revision of such instruments creates… (more)

Subjects/Keywords: <; p>; Intelligence tests.<; /p>; <; p>; Wechsler Adult Intelligence Scale. <; /p>; <; p>; Woodcock-Johnson Tests of Cognitive Ability.<; /p>;

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APA (6th Edition):

Metz, B. L. (2005). A Comparison of the WJ-III Test of Cognitive Abilities and the WAIS-III. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/762

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):

Metz, Brittany Leigh. “A Comparison of the WJ-III Test of Cognitive Abilities and the WAIS-III.” 2005. Thesis, Marshall University. Accessed February 17, 2020. http://mds.marshall.edu/etd/762.

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

MLA Handbook (7th Edition):

Metz, Brittany Leigh. “A Comparison of the WJ-III Test of Cognitive Abilities and the WAIS-III.” 2005. Web. 17 Feb 2020.

Vancouver:

Metz BL. A Comparison of the WJ-III Test of Cognitive Abilities and the WAIS-III. [Internet] [Thesis]. Marshall University; 2005. [cited 2020 Feb 17]. Available from: http://mds.marshall.edu/etd/762.

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

Council of Science Editors:

Metz BL. A Comparison of the WJ-III Test of Cognitive Abilities and the WAIS-III. [Thesis]. Marshall University; 2005. Available from: http://mds.marshall.edu/etd/762

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

21. -8733-602X. An exploratory factor analysis of the Woodcock-Johnson IV Tests of Cognitive Abilities and tests of oral language for the 14 to 19 year old age range.

Degree: PhD, School Psychology, 2018, Texas Woman's University

 Not only has intelligence been an elusive construct, but methods for measuring it continue to be hotly debated in present day. A multitude of theories… (more)

Subjects/Keywords: Factor structure; Woodcock Johnson

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APA (6th Edition):

-8733-602X. (2018). An exploratory factor analysis of the Woodcock-Johnson IV Tests of Cognitive Abilities and tests of oral language for the 14 to 19 year old age range. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10745

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8733-602X. “An exploratory factor analysis of the Woodcock-Johnson IV Tests of Cognitive Abilities and tests of oral language for the 14 to 19 year old age range.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed February 17, 2020. http://hdl.handle.net/11274/10745.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8733-602X. “An exploratory factor analysis of the Woodcock-Johnson IV Tests of Cognitive Abilities and tests of oral language for the 14 to 19 year old age range.” 2018. Web. 17 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8733-602X. An exploratory factor analysis of the Woodcock-Johnson IV Tests of Cognitive Abilities and tests of oral language for the 14 to 19 year old age range. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11274/10745.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8733-602X. An exploratory factor analysis of the Woodcock-Johnson IV Tests of Cognitive Abilities and tests of oral language for the 14 to 19 year old age range. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10745

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Arizona

22. MATHER, NANCY. PERFORMANCE OF LEARNING DISABLED SUBJECTS AND GIFTED SUBJECTS ON THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN – REVISED (WISC-R).

Degree: 1984, University of Arizona

 The purpose of this study was to compare and analyze test scores on the Woodcock-Johnson Psycho-Educational Battery (Battery) and the Wechsler Intelligence Scale for Children… (more)

Subjects/Keywords: Intelligence tests.; Ability  – Testing.; Achievement motivation in children.; Weschler intelligence scale for children.; Woodcock-Johnson Psycho-Educational Battery.

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APA (6th Edition):

MATHER, N. (1984). PERFORMANCE OF LEARNING DISABLED SUBJECTS AND GIFTED SUBJECTS ON THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN – REVISED (WISC-R). (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/187655

Chicago Manual of Style (16th Edition):

MATHER, NANCY. “PERFORMANCE OF LEARNING DISABLED SUBJECTS AND GIFTED SUBJECTS ON THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN – REVISED (WISC-R). ” 1984. Doctoral Dissertation, University of Arizona. Accessed February 17, 2020. http://hdl.handle.net/10150/187655.

MLA Handbook (7th Edition):

MATHER, NANCY. “PERFORMANCE OF LEARNING DISABLED SUBJECTS AND GIFTED SUBJECTS ON THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN – REVISED (WISC-R). ” 1984. Web. 17 Feb 2020.

Vancouver:

MATHER N. PERFORMANCE OF LEARNING DISABLED SUBJECTS AND GIFTED SUBJECTS ON THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN – REVISED (WISC-R). [Internet] [Doctoral dissertation]. University of Arizona; 1984. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10150/187655.

Council of Science Editors:

MATHER N. PERFORMANCE OF LEARNING DISABLED SUBJECTS AND GIFTED SUBJECTS ON THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY AND THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN – REVISED (WISC-R). [Doctoral Dissertation]. University of Arizona; 1984. Available from: http://hdl.handle.net/10150/187655


University of Arizona

23. Hinton, Carla Ellen. Cognitive performance pattern underlying WJ-R test performance of Hispanic children.

Degree: 1994, University of Arizona

 The purpose of this study was to determine whether the Woodcock-Johnson-Revised Cognitive test is biased when used with a Hispanic population of school-age children. Norming… (more)

Subjects/Keywords: Hispanic American students  – United States.; Educational tests and measurements.; Woodcock Johnson revised cognitive test.; Cognition.; Achievement.

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APA (6th Edition):

Hinton, C. E. (1994). Cognitive performance pattern underlying WJ-R test performance of Hispanic children. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/187027

Chicago Manual of Style (16th Edition):

Hinton, Carla Ellen. “Cognitive performance pattern underlying WJ-R test performance of Hispanic children. ” 1994. Doctoral Dissertation, University of Arizona. Accessed February 17, 2020. http://hdl.handle.net/10150/187027.

MLA Handbook (7th Edition):

Hinton, Carla Ellen. “Cognitive performance pattern underlying WJ-R test performance of Hispanic children. ” 1994. Web. 17 Feb 2020.

Vancouver:

Hinton CE. Cognitive performance pattern underlying WJ-R test performance of Hispanic children. [Internet] [Doctoral dissertation]. University of Arizona; 1994. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10150/187027.

Council of Science Editors:

Hinton CE. Cognitive performance pattern underlying WJ-R test performance of Hispanic children. [Doctoral Dissertation]. University of Arizona; 1994. Available from: http://hdl.handle.net/10150/187027

24. Avirett, Erin K. Validity of executive functioning tasks across the WJ III COG, NEPSY, and D-KEFS in a clinical population of children: Applicability to three neurocognitive theories.

Degree: PhD, Psychology and Philosophy, 2011, Texas Woman's University

 Inconclusive research regarding the neurocognitive construct of executive functioning has restricted the development of valid pediatric executive functioning assessments (Floyd et al., 2006: Maricle, Johnson,… (more)

Subjects/Keywords: A Developmental Neuropsychological Assessment; CHC theory; Confirmatory factor analysis; Delis-Kaplan Executive Function System; Executive dysfunction; Executive function; SNP model; Structural equation modeling; Woodcock Johnson III Test of Cognitive Abilities; Developmental psychology; Quantitative psychology

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APA (6th Edition):

Avirett, E. K. (2011). Validity of executive functioning tasks across the WJ III COG, NEPSY, and D-KEFS in a clinical population of children: Applicability to three neurocognitive theories. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10388

Chicago Manual of Style (16th Edition):

Avirett, Erin K. “Validity of executive functioning tasks across the WJ III COG, NEPSY, and D-KEFS in a clinical population of children: Applicability to three neurocognitive theories.” 2011. Doctoral Dissertation, Texas Woman's University. Accessed February 17, 2020. http://hdl.handle.net/11274/10388.

MLA Handbook (7th Edition):

Avirett, Erin K. “Validity of executive functioning tasks across the WJ III COG, NEPSY, and D-KEFS in a clinical population of children: Applicability to three neurocognitive theories.” 2011. Web. 17 Feb 2020.

Vancouver:

Avirett EK. Validity of executive functioning tasks across the WJ III COG, NEPSY, and D-KEFS in a clinical population of children: Applicability to three neurocognitive theories. [Internet] [Doctoral dissertation]. Texas Woman's University; 2011. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/11274/10388.

Council of Science Editors:

Avirett EK. Validity of executive functioning tasks across the WJ III COG, NEPSY, and D-KEFS in a clinical population of children: Applicability to three neurocognitive theories. [Doctoral Dissertation]. Texas Woman's University; 2011. Available from: http://hdl.handle.net/11274/10388


Massey University

25. Mann, Catherine. Cognitive ability and job performance in a New Zealand service organisation : a thesis presented in partial fulfilment of the requirements for the degree Master of Science in Industrial/Organisational Psychology at Massey University, Manawatu, New Zealand .

Degree: 2011, Massey University

 This study investigated cognitive ability and job performance theoretically and empirically. A New Zealand government organisation tested job candidates’ verbal, numeric and abstract abilities during… (more)

Subjects/Keywords: Cognitive ability; Intelligence; Intellect; Intelligence tests

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APA (6th Edition):

Mann, C. (2011). Cognitive ability and job performance in a New Zealand service organisation : a thesis presented in partial fulfilment of the requirements for the degree Master of Science in Industrial/Organisational Psychology at Massey University, Manawatu, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2877

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):

Mann, Catherine. “Cognitive ability and job performance in a New Zealand service organisation : a thesis presented in partial fulfilment of the requirements for the degree Master of Science in Industrial/Organisational Psychology at Massey University, Manawatu, New Zealand .” 2011. Thesis, Massey University. Accessed February 17, 2020. http://hdl.handle.net/10179/2877.

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

MLA Handbook (7th Edition):

Mann, Catherine. “Cognitive ability and job performance in a New Zealand service organisation : a thesis presented in partial fulfilment of the requirements for the degree Master of Science in Industrial/Organisational Psychology at Massey University, Manawatu, New Zealand .” 2011. Web. 17 Feb 2020.

Vancouver:

Mann C. Cognitive ability and job performance in a New Zealand service organisation : a thesis presented in partial fulfilment of the requirements for the degree Master of Science in Industrial/Organisational Psychology at Massey University, Manawatu, New Zealand . [Internet] [Thesis]. Massey University; 2011. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/10179/2877.

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

Council of Science Editors:

Mann C. Cognitive ability and job performance in a New Zealand service organisation : a thesis presented in partial fulfilment of the requirements for the degree Master of Science in Industrial/Organisational Psychology at Massey University, Manawatu, New Zealand . [Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/2877

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


Marshall University

26. Crum, Bruce A. Comparison of the Reading Subtests of The Woodcock Johnson Tests of Achievement- Third Edition and the Wechsler Individual Achievement Test-Second Edition.

Degree: 2006, Marshall University

 A comparison of the reading subtests of the Woodcock-Johnson, Third Edition and the Wechlser Individual Achievement Test, Second Edition using 49 subjects. A t test… (more)

Subjects/Keywords: <; p>; Reading - Ability testing.<; /p>; <; p>; Achievement tests.<; /p>; <; p>; Wechsler Intelligence Scale for Children.<; /p>; <; p>; Woodcock-Johnson Test of Achievement.<; /p>;

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

APA (6th Edition):

Crum, B. A. (2006). Comparison of the Reading Subtests of The Woodcock Johnson Tests of Achievement- Third Edition and the Wechsler Individual Achievement Test-Second Edition. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/552

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):

Crum, Bruce A. “Comparison of the Reading Subtests of The Woodcock Johnson Tests of Achievement- Third Edition and the Wechsler Individual Achievement Test-Second Edition.” 2006. Thesis, Marshall University. Accessed February 17, 2020. http://mds.marshall.edu/etd/552.

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

MLA Handbook (7th Edition):

Crum, Bruce A. “Comparison of the Reading Subtests of The Woodcock Johnson Tests of Achievement- Third Edition and the Wechsler Individual Achievement Test-Second Edition.” 2006. Web. 17 Feb 2020.

Vancouver:

Crum BA. Comparison of the Reading Subtests of The Woodcock Johnson Tests of Achievement- Third Edition and the Wechsler Individual Achievement Test-Second Edition. [Internet] [Thesis]. Marshall University; 2006. [cited 2020 Feb 17]. Available from: http://mds.marshall.edu/etd/552.

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

Council of Science Editors:

Crum BA. Comparison of the Reading Subtests of The Woodcock Johnson Tests of Achievement- Third Edition and the Wechsler Individual Achievement Test-Second Edition. [Thesis]. Marshall University; 2006. Available from: http://mds.marshall.edu/etd/552

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


Marshall University

27. Campbell, Krystal. Correlations Between the WISC-IV, SB: V, and the WJ-III Tests of Achievement : Which has a better relationship with reading achievement?.

Degree: 2006, Marshall University

 The relationship between the WISC-IV and the SB: V to three reading subtests on the WJ-III Tests of Achievement was used to determine which intelligence… (more)

Subjects/Keywords: <; p>; Reading - Ability testing.<; /p>; <; p>; Achievement tests.<; /p>; <; p>; Children - Intelligence tests.<; /p>; <; p>; Wechsler Intelligence Scale for Children.<; /p>; <; p>; Woodcock-Johnson Test of Achievement.<; /p>;

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

APA (6th Edition):

Campbell, K. (2006). Correlations Between the WISC-IV, SB: V, and the WJ-III Tests of Achievement : Which has a better relationship with reading achievement?. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/522

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):

Campbell, Krystal. “Correlations Between the WISC-IV, SB: V, and the WJ-III Tests of Achievement : Which has a better relationship with reading achievement?.” 2006. Thesis, Marshall University. Accessed February 17, 2020. http://mds.marshall.edu/etd/522.

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

MLA Handbook (7th Edition):

Campbell, Krystal. “Correlations Between the WISC-IV, SB: V, and the WJ-III Tests of Achievement : Which has a better relationship with reading achievement?.” 2006. Web. 17 Feb 2020.

Vancouver:

Campbell K. Correlations Between the WISC-IV, SB: V, and the WJ-III Tests of Achievement : Which has a better relationship with reading achievement?. [Internet] [Thesis]. Marshall University; 2006. [cited 2020 Feb 17]. Available from: http://mds.marshall.edu/etd/522.

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

Council of Science Editors:

Campbell K. Correlations Between the WISC-IV, SB: V, and the WJ-III Tests of Achievement : Which has a better relationship with reading achievement?. [Thesis]. Marshall University; 2006. Available from: http://mds.marshall.edu/etd/522

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

28. Johnson, Amy. The Environment and Child Development: A Multivariate Approach.

Degree: PhD, 2019, University of Cambridge

 The environment that a child grows up in has a profound effect on their child development. For example, key outcomes such as academic ability or… (more)

Subjects/Keywords: Child Development; Neuroscience; Cognition; Cognitive; Partial Least Squares; PLS; Multiple Imputation; Poverty; Socioeconomic Status; SES; MRI; Magnetic Resonance Imaging; MEG; Magnetoencephalography; Connectome; Functional Connectome; Structural Connectome; Academic; Behaviour; Woodcock-Johnson; BRIEF; SDQ; Working Memory; Fluid Intelligence; Verbal Intelligence; Phonological; Diffusion Tensor Imaging; Resting State

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

APA (6th Edition):

Johnson, A. (2019). The Environment and Child Development: A Multivariate Approach. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/292061

Chicago Manual of Style (16th Edition):

Johnson, Amy. “The Environment and Child Development: A Multivariate Approach.” 2019. Doctoral Dissertation, University of Cambridge. Accessed February 17, 2020. https://www.repository.cam.ac.uk/handle/1810/292061.

MLA Handbook (7th Edition):

Johnson, Amy. “The Environment and Child Development: A Multivariate Approach.” 2019. Web. 17 Feb 2020.

Vancouver:

Johnson A. The Environment and Child Development: A Multivariate Approach. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2020 Feb 17]. Available from: https://www.repository.cam.ac.uk/handle/1810/292061.

Council of Science Editors:

Johnson A. The Environment and Child Development: A Multivariate Approach. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/292061


University of Cambridge

29. Johnson, Amy. The environment and child development : a multivariate approach.

Degree: PhD, 2019, University of Cambridge

 The environment that a child grows up in has a profound effect on their child development. For example, key outcomes such as academic ability or… (more)

Subjects/Keywords: Child Development; Neuroscience; Cognition; Cognitive; Partial Least Squares; PLS; Multiple Imputation; Poverty; Socioeconomic Status; SES; MRI; Magnetic Resonance Imaging; MEG; Magnetoencephalography; Connectome; Functional Connectome; Structural Connectome; Academic; Behaviour; Woodcock-Johnson; BRIEF; SDQ; Working Memory; Fluid Intelligence; Verbal Intelligence; Phonological; Diffusion Tensor Imaging; Resting State

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, A. (2019). The environment and child development : a multivariate approach. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/292061 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774755

Chicago Manual of Style (16th Edition):

Johnson, Amy. “The environment and child development : a multivariate approach.” 2019. Doctoral Dissertation, University of Cambridge. Accessed February 17, 2020. https://www.repository.cam.ac.uk/handle/1810/292061 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774755.

MLA Handbook (7th Edition):

Johnson, Amy. “The environment and child development : a multivariate approach.” 2019. Web. 17 Feb 2020.

Vancouver:

Johnson A. The environment and child development : a multivariate approach. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2020 Feb 17]. Available from: https://www.repository.cam.ac.uk/handle/1810/292061 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774755.

Council of Science Editors:

Johnson A. The environment and child development : a multivariate approach. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/292061 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774755


Texas A&M University

30. Glaze, Ryan M. The Magnitude and Extent of Malfeasance on Unproctored Internet?Based Tests of Cognitive Ability and Personality.

Degree: 2010, Texas A&M University

 The use of unproctored internet-based testing for employee selection is widespread. Although this mode of testing has advantages over onsite testing, researchers and practitioners continue… (more)

Subjects/Keywords: unproctored internet-based testing; malfeasance; cheating; response distortion; highstakes testing; cognitive ability; personality; speeded tests

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

APA (6th Edition):

Glaze, R. M. (2010). The Magnitude and Extent of Malfeasance on Unproctored Internet?Based Tests of Cognitive Ability and Personality. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-851

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):

Glaze, Ryan M. “The Magnitude and Extent of Malfeasance on Unproctored Internet?Based Tests of Cognitive Ability and Personality.” 2010. Thesis, Texas A&M University. Accessed February 17, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-851.

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

MLA Handbook (7th Edition):

Glaze, Ryan M. “The Magnitude and Extent of Malfeasance on Unproctored Internet?Based Tests of Cognitive Ability and Personality.” 2010. Web. 17 Feb 2020.

Vancouver:

Glaze RM. The Magnitude and Extent of Malfeasance on Unproctored Internet?Based Tests of Cognitive Ability and Personality. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-851.

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

Council of Science Editors:

Glaze RM. The Magnitude and Extent of Malfeasance on Unproctored Internet?Based Tests of Cognitive Ability and Personality. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-851

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

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