Objective:To investigate self-estimated in telligence and related fac tors. Methods:A total of 213 undergradua tes were administered the Self-estimated In telligence Questionnaire and Eysenck Personality Questionnaire...Objective:To investigate self-estimated in telligence and related fac tors. Methods:A total of 213 undergradua tes were administered the Self-estimated In telligence Questionnaire and Eysenck Personality Questionnaire(EPQ).R esults:Males particepants rated themselves significantly higher on scores of logical,spatial,body-ki nesthetic,interpersonal,and overall intelligence than females(P<0.01);Scor es on EPQ-E correlated positively with scores on all of the major factors of the Self -estimated Intelligence Questionnaire except for spatial intelligen ce (P<0.01).By contrast,scores on EPQ-N correlated negativel y on ly with scores on self-estimated vernal and interpersonal intelligences.Accordin g to regression analysis,overall intelligence was significantly correlated with EPQ-E,gender,and experience with intelligence test.Conclusion:EPQ -E,gender,and prior experience with intelligence test were significant contribut ing factors to self-estimated intelligence.展开更多
Objective: To analyse the cognitive ability of children with learning difficulty. Methods: 66 children with learning difficulty and 36 normal children were administered China-Wechsler Intelligence Scale for Children (...Objective: To analyse the cognitive ability of children with learning difficulty. Methods: 66 children with learning difficulty and 36 normal children were administered China-Wechsler Intelligence Scale for Children (C-WISC) and the scores of the two groups on the C-WISC were compared. Results: The scores of the group with learing difficulty were significantly lower in verbal and performance than those of the control group.In the group with learing dfficulty, half the children had difference(≥13)between VIQ and PIQ, in which PIQ>VIQ accounts for 37.9%,and VIQ>PIQ accounts for 12.1%.Children were divided into the following groups: verbal group (VIQ>PIQ),performance group(PIQ>VIQ),and middle group.The middle group’s IQ generally decreased while verbal and performance group decreased only in some aspects, The former was in VIQ and the latter was in PIQ.The subtest scores of middle groups were lower than those of normal groups except Object Arrangement. The scores of the group with learing difficulty on Digit Span and Picture Arrangement were significantly lower than those of the control group. Conclusion: Intelligencedly developed unbalance in children who have difficulty in learning.展开更多
文摘Objective:To investigate self-estimated in telligence and related fac tors. Methods:A total of 213 undergradua tes were administered the Self-estimated In telligence Questionnaire and Eysenck Personality Questionnaire(EPQ).R esults:Males particepants rated themselves significantly higher on scores of logical,spatial,body-ki nesthetic,interpersonal,and overall intelligence than females(P<0.01);Scor es on EPQ-E correlated positively with scores on all of the major factors of the Self -estimated Intelligence Questionnaire except for spatial intelligen ce (P<0.01).By contrast,scores on EPQ-N correlated negativel y on ly with scores on self-estimated vernal and interpersonal intelligences.Accordin g to regression analysis,overall intelligence was significantly correlated with EPQ-E,gender,and experience with intelligence test.Conclusion:EPQ -E,gender,and prior experience with intelligence test were significant contribut ing factors to self-estimated intelligence.
文摘Objective: To analyse the cognitive ability of children with learning difficulty. Methods: 66 children with learning difficulty and 36 normal children were administered China-Wechsler Intelligence Scale for Children (C-WISC) and the scores of the two groups on the C-WISC were compared. Results: The scores of the group with learing difficulty were significantly lower in verbal and performance than those of the control group.In the group with learing dfficulty, half the children had difference(≥13)between VIQ and PIQ, in which PIQ>VIQ accounts for 37.9%,and VIQ>PIQ accounts for 12.1%.Children were divided into the following groups: verbal group (VIQ>PIQ),performance group(PIQ>VIQ),and middle group.The middle group’s IQ generally decreased while verbal and performance group decreased only in some aspects, The former was in VIQ and the latter was in PIQ.The subtest scores of middle groups were lower than those of normal groups except Object Arrangement. The scores of the group with learing difficulty on Digit Span and Picture Arrangement were significantly lower than those of the control group. Conclusion: Intelligencedly developed unbalance in children who have difficulty in learning.
