The Role of Nonverbal Ability Tests in Identifying Academically Gifted Students: An Aptitude Perspective

By D. Lohman. 2005

180 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/bde2b9cde1edb6f5259a27efbf7fd7250e1f16a6

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Best Practices in Identifying Students for Gifted and Talented Education Programs (2011, background): “However, the claim that nonverbal tests are fairer for ethnic and linguistic minority children has been challenged on several grounds (Lohman, 2005c, 2005d).”
Expectancy-Value Models for the STEM Persistence Plans of Ninth-Grade, High-Ability Students: A Comparison Between Black, Hispanic, and White Students (2014, methodology): “Using multiple criteria for identification acknowledged findings in the literature regarding the importance of domain-specific criteria and group-based norms for identification of high ability (e.g., Lohman, 2005).”
Talent Development as a Framework for Gifted Education (2015, background): “Another approach is using local norms to select students who demonstrate the highest levels of achievement within a school or district when compared with students with similar backgrounds and similar educational experiences (Lohman, 2005; Lohman & Lakin, 2008).”
Spatial Ability: A Neglected Dimension In Talent Searches For Intellectually Precocious Youth (2007, background): “To the extent that students possess high standings on these aptitude complexes (Lohman, 1988, 1994, 2005; R. E. Snow & Lohman, 1989) or trait clusters (Ackerman, 1996; Ackerman & Heggestad, 1997), they are likely equipped with both the passion to persevere and the competencies to meet the…”
Identifying Academically Gifted English-Language Learners Using Nonverbal Tests (2008, background): “…nonverbal reasoning tests may be good measures of general ability (g), they do not measure the specific verbal and quantitative abilities that add importantly to the prediction of academic success for students from all ethnic backgrounds (Gustafsson & Balke, 1993; Keith, 1999; Lohman, 2005b).”
The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept (2010, background): “Although the differentiation between ability and achievement grouping might be useful to mirror different criteria used for selecting students (e.g., intelligence test scores versus school grades), theoretically and empirically ability and achievement are hard to disentangle (Lohman, 2005).”
Identification of Gifted Students in the United States Today: A Look at State Definitions, Policies, and Practices (2012, background): “A related issue is the disquieting concern that few nontraditional and alternative gifted assessment tests and procedures have yet passed muster in terms of evidence of their scientific merit (Jarosewich, Pfeiffer, & Morris, 2002 ; Lohman, 2005 , 2009 ; Pfeiffer & Blei, 2008 ).”
The Psychological Well-Being of Early Identified Gifted Children (2016, methodology): “Nonverbal tests should always be accompanied by evidence for high accomplishment on a particular domain or relatively high verbal or quantitative reasoning abilities (Lohman, 2005b).”
Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. (2009, background): “Basic science indicates that students throughout the ability range could profit from spatial ability assessments and the provision of educational opportunities aimed at developing spatial ability (Humphreys et al., 1993; Humphreys & Lubinski, 1996; Lohman, 2005; Smith, 1964).”