Margaret E Hertzig
Biographic Data
| ID | 115147 |
|---|---|
| NAME | Margaret E Hertzig |
| GIVEN NAMES | Margaret E |
| FAMILY NAME | Hertzig |
| SIGNATURE | HERTZIG M E |
| AFFILIATIONS | New York University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1964 |
| LATEST PUBLICATION YEAR | 1971 |
| H-INDEX | 0 |
Examiner effect in IQ testing of Puerto Rican working-class children
The WISC scores of school-age Puerto Rican children were markedly affected by differences in examiner style between two examiners who were equivalent as to sex, ethnicity, fluency in Spanish and English, and clinical experience. Higher performance level occurred with examiner behavior that encouraged active participation, verbalization and repeated effort on the child's part
Longitudinal course of measured intelligence in preschool children of different social and ethnic backgrounds
The longitudinal course of measured intelligence in white middle-class and Puerto Rican working class children was examined at three and at six years of age. Findings suggested that stability in IQ over this time period was characteristic of both groups, with greater stability manifested by the Puerto Rican than by the middle-class children. No evidence for deterioration of IQ with age in the disadvantaged group was found. The data are considered…
"Neurologic findings in children educationally designated as "brain-damaged
The question has been raised as to whether the designation “brain-damaged” any longer has any clinical or educational worth, since it has come to be applied to so many groups of aberrantly functioning children. The study reported here finds that children labeled “brain-damaged” do in fact have clear evidence of central nervous system abnormality, though of great neurologic heterogeneity. The usefulness of the label, therefore, may be to prevent u…
Behavioral Individuality in Early Childhood
Behavioral Individuality in Early Childhood
No prominent works on this page.
Behavioral Individuality in Early Childhood
Behavioral Individuality in Early Childhood
"Neurologic findings in children educationally designated as "brain-damaged
The question has been raised as to whether the designation “brain-damaged” any longer has any clinical or educational worth, since it has come to be applied to so many groups of aberrantly functioning children. The study reported here finds that children labeled “brain-damaged” do in fact have clear evidence of central nervous system abnormality, though of great neurologic heterogeneity. The usefulness of the label, therefore, may be to prevent u…
Examiner effect in IQ testing of Puerto Rican working-class children
The WISC scores of school-age Puerto Rican children were markedly affected by differences in examiner style between two examiners who were equivalent as to sex, ethnicity, fluency in Spanish and English, and clinical experience. Higher performance level occurred with examiner behavior that encouraged active participation, verbalization and repeated effort on the child's part
Longitudinal course of measured intelligence in preschool children of different social and ethnic backgrounds
The longitudinal course of measured intelligence in white middle-class and Puerto Rican working class children was examined at three and at six years of age. Findings suggested that stability in IQ over this time period was characteristic of both groups, with greater stability manifested by the Puerto Rican than by the middle-class children. No evidence for deterioration of IQ with age in the disadvantaged group was found. The data are considered…
Developmental psychology (4 works) · Early Childhood Education and Development (4 works) · Psychology (4 works) · Medicine (3 works) · Cognitive Abilities and Testing (2 works) · Intelligence quotient (2 works) · Psychiatry (2 works) · Puerto rican (2 works) · Sociology (2 works) · Anthropology (1 work)