Nancy M Robinson
Biographic Data
| ID | 1427162 |
|---|---|
| NAME | Nancy M Robinson |
| GIVEN NAMES | Nancy M |
| FAMILY NAME | Robinson |
| SIGNATURE | ROBINSON N M |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 46 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1961 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 2 |
Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities: The Twice-Exceptional
Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower) performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who …
Two tails of the normal curve: Similarities and differences in the study of mental retardation and giftedness
The role of universities and colleges in educating gifted undergraduates
The overwhelming weight of the literature on "gifted learners" deals with the K-12 years; little attention is given to postsecondary efforts. Among the many approaches to meeting the needs of gifted students at the college level are admission without high school graduation; credit for previous advanced work; identification during and after admission; advising by specifically designated personnel; career planning; and special programs such as hono…
Markedly Early Entrance to College: A Multi-Year Comparative Study of Academic Performance and Psychological Adjustment
Across the country, there are very bright twelve-, thirteen-, and fourteen-year-olds who might, with reasonable effort, successfully initiate college-level studies. Many reasons exist why they generally do not, including the paucity of higher education opportunities for them [6] and, perhaps more fundamentally, widespread, deeply rooted, and frequently reasonable concerns about the hazards of rushing development. In individual cases, however, suc…
Psychology and mental retardation
Underachievement” among markedly accelerated college students
Psychological adjustment in a college-level program of marked academic acceleration
Maternal stress and social support: Effects on the mother-infant relationship from birth to eighteen months
Mothers' perceived stress and social support were found to be significant predictors of maternal attitudes and the quality of interaction with their infants, when measured concurrently across an 18-month period. However, long-term predictions were poor, as stability of maternal stress and support factors was only moderate. The quality of infants' interactive behavior was also affected by maternal stress and support, but only during the early meas…
Effects of Stress and Social Support on Mothers and Premature and Full-Term Infants
Keith A. Crnic, Mark T. Greenberg, Arlene S. Ragozin, Nancy M. Robinson, Robert B. Basham, Effects of Stress and Social Support on Mothers and Premature and Full-Term Infants, Child Development, Vol. 54, No. 1 (Feb., 1983), pp. 209-217
The optimal match: Devising the best compromise for the highly gifted student
For children who exhibit extreme academic promise, one response is to provide radical early acceleration into college. As with all other solutions, however, this one represents a series of compromises
Effects of maternal age on parenting role
Paired-associate learning by schizophrenic and normal subjects under conditions of personal and impersonal reward and punishment
Effects of maternal age on parenting role
Psychological adjustment in a college-level program of marked academic acceleration
Paired-associate learning by schizophrenic and normal subjects under conditions of personal and impersonal reward and punishment
Underachievement” among markedly accelerated college students
Paired-associate learning by schizophrenic and normal subjects under conditions of personal and impersonal reward and punishment
The optimal match: Devising the best compromise for the highly gifted student
For children who exhibit extreme academic promise, one response is to provide radical early acceleration into college. As with all other solutions, however, this one represents a series of compromises
Effects of maternal age on parenting role
Effects of Stress and Social Support on Mothers and Premature and Full-Term Infants
Keith A. Crnic, Mark T. Greenberg, Arlene S. Ragozin, Nancy M. Robinson, Robert B. Basham, Effects of Stress and Social Support on Mothers and Premature and Full-Term Infants, Child Development, Vol. 54, No. 1 (Feb., 1983), pp. 209-217
Maternal stress and social support: Effects on the mother-infant relationship from birth to eighteen months
Mothers' perceived stress and social support were found to be significant predictors of maternal attitudes and the quality of interaction with their infants, when measured concurrently across an 18-month period. However, long-term predictions were poor, as stability of maternal stress and support factors was only moderate. The quality of infants' interactive behavior was also affected by maternal stress and support, but only during the early meas…
Underachievement” among markedly accelerated college students
Psychological adjustment in a college-level program of marked academic acceleration
Psychology and mental retardation
Markedly Early Entrance to College: A Multi-Year Comparative Study of Academic Performance and Psychological Adjustment
Across the country, there are very bright twelve-, thirteen-, and fourteen-year-olds who might, with reasonable effort, successfully initiate college-level studies. Many reasons exist why they generally do not, including the paucity of higher education opportunities for them [6] and, perhaps more fundamentally, widespread, deeply rooted, and frequently reasonable concerns about the hazards of rushing development. In individual cases, however, suc…
The role of universities and colleges in educating gifted undergraduates
The overwhelming weight of the literature on "gifted learners" deals with the K-12 years; little attention is given to postsecondary efforts. Among the many approaches to meeting the needs of gifted students at the college level are admission without high school graduation; credit for previous advanced work; identification during and after admission; advising by specifically designated personnel; career planning; and special programs such as hono…
Two tails of the normal curve: Similarities and differences in the study of mental retardation and giftedness
Critical Issues in the Identification of Gifted Students With Co-Existing Disabilities: The Twice-Exceptional
Federal law ensures all students with disabilities the right to a Free, Appropriate Public Education (FAPE). However, current policies governing a student’s eligibility for services may contribute to the underidentification of gifted children with co-existing disabilities—the Twice-Exceptional. The emphasis on below-grade-level (or lower) performance, without regard to ability or potential weaknesses, misses twice-exceptional students. Those who …
Psychology (12 works) · Developmental psychology (10 works) · Social Psychology (7 works) · Education, Achievement, and Giftedness (6 works) · Medicine (5 works) · Cognitive psychology (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Clinical Psychology (3 works) · Pedagogy (3 works)