James E Whorton
Biographic Data
| ID | 7119985 |
|---|---|
| NAME | James E Whorton |
| GIVEN NAMES | James E |
| FAMILY NAME | Whorton |
| SIGNATURE | WHORTON J E |
| AFFILIATIONS | University of Southern Mississippi |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 0 |
War and Nature: Fighting Humans and Insects with Chemicals from World War I to "Silent Spring." (review)
This latest addition to Cambridge's Studies in Environment and History series is a fascinating account of the coevolution of chemical warfare and insecticide use through the first half of the twentieth century, one that thoughtfully examines the complicated symbiosis between three groups of participants. The American military's development of toxic gases is shown to have encouraged entomologists to press for more aggressive "peaceful warfare" (p.…
Comparison of the Diagnostic Achievement Battery and Wechsler Intelligence Scale for Children—Revised: A Pilot Study
The Diagnostic Achievement Battery and Wechsler Intelligence Scale for Children—Revised (WISC—R) were administered to 12 Native American and 13 white students who were referred for psychological testing by their regular classroom teachers. Pearson correlations for the DAB Total Achievement Battery and the WISC—R Verbal, Performance, and Full Scale IQs were .78, .40, and .69, respectively
Comparison of the Kaufman Assessment Battery for Children (Achievement Scale) and the Basic Achievement Skills Individual Screener for Learning Disabled Students
The Kaufman Assessment Battery for Children—Achievement Scale and Basic Achievement Skills Individual Screener were administered to 40 students previously identified as learning disabled. Pearson coefficients between the sets of scores on various subtests ranged from .03 to .70
Comparison of School Attitudes for Students Intellectually Gifted and Outstanding in Fine and Performng Arts in Grades 4 to 6
The School Attitude Measure was administered to 104 intellectually gifted and talented students in Grades 4 through 6. With only three exceptions, each percentile score was above the 50th percentile. Results suggest a positive relationship between cognitive ability and attitudes toward school which is weaker for the talented group than for the intellectually gifted
Correlations of Scores on the Wisc—R, Stanford-Binet, the Slosson Intelligence Test, and the Developing Cognitive Abilities Test for Intellectually Gifted Youth
For a sample of 173 intellectually gifted students, percentiles from the Developing Cognitive Abilities Test were correlated with IQs from the Wechsler Intelligence Scale for Children—Revised, Stanford-Binet, and Slosson Intelligence Test—Revised. Although the coefficients of the WISC—R and Slosson with the DCAT tended to be significant, they were too low to have practical meaning and those with Stanford-Binet IQs were nonsignificant
Test-Retest Wechsler Intelligence Scale for Children—Revised Scores for 310 Educable Mentally Retarded and Specific Learning Disabled Students
Pearson coefficients were computed between 1979–80 and 1982–83 Wechsler Intelligence Scale for Children—Revised Verbal, Performance, and Full Scale scores for 310 exceptional students (89 mentally retarded and 221 learning disabled). The correlations were all significant at p = .001
Correlations between the Wide Range Achievement Test and the California Achievement Test with Intellectually Gifted Students
The scores on the Wide Range Achievement Test (GEs) and the California Achievement Test (standard scores) in reading, mathematics and spelling correlated from .29 to .53 for a sample of 252 (128 males, 124 females) gifted students in Grades 1 through 6
Correlations between Wisc-R IQS and Wide Range Achievement Test Grade Equivalents for Intellectually Gifted Students
The significant correlations between the WISC-R and the Wide Range Achievement Test for a sample of 90 gifted youth were .19 for the Full Scale IQ and Spelling grade equivalents and .18 for the Verbal IQ and Spelling and accounted for little common variance
Comparison of Scores for Intellectually Gifted Students on the Wechsler Intelligence Scale for Children—Revised and the Stanford Binet
Since the revision, of the Wechsler Intelligence Scale for Children (6) and the Sranford-Binet (5), a number of studies have been conducted to determine the merits of both tests for selected samples of normal and exceptional children (1, 2, 3, 4). There is a need to establish the similarity of the measures with .students of high ability. The present study provides information on the relationship of the WISC-R and the Stanford-Binet for intellectu…
Comparison of Discrepancies in Reading by Black and White Educable Mentally Retarded Students
Discrepancies in reading were calculated by comparing actual achievement with expected achievement for 224 black and 78 white educable mentally retarded students in Grades 1 to 12. Means for the total population and for black students and white students showed no statistically significant differences for the two groups
Season of Birth and Intelligence in Samples of Exceptional Children
The relationship between season of birth and intelligence was studied utilizing a group of 923 exceptional students, including 213 gifted, 302 mentally retarded, and 408 learning disabled children. The statistical analysis indicated that the areas of exceptionality and season of birth are not independent of one another. The significance was attributed to the subjects with learning disabilities
No prominent works on this page.
Season of Birth and Intelligence in Samples of Exceptional Children
The relationship between season of birth and intelligence was studied utilizing a group of 923 exceptional students, including 213 gifted, 302 mentally retarded, and 408 learning disabled children. The statistical analysis indicated that the areas of exceptionality and season of birth are not independent of one another. The significance was attributed to the subjects with learning disabilities
Comparison of Discrepancies in Reading by Black and White Educable Mentally Retarded Students
Discrepancies in reading were calculated by comparing actual achievement with expected achievement for 224 black and 78 white educable mentally retarded students in Grades 1 to 12. Means for the total population and for black students and white students showed no statistically significant differences for the two groups
Correlations between the Wide Range Achievement Test and the California Achievement Test with Intellectually Gifted Students
The scores on the Wide Range Achievement Test (GEs) and the California Achievement Test (standard scores) in reading, mathematics and spelling correlated from .29 to .53 for a sample of 252 (128 males, 124 females) gifted students in Grades 1 through 6
Correlations between Wisc-R IQS and Wide Range Achievement Test Grade Equivalents for Intellectually Gifted Students
The significant correlations between the WISC-R and the Wide Range Achievement Test for a sample of 90 gifted youth were .19 for the Full Scale IQ and Spelling grade equivalents and .18 for the Verbal IQ and Spelling and accounted for little common variance
Comparison of Scores for Intellectually Gifted Students on the Wechsler Intelligence Scale for Children—Revised and the Stanford Binet
Since the revision, of the Wechsler Intelligence Scale for Children (6) and the Sranford-Binet (5), a number of studies have been conducted to determine the merits of both tests for selected samples of normal and exceptional children (1, 2, 3, 4). There is a need to establish the similarity of the measures with .students of high ability. The present study provides information on the relationship of the WISC-R and the Stanford-Binet for intellectu…
Test-Retest Wechsler Intelligence Scale for Children—Revised Scores for 310 Educable Mentally Retarded and Specific Learning Disabled Students
Pearson coefficients were computed between 1979–80 and 1982–83 Wechsler Intelligence Scale for Children—Revised Verbal, Performance, and Full Scale scores for 310 exceptional students (89 mentally retarded and 221 learning disabled). The correlations were all significant at p = .001
Correlations of Scores on the Wisc—R, Stanford-Binet, the Slosson Intelligence Test, and the Developing Cognitive Abilities Test for Intellectually Gifted Youth
For a sample of 173 intellectually gifted students, percentiles from the Developing Cognitive Abilities Test were correlated with IQs from the Wechsler Intelligence Scale for Children—Revised, Stanford-Binet, and Slosson Intelligence Test—Revised. Although the coefficients of the WISC—R and Slosson with the DCAT tended to be significant, they were too low to have practical meaning and those with Stanford-Binet IQs were nonsignificant
Comparison of School Attitudes for Students Intellectually Gifted and Outstanding in Fine and Performng Arts in Grades 4 to 6
The School Attitude Measure was administered to 104 intellectually gifted and talented students in Grades 4 through 6. With only three exceptions, each percentile score was above the 50th percentile. Results suggest a positive relationship between cognitive ability and attitudes toward school which is weaker for the talented group than for the intellectually gifted
Comparison of the Kaufman Assessment Battery for Children (Achievement Scale) and the Basic Achievement Skills Individual Screener for Learning Disabled Students
The Kaufman Assessment Battery for Children—Achievement Scale and Basic Achievement Skills Individual Screener were administered to 40 students previously identified as learning disabled. Pearson coefficients between the sets of scores on various subtests ranged from .03 to .70
Comparison of the Diagnostic Achievement Battery and Wechsler Intelligence Scale for Children—Revised: A Pilot Study
The Diagnostic Achievement Battery and Wechsler Intelligence Scale for Children—Revised (WISC—R) were administered to 12 Native American and 13 white students who were referred for psychological testing by their regular classroom teachers. Pearson correlations for the DAB Total Achievement Battery and the WISC—R Verbal, Performance, and Full Scale IQs were .78, .40, and .69, respectively
War and Nature: Fighting Humans and Insects with Chemicals from World War I to "Silent Spring." (review)
This latest addition to Cambridge's Studies in Environment and History series is a fascinating account of the coevolution of chemical warfare and insecticide use through the first half of the twentieth century, one that thoughtfully examines the complicated symbiosis between three groups of participants. The American military's development of toxic gases is shown to have encouraged entomologists to press for more aggressive "peaceful warfare" (p.…
Developmental psychology (10 works) · Psychology (10 works) · Cognition (7 works) · Intelligence quotient (6 works) · Psychiatry (6 works) · Education, Achievement, and Giftedness (5 works) · Wechsler Adult Intelligence Scale (5 works) · Wechsler Intelligence Scale for Children (5 works) · Clinical Psychology (4 works) · Clinical Psychology (4 works)