Identification of giftedness in preschoolers: Are some environmental factors related to cognitive assessments?

Persistent Link:
http://hdl.handle.net/10150/284027
Title:
Identification of giftedness in preschoolers: Are some environmental factors related to cognitive assessments?
Author:
Williams, Nina Lynne
Issue Date:
1999
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study has the objective of examining parental perceptions, some home environmental factors, and SES on a child's cognitive development. Two groups were used to collect data, a high SES group and a low SES group. Twenty-six preschool children, 13 females and 13 males (24 Caucasian, one African American, and one Asian) were referred for giftedness. Parents responded to two surveys, one questionnaire, and an interview. The children were administered two cognitive skills tests: (a) The Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983), KABC and (b) the Qualitative Use of English and Spanish Tasks, QUEST, (Gonzalez, 1991). Qualitative analyses was used to: (a) describe parental perceptions about the meaning of giftedness; and (b) describe parental perceptions about the development of giftedness. A total of seven patterns were found. Quantitative analyses was used to: (a) explore any relationship between parental perceptions and their own child's cognitive abilities; (b) explore any relationship between some environmental factors and the child's cognitive abilities; and (c) explore any relationship between the parents socioeconomic status and their own child's cognitive abilities. Quantitative results suggest that some home environmental factors do influence a child's cognitive abilities. Quantitative results also suggest that the parents' SES influences the child's performance on cognitive skills tests.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Early Childhood.; Education, Educational Psychology.; Psychology, Developmental.; Sociology, Individual and Family Studies.; Psychology, Cognitive.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Gonzalez, Virginia

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleIdentification of giftedness in preschoolers: Are some environmental factors related to cognitive assessments?en_US
dc.creatorWilliams, Nina Lynneen_US
dc.contributor.authorWilliams, Nina Lynneen_US
dc.date.issued1999en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study has the objective of examining parental perceptions, some home environmental factors, and SES on a child's cognitive development. Two groups were used to collect data, a high SES group and a low SES group. Twenty-six preschool children, 13 females and 13 males (24 Caucasian, one African American, and one Asian) were referred for giftedness. Parents responded to two surveys, one questionnaire, and an interview. The children were administered two cognitive skills tests: (a) The Kaufman Assessment Battery for Children (Kaufman & Kaufman, 1983), KABC and (b) the Qualitative Use of English and Spanish Tasks, QUEST, (Gonzalez, 1991). Qualitative analyses was used to: (a) describe parental perceptions about the meaning of giftedness; and (b) describe parental perceptions about the development of giftedness. A total of seven patterns were found. Quantitative analyses was used to: (a) explore any relationship between parental perceptions and their own child's cognitive abilities; (b) explore any relationship between some environmental factors and the child's cognitive abilities; and (c) explore any relationship between the parents socioeconomic status and their own child's cognitive abilities. Quantitative results suggest that some home environmental factors do influence a child's cognitive abilities. Quantitative results also suggest that the parents' SES influences the child's performance on cognitive skills tests.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Early Childhood.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectPsychology, Developmental.en_US
dc.subjectSociology, Individual and Family Studies.en_US
dc.subjectPsychology, Cognitive.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGonzalez, Virginiaen_US
dc.identifier.proquest9927471en_US
dc.identifier.bibrecord.b39560296en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.