Biomedical subjects

C B Jorgenson

Publications and source records attributed to C B Jorgenson.

11 recordsLinked to original sources

PubMed1996

Concurrent and predictive validity of an early childhood screening test.

The purpose of this study was to validate an early childhood screening instrument concurrently with other established psychoeducational tests and predictively with a standardized measure of achievement. A battery of tests including a screener and five other established psychoeducational measures was administered to 64 children during their kindergarten year. An achievement test was administered to 33 of these children during their third grade year. The screening test scores were found to be significantly related to the results of other psychoeducational measures both concurrently and predictively. The instrument permits teachers to gather behavior samples in minutes.

Achievement↗

PubMed1990

Early childhood testing and school learning problems: a cross-validation.

Educators in the early school grades often find themselves in a dilemma when evaluating children's skills. Formal testing procedures are often inappropriate for young children and can wrongly identify them as deficient. The purpose of this study was to help teachers in making early decisions regarding individual children that would be accurate and helpful in designing educational programs. A screener was identified during the first year that discriminated between kindergarten children identified by their teachers as high-achieving or low-achieving. The results of a subsequent cross-validation yielded a relationship between the screener and the teachers' evaluations that was statistically significant.

Child↗

PubMed1989

The early prediction of school learning problems.

The purpose of this research was to determine a reliable and realistic set of variables for teachers to assist in early identification of children with special needs. Sixty-four kindergarten children participated in the study, 32 identified as high achieving and 32 identified as low achieving by their teachers. Variables included were information from questionnaires answered by parents and teachers and results of standardized tests. Based on the results of the analyses, variables and tests are suggested for distinguishing between groups of children who may experience school success or difficulties.

Child↗

PubMed1987

A cluster analysis of learning disabled children.

Cluster analysis was employed with the intent of describing more homogeneous subgroups of learning disabled (LD) children. The parents and teachers of 29 children placed in special education as learning disabled completed questionnaires concerning demographic information regarding the families; birth, medical, and developmental histories regarding the children were also included. Variables for the analysis were those found, by means of discriminant analysis in an earlier study, to be significantly related to LD as opposed to regular education children. The presence of developmental delays (speaking or walking later than expected), birth order, and sex of the children were influential in the definition of the clusters.

Birth Order↗

PubMed1986

Variables which distinguish among classifications of exceptional children: learning disabled, emotionally disturbed, and educable mentally retarded.

The focus of this study was on children in public school classrooms who had been designated for special classes or as in need of special attention. It was the intent to take as many variables into account as possible relative to these children in order to determine significant associations among them. A discriminant analysis identified two functions which contributed to the separation of the criterion groups: LD, ED, EMR. Eight variables were found to significantly contribute to the discriminating power of the functions, classifying correctly 84% of the 62 cases.

Adolescent↗

PubMed1985

The univariate and multivariate relationships among environmental, sociocultural, biological, and developmental variables and the identification of learning disabled children.

Multivariate techniques were used to study the relationships among environmental, sociocultural, biological, and developmental variables, and their ability to discriminate between learning disabled (LD) and regular education students. Univariate analyses were employed to identify variables that were included in a discriminant analysis. Through this combination of analyses, variables that might be considered as risk factors were isolated. Variables which contributed to the separation of LD children from those not placed in special education were developmental delays, baby's length at birth, and sex of child. Developmental delays and serious illness of the child were variables most contributing to the separation of LD from low achieving children. While not increasing the accuracy of classification, these antecedent variables appear to predict probability of LD placement as accurately as academic performance or clinical decision, thus allowing early intervention rather than procedures used after learning problems have been identified.

Body Height↗

PubMed1983

Hemispheric asymmetry in the processing of Stroop stimuli: a balanced design.

Based on results from earlier research, the Stroop test appears to be a means for gaining insight into the specialized functions of the cerebral hemispheres as related to sex differences. This study was designed to determine whether sex differences continue to be present in a balanced design. Sixty-two psychology students responded to color words printed in incongruent colors when presented by a slide projector. Four mean scores comprising 15 responses in each condition, grouped word, grouped color, random word, and random color were computed for each subject. One half of the subjects responded to the grouped condition first, while the other half responded to the random condition first. Two variables were considered, sex and the order of presentation of random and grouped modes. Analyses of covariance of color response times over the categories of sex and order of presentation with word scores as covariates were performed for all conditions. For all individuals, response latency was consistently shorter when reading the word than when reporting the color. As in earlier studies, the covariate (word scores) was significantly related to the color sores. Sex differences were not found; however a significant difference was found in the analysis of the random color responses. When means were adjusted for sex and the covariate, subjects having the experience of the grouped experiment first scored faster than those performing for the first time. It appears that in this balanced design, practice improves time on color responses for both sexes.

Brain↗

PubMed1983

Hemispheric asymmetry in the processing of Stroop stimuli: an altered format.

As in previous studies, the interference condition of the Stroop (color words printed in incongruent ink colors) was presented to male and female subjects. Unlike earlier studies in which word and color responses were elicited randomly, subjects knew in advance what to expect. Word responses were grouped together as were the color responses. Fifteen males and 15 females served in each of two conditions--word responses first or color responses first. In this altered format, an analysis of covariance revealed no gender or order of presentation differences in relation of word to color responses. When analyzed separately, there were no differences on the color responses but significantly shorter latencies for males on word responses. Word response latencies were shorter when presented before rather than after color responses for all subjects. The strong Stroop effect was ever present.

Adult↗

PubMed1981

Hemispheric asymmetry in the processing of Stroop stimuli: the effect of enhancement of spatial skills.

There is a body of evidence which supports the concept of biological determinants of hemispheric asymmetry. In addition, there appear to be environmental influences. the present investigation was designed to determine whether there are differences, on the Stroop phenomenon, between individuals with more developed spatial skills and controls, as well as between males and females. Thirty-six art students and 27 psychology students who had no training in drawing participated in this study. There were 25 males and 38 females, all of whom were right-handed. An analysis of covariance revealed that the covariable, the word, was significantly related to the color score for all groups. There was a significant difference between art students and controls and between males and females. Male art students had a significantly larger corrected color response mean than all other groups. There appears to be not only a significant statistical interaction but perhaps an interaction of biology with environment as well.

Art↗

PubMed1981

Hemispheric asymmetry in the processing of Stroop stimuli: an examination of age and gender differences.

In responding to Stroop stimuli, individuals consistently respond with shorter latencies when reading the color word than when reporting the hue of the color word stimulus. The responses of second graders and sixth graders and data from an earlier study of university students were included in the analyses. For all groups the expected Stroop effect was present. An analysis of covariance revealed that the covariable, the word score, was significantly related to the color score for all age groups. Whether or not the data were controlled for handedness and language, there was a significant difference between sexes for university students but not for second or sixth graders.

Adult↗

PubMed1977

Visual set and anxiety in the Stroop phenomenon.

The effects of a visual set, the Stroop phenomenon, and anxiety--as measured by the Spielberger State-Trait Anxiety Inventory--upon response latency were examined. Three variations of the set were presented, a color congruent with the response color, a color conflicting with the response color, or no color. Two response conditions were required, reading the color word or reporting the color in which the word was printed. "Reporting the color" had a significantly longer response latency than "reading the word" for all 60 subjects, female volunteers from freshman psychology classes. There was also a significant interaction between anxiety and the Stroop. The medium-anxiety group showed the least discrepancy between the response conditions of the Stroop, indicating the interference effect present in the Stroop phenomenon was least influential for this group. A consistent though not significant difference between the congruent set and conflicting set conditions for the color response as opposed to the word response indicated that, when the set is similar to the response, it is more influential than when it is unrelated.

Adolescent↗