Relation between parents’ education and sons’ intellectual profile on Wechsler Intelligence Scale for Children – Fourth Edition
BALSAMO, M., ROMANELLI, R. & SAGGINO, A. (2010). The de-differentiation hypothesis in normal elderly persons. Perceptualand Motor Skills, 110, 1, 85-88.
BRADLEY,R.H.,CORWIN,R.F.,BURCHINAL,M.,McADOO,H.P.&GARCIA COLL, C. (2001). The home environments of children inthe United States. Part II: Relations with behavioral developmentthrough age 13. Child Development, 72 (6), 1868-1886.
BROOKS, B.L. (2010). Seeing the forest for the trees: Prevalence oflow scores on the Wechsler Intelligence Scale for Children, fourthedition (WISC-IV). Psychological Assessment, 22 (3), 650-656.
BROOKS, B.L. (2011). A study of low scores in Canadian children andadolescents on the Wechsler Intelligence Scale for Children, fourthedition (WISC-IV). Child Neuropsychology, 17 (3), 281-289.
BROOKS-GUNN, J., HAN, W.J. & WALDFOGEL, J. (2002). Maternalemployment and child cognitive outcomes in the first three yearsof life: The NICHD study of early child care. Child Development,73 (4), 1052-1072.
CARNEIRO, P., MEGHIR, C. & PAREY, M. (2013). Maternaleducation, home environments, and the development of childrenand adolescents. Journal of the European Economic Association,11 (Suppl. 1), 123-160.
CIANCI, L., ORSINI, A., HULBERT, S. & PEZZUTI, L. (2013). Theinfluence of parents’ education in the Italian standardizationsample of the WISC-III. Learning and Individual Differences, 28,47-53.
CLARKE-STEWART, A., PERLMUTTER, M. & FRIEDMAN, S.(1988). Lifelong Human Development. Canada: John Wiley &Sons.
COLOM, R., GARCÍA, L.F., JUAN-ESPINOSA, M. & ABAD, G.J.(2002). Null sex differences in general intelligence: Evidence fromthe WAIS-III. The Spanish Journal of Psychology, 28 (3), 29-35.
COLOM, R., JUAN-ESPINOSA, M., ABAD, F.J. & GARCÍA, L.F.(2000). Negligible sex differences in general intelligence.Intelligence, 28, 57-68.
CRAIG, L. (2006). Parental education, time in paid work and timewith children: An Australian time-diary analysis. The BritishJournal of Sociology, 57 (4), 553-575.
DOLAN, C.V., COLOM, R., ABAD, F.J., WICHERTS, J.M., HESSEN,D.J. & van der SLUIS, S. (2006). Multi-group covariance andmean structure modeling of the relationship between the WAIS-III common factors and sex and educational attainment in Spain.Intelligence, 34, 193-210.
EBISCH, S.J., MANTINI, D., ROMANELLI, R., TOMMASI, M.,PERRUCCI, M.G., ROMANI, G.L. & SAGGINO, A. (2013).Long-range functional interactions of anterior insula and medialfrontal cortex are differently modulated by visuospatial andinductive reasoning tasks. Neuroimage, 78, 426-438.
EBISCH, S.J., PERRUCCI, M.G., MERCURI, P., ROMANELLI,R., MANTINI, D., ROMANI, G.L. & SAGGINO, A. (2012).Common and unique neuro-functional basis of induction,visualization, and spatial relationships as cognitive componentsof fluid intelligence. Neuroimage, 62 (1), 331-342.
EVANS, M.D.R., KELLEY, J., SIKORA, J. & TREIMAN, D.J. (2010).Family scholarly culture and educational success: Books andschooling in 27 nations. Research in Social Stratification andMobility, 28 (2), 171-197.
FLANAGAN, D.P. & KAUFMAN, S. (2004). Essentials of assessmentwith WISC-IV. New York, Wiley.
GUSTAFSSON, J.E. (2001). Schooling and intelligence: Effectsof track of study on level and profile of cognitive abilities.International Education Journal, 2, 166-186.
HORN, J.L. & CATTELL, R.B. (1967). Age differences in fluid andcrystallized intelligence. Acta Psychologica, 26, 107-129.
IRWING, P. (2012). Sex differences in g: An analysis of the USstandardization sample of the WAIS-III. Personality andIndividual Differences, 53, 126-131.
JENSEN, A.R. (1998). The g factor. Westport, CT: Praeger.
JOHNSON, W. (2010). Understanding the genetic of intelligence:Canheighthelp?Cancornoil?CurrentDirectionsinPsychologicalScience, 19 (3), 177-182.
KAUFMAN, A.S. & LICHTENBERGER, E.O. (2006). Assessingadolescent and adult intelligence (3rd ed.). New York: Wiley.
MEEKES, J., van SCHOONEVELD, M.M.J., BRAAMS, O.B.,JENNEKENS-SCHINKEL, A., van RIJEN, P.C., HENDRIKS,M.P.H., BRAUN, K.P.J. & van NIEUWENHUIZEN, O. (2015).Parental education predicts change in intelligence quotient afterchildhood epilepsy surgery. Epilepsia, 56 (4), 599-607.
MERCY, J.A. & STEELMAN, L.C. (1982). Familial influence on theintellectual attainment of children. American Sociological Review,47 (4), 532-542.
NOBLE, K.G., HOUSTON, S.M., BRITO, N.H., BARTSCH, H.,KAN, E., KUPERMAN, J.M. & SOWELL, E.R. (2015). Familyincome, parental education and brain structure in children andadolescents. Nature Neuroscience, 18 (5), 773-778.
NYBORG,H.(2003).Thescientificstudyofgeneralintelligence:Tributeto Arthur Jensen. Risskov, Denmark: University of Aarhus.
ORSINI, A. & PEZZUTI, L. (2014). The General Ability Index ofthe WISC-IV [L’indice di abilità generale della scala WISC-IV].Psicologia Clinica dello Sviluppo, XVIII (2), 301-310.
ORSINI, A. & PEZZUTI, L. (2016). L’interpretazione clinica dellaWISC-IV alla luce della taratura italiana. Con CD Rom allegato.Firenze: Giunti Psychometrics.
ORSINI,A.,PEZZUTI,L.&PICONE,L.(2012).WISC-IV.Contributoalla taratura italiana. Firenze: Giunti OS Organizzazioni Speciali.
PEZZUTI, L. & ORSINI, A. (2016). Are there sex differences inthe Wechsler Intelligence Scale for Children – Forth Edition?Learning and Individual Differences, 45, 307-312.
PICONE, L., PEZZUTI, L. & RIBAUDO, F. (2013). Teorie e tecnichedei test. Uso e interpretazione. Roma: Carocci Editore.
PRIFITERA, A., SAKLOFSKE, D.H. & WEISS, L.G. (2005). WISC-IVclinical use and interpretation, scientist-practitioner perspectives.London: Elsevier Inc.
RINDERMANN, H. & BAUMEISTER, A.E.E. (2015). Parents’ SESvs parental educational behavior and children’s development: Areanalysis of the Hart and Risley study. Learning and IndividualDifferences, 37, 133-138.
SAGGINO, A. & BALSAMO, M. (2003). Relationship betweenpsychometricintelligenceandthefive-factormodelofpersonalityin a normal elderly sample. Psychological Reports, 92, 1151-1161.
SAGGINO, A., PEZZUTI, L., TOMMASI, M., CIANCI, L., COLOM,R.&ORSINI,A.(2014).Nullsexdifferencesingeneralintelligenceamong elderly. Personality and Individual Differences, 63, 53-57.
SCARR, S. & WEINBERG, R.A. (1978). The influence of “familybackground” on intellectual attainment. American SociologicalReview, 43 (5), 674-692.
SELLERS, A.H., BURNS, W.J. & GUYRKE, J. (1996). Prediction ofpremorbid intellectual functioning of young children usingdemographic information. Applied Neuropsychology, 3, 21-27.
TOMMASI, M., WATKINS, M., ORSINI, A., PEZZUTI, L., CIANCI,L. & SAGGINO, A. (2015). Gender differences in latent cognitiveabilities, and education links with g in Italian elders. Learningand Individual Differences, 37, 276-282.
VANDERPLOEG, R.D., SCHINKA, J.A., BAUM, K.M., TREMONT,G. & MITTENBERG, W. (1998). WISC-III premorbid predictionstrategies: Demographic and best performance approaches.Psychological Assessment, 10, 277-284.
WECHSLER, D. (2003). Wechsler Intelligence Scale for Children –Fourth Edition (WISC-IV): Administration and scoring manual.San Antonio, TX: The Psychological Corporation.
WECHSLER, D. (2012). Wechsler Intelligence Scale for Children –Fourth Edition (WISC-IV): Administration and scoring manual.Adattamento italiano di A. Orsini, L. Pezzuti e L. Picone. Firenze:Giunti Psychometrics.
First published November 7, 2024
First published November 7, 2024
First published November 7, 2024
First published November 7, 2024
First published November 7, 2024
First published November 7, 2024
First published November 7, 2024
1541
111
Giunti Psychometrics
Giunti Psychometrics is the historic publisher of psychometric tests, psychology books, CME training courses and psychodiagnostic tools.
Scientific Director: Alessandro Zennaro
Copyright © 2021 by Giunti Psychometrics
