DIAGNOSIS OF COGNITIVE POTENTIAL IN PRESCHOOL-AGED CHILDREN – THEORETICAL MODEL AND VERIFICATION OF THE TOOL (PART 1)
Journal Title: Szkoła Specjalna - Year 2011, Vol 2011, Issue 1
Abstract
The first part of the article discusses the issue of the diagnosis of cognitive potential with the use of the task-support-task procedure. A theoretical model of diagnosis based on the concepts by L.S. Vygotsky, R. Case, and A. Bandura was developed and described. The second part is dedicated to a qualitative and quantitative description of a set of cognitive tasks for preschool-aged children. The tool was verified in terms of its difficulty level, discriminatory power, individual items’ impact on the reliability index of the whole set, absolute stability, internal concordance, and content, diagnostic, prognostic and theoretical validity. A statistical analysis proved the tool to be reliable and valid.
Authors and Affiliations
EWA KULESZA
Keywords
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