Comparison of the psychosocial typology of children with below-average IQ to that of children with LD.
Bibliographic record
Abstract
This study investigates the patterns of psychosocial functioning of children with learning problems who meet other commonly used criteria to define Learning Disabilities (LD) but whose Full Scale Intelligence Quotient (FSIQ) scores on the Wechsler Intelligence Scale for Children (WISC) fall below average. These children are referred to as having below average IQ (BAIQ). The psychosocial functioning of children with BAIQ was subtyped by the application of both Q-factor analysis and profile-matching to scores of the Personality Inventory for Children (PIC). The resulting typologies were compared to that of previously derived prototypes of psychosocial functioning of children with LD (Rourke & Fuerst, 1991). The results suggest that the psychosocial dimensions of children with BAIQ are similar to that of children with LD in a general sense. Many of the same subtypes were derived, and the proportions of children displaying normal, mild, and severe levels of psychopathology were not significantly different from that of children with LD. In addition, consistent with previous research involving children with LD, there were no changes in either type or severity of psychopathology with age. However, there were some specific differences between the psychosocial patterns of children with BAIQ and that of children with LD. Children with BAIQ had a greater tendency to display psychopathology with internalizing features such as anxiety and depression and less tendency to display psychopathology with externalizing features such as delinquency. Also, a new subtype emerged from the Q-analysis which had not been previously found in children with LD. This subtype contains aspects of mild forms of both internal and external psychopathology. Although it is necessary to replicate this study on a new sample of children with BAIQ, some tentative inferences were made concerning the psychosocial dimensions of children with BAIQ.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2000 .R35. Source: Masters Abstracts International, Volume: 40-03, page: 0782. Adviser: Byron Rourke. Thesis (M.A.)--University of Windsor (Canada), 2000.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".