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The validity of the WISC‐R examiner verbal praise procedure as a concurrent predictor of the academic achievement of intellectually superior students
Author(s) -
Saigh Philip A.
Publication year - 1981
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/1097-4679(198107)37:3<647::aid-jclp2270370335>3.0.co;2-2
Subject(s) - praise , psychology , developmental psychology , academic achievement , predictive power , wechsler intelligence scale for children , intelligence quotient , social psychology , cognition , philosophy , epistemology , neuroscience
Twenty‐four intellectually superior elementary and secondary school students were selected randomly and assigned to one of two treatment conditions. The students in the experimental condition were praised verbally after their responses to the WISEC‐R questions, while the students who received the control procedure were given neutral, non‐evaluative procedural comments. A series of Pearson product‐moment correlations were calculated between the WISC‐R scaled scores or IQs for both treatments and the respective gradepoint averages (GPAs). Results revealed that the verbal praise procedure generally was associated with weaker predictive power. The findings were discussed in light of the level of academic functioning that usually takes place under normal classroom conditions and potential behavior in an optimal testing environment.