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Intelligence and Aptitude 228 28 VOLUME 11, NUMBER 1, FEBRUARY 2002

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    Life / Communication and Aptitude Training Program The Life/Communication skills and Aptitude training program at Shivalik College of Engineering (SCE) is specially designed for SCE students who are aspiring to develop their professional competencies by sharpening their skills and knowledge. The ability to understand our own self and people better, communicate effectively, to manage interpersonal relationships, to manage meetings, to manage projects, to do a presentation, to lead a team or to solve a dispute among peers, is even more important than all our education or specialized knowledge in one single field. This course teaches and explains the basics of all soft skills and analytical mind that anyone should have in order to achieve personal excellence and accomplishing the goals more easily. The course is structured in several sections. This will be achieved by Interactive simulations, speed & mock tests, games, activities, group discussions, Individual presentations, Role Plays and videos. “All birds find shelter during a rain, but eagle avoids rain by flying above the clouds” — Dr. A.P.J Abdul Kalam Training Department aims at moulding the students so as to meet the industry expectations in career building and in turn bring laurels to the parent institution. The Training department prepares carefully laid down training schedule for the year, along with customized pre-placement training on the campus for various companies before their respective campus drives, and overseeing the process to its end, is the responsibility of the Training department. The department endeavors to carry out successfully all the processes methodically throughout the year. GOALS & OBJECTIVES GOALS • To enhance the employability skills among the students to meet out the corporate expectations.
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  • 7. Aptitude and Achievement Tests: the Curious Case of the Indestructible Strawperson
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Social and Technical Issues in Testing: Buros-Nebraska Series on Measurement and Implications for Test Construction and Usage Testing 1984 7. Aptitude and Achievement Tests: The Curious Case of the Indestructible Strawperson Anne Anastasi Fordham University Follow this and additional works at: https://digitalcommons.unl.edu/burostestingissues Part of the Educational Assessment, Evaluation, and Research Commons Anastasi, Anne, "7. Aptitude and Achievement Tests: The Curious Case of the Indestructible Strawperson" (1984). Social and Technical Issues in Testing: Implications for Test Construction and Usage. 9. https://digitalcommons.unl.edu/burostestingissues/9 This Article is brought to you for free and open access by the Buros-Nebraska Series on Measurement and Testing at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Social and Technical Issues in Testing: Implications for Test Construction and Usage by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in SOCIAL AND TECHNICAL ISSUES IN TESTING: IMPLICATIONS FOR TEST CONSTRUCTION AND USAGE, edited by Barbara S. Plake (Hillsdale, NJ: Lawrence Erlbaum Associates, 1984). Copyright © 1984 by Lawrence Erlbaum Associates. Digital edition copyright © 2012 Buros Center for Testing. Aptitude and Ach ievement Tests: The Curious Case of the I ndestructi ble Strawperson 1 Anne Anastasi Fordham University In a talk I gave at the 1979 ETS Invitational Conference, I remarked that, if I were suddenly endowed with the appropriate occult powers, I should choose to eliminate certain words from the psychometric vocabulary. Among them were the words aptitude and achievement (Anastasi, 1980). These terms have led to nearly as much confusion, misinterpretation, and misuse of tests as has the more notorious term intelligence.
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  • Gifted and Talented Identification
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  • TEST and ASSESS YOUR BRAIN QUOTIENT Ii
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  • Music Aptitude and Related Tests
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  • The Role of Aptitude in the Failure Or Success of Foreign Language Learning Laura Furcsa Eszterházy Károly Egyetem
    PAIDEIA 6. évfolyam, 1. szám (2018) DOI: 10.33034/PAIDEIA.2018.6.1.31 The role of aptitude in the failure or success of foreign language learning Laura Furcsa Eszterházy Károly Egyetem Introduction One of the major challenges in language pedagogy is the explanation of different levels of success. A huge number of studies have looked at how different variables contribute to the success of language learning. There- fore the scope of this study was restricted to a single cognitive variable by focusing attention on language learning aptitude. Accordingly recent studies of unsuccessful learners are reviewed from this point of view as well as language learners’ characteristics and theories related to aptitude are discussed. This section is followed by the investigation of the role of aptitude in empirical studies. Learners’ characteristics influencing success There are several factors which are considered to have an influential role in the lack of success in language learning. Larsen-Freeman and Long (1991) listed the following factors: age, language aptitude, social-psycho- logical factors, personality, hemisphere specialization, and learning strat- egies. In addition to these individual variables, native language variables, input variables, and instructional variables are also mentioned. Gardner and MacIntyre (1992) gave a more systematic classification of these vari- ables, which they group into three broad categories: 1. Cognitive Variables: intelligence, language aptitude, language learn- ing strategies, previous language training and experience
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  • EXAMINING the SPATIAL ABILITY PHENOMENON from the STUDENT's PERSPECTIVE a Dissertation Submitted to the Faculty of Purdue
    EXAMINING THE SPATIAL ABILITY PHENOMENON FROM THE STUDENT’S PERSPECTIVE A Dissertation Submitted to the Faculty of Purdue University by James L. Mohler In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2006 Purdue University West Lafayette, Indiana ii Copyright 2006 by Mohler, James L. iii DEDICATION To my wife, Lisa—for her steadfast love and support of all that I do. To my parents—for starting me down this academic road. iv ACKNOWLEDGMENTS There are many who have supported the creation of this work, making it difficult to choose the words that truly express the heartfelt gratitude and appreciation I feel. Words at times do not seem to carry the full import. Nevertheless, I would like to begin by thanking the members of my committee for their guidance, suggestions, criticisms, and support. As my chair, Dr. Timothy Newby has been quite patient with me as I have traversed a somewhat "non- traditional" path in the pursuit of this degree and the completion of this work. His continued encouragement and advice have been invaluable. To Drs. James Lehman and Ala Samarapungavan I extend gratitude for their timely reviews and thoughtful insights during the creation of this document and the execution of this project. To Dr. Craig Miller, for his continued "encouragement" to make the time to get this done (which at times made me love and hate him like a brother), I am grateful. And, to Dr. Donna Enersen, who late in this project was willing to jump on-board and provide critical expertise in qualitative research, I am equally thankful.
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  • STATE DEFINITONS of GIFTEDNESS (As of 1-13-16)
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  • On the Relationship Between Aptitude and Intelligence in Second Language Acquisition
    Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, Vol. 4, Special Issue Aptitude and Intelligence in SLA On the Relationship between Aptitude and Intelligence in Second Language Acquisition Jim Teepen1 Teachers College, Columbia University ABSTRACT Better understanding of the varied factors that account for successful second language acquisition is a goal that is of obvious interest to anyone within the field of language study. Before the influence of these factors can be adequately understood, of course, they must be defined and utilized in an accurate and consistent way. This paper endeavors to explore and clarify the ambiguity surrounding usage of the terms intelligence and aptitude in second language acquisition in effort to understand the more central issue of how the qualities designated by these terms relate to second language acquisition. This should enable a clearer picture to emerge about the relative importance of intelligence and aptitude among the constellation of factors associated with second language acquisition. INTRODUCTION The role and meanings of the terms intelligence and aptitude as they have been used in second language acquisition (SLA) discourse are significant for virtually all aspects of SLA. If it were the case that only individuals with what for the moment will be called exceptionally high innate abilities are able to become highly proficient in a second language, then it may be sensible to arrange academic programs based on this fact. If, alternatively, it turns out that intellectual abilities are not predictive of success with a second language, the pedagogical ramifications are clearly quite different. Similar significant consequences follow for other elements within the domain of SLA.
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