Different levels of activation in frontal and parietal regions of the brain were observed in individuals differing in levels of intelligence while solving working-memory tasks and figural tasks. With regard to functional division between these regions, the possibility of influencing low intelligent individuals to activate parieto-occipital brain areas to a greater extent is suggested. Another possible intervention could focus on teaching individuals to change strategies of learning from verbal to more spatial-figural way of mental performance.
COBISS.SI-ID: 13065992
Neurophyisological differences in verbal/performance intelligence and emotional intelligence were analyzed in different conditions. The results demonstrate that brain activity differs in individuals at different levels of general (IQ) and emotional intelligence (EIQ) while solving tasks requiring specific mental abilities. Comparing the correlations between EEG parameters, IQ and EIQ, suggests that emotional intelligence represents a construct distinct from general intelligence. This dichotomy suggests that general and emotional intelligence are affected by different brain structures.
COBISS.SI-ID: 14064136
The construction of the HLEQ, its construct and criterion validity by comparing children's achievements on a Language Development Scale and their storytelling ability. Five factors were identified: Stimulate child to use language (F1), Reading books to the child, visiting the library and puppet theatre (F2), Joint activities/conversation (F3), Interactive reading (F4) and Zone-of-proximal-development stimulation (F5). F2, F4 & F5 are related to child language development and contribute to prediction of child language competence. F1, F2, F3 & F5 were also related to maternal education.
COBISS.SI-ID: 30351714
Consistency of personality type structure across informants was shown as was the consistency of classification of children into 3 types: Resilient (high E, C and A, low N), Willful (high E, low A) and Average (relatively low E and C, high N). The types predict children's social competence, internalizing and externalizing behavior but are weaker than dimensional predictions. The type-based prediction increases considerably with children consistently classified across informants. The findings are valuable in psychological diagnostics and counseling.
COBISS.SI-ID: 32403554
Child language development is explained in relation to factors of home and preschool environments, various possible ways of enhancing language acquisition at different ages; approaches, methods and original measures of assessment of child language developed in Slovene context are discussed, taking into account developmental and psycholinguistic theories on language development; development of metalanguage, communicative skills, early literacy, language in the context of symbolic play, development of language in bilingual and multilingual environments and stimulation of language development.
COBISS.SI-ID: 226261504