Papers by George Spanoudis
PsycTESTS Dataset, 2016
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Routledge eBooks, Feb 5, 2018
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Intelligence, Nov 1, 2020
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Cognitive Science, 2020
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Mankind Quarterly, 2016
Sex differences on the Standard Progressive Matrices are reported for 10 to 17 year olds in Cypru... more Sex differences on the Standard Progressive Matrices are reported for 10 to 17 year olds in Cyprus. There were no significant differences among 10 to 16 year olds but among 17 year olds males obtained a mean IQ 4.4 points higher than females. Key words: Cyprus, Standard Progressive Matrices, sex differences, intelligence
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Journal of Communication Disorders, May 1, 2016
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Folia Phoniatrica Et Logopaedica, 2014
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One of the recent tendencies in the field of education nowadays is that the population of student... more One of the recent tendencies in the field of education nowadays is that the population of students is becoming increasingly diverse, both culturally and linguistically. As a result, the numbers of children diagnosed with Specific Learning Differences (SpLD), e.g. dyslexia, specific language impairment, attention deficits, as well as those with other disabilities, e.g. visual, hearing or physical impairments, are steadily growing. So is the number of students enrolled in special education. This situation, combined with greater awareness of individual human rights, has led to an increased demand for appropriate testing and assessment provision. This is of particular concern to Second/Foreign Language (L2/FL) test providers (Taylor 2012) and teachers (Kormos and Smith 2012), who are very often faced with the challenge of having to offer special arrangements (accommodations) to Second Language Learners (SLLs) with disabilities. Within this framework, the present volume seeks to discuss the theoretical, ethical and practical considerations involved in assessing SLLs with disabilities. More specifically, it explores theoretical models and research findings that identify the special needs of SLLs with SpLD and other disabilities and evaluates the effectiveness of accommodation practices employed. Studies of both high-stakes tests and classroom-based assessments related to the special needs of SLLs are presented by professionals and researchers working in the area of psychology, special education and L2/FL testing and assessment. Cross-sectional and longitudinal studies are included, as well as studies conducted among young and adult SLLs with SpLD and other disabilities. Related issues are examined through multidisciplinary and multifaceted approaches. As such the volume explores recent thinking and research in the fields of special education, psychology and language testing and assessment and critically expands work already done in these fields by presenting new, exciting and uncharted avenues and territories where these fields meet in a dialectic and informative relationship. This volume is a compilation of fourteen chapters, both theoretical and research-oriented, addressing the fair assessment of this special population of SLLs. The volume consists of three parts. Part I contains six chapters Introduction x focusing on issues related to diagnosing SLLs with SpLD and other learning disabilities. Part II consists of five chapters that discuss training needs and assessment procedures. Part III includes three chapters involving the perspective of L2/FL examination boards. In chapter one, Keira Ballantyne makes detailed reference to the federal educational accountability system in the United States which, as the author explains, does not systematically collect data necessary to …
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Journal of the Neurological Sciences, Oct 1, 2013
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International Journal of Environmental Research and Public Health
The aim of our study was to evaluate the potential association between physical activity and occu... more The aim of our study was to evaluate the potential association between physical activity and occupational stress among firefighters. Data were collected from Cypriot firefighters through a web-based battery of internationally validated questionnaires completed anonymously (COPSOQ, DASS). A total of 430 firefighters (response rate 68%) completed the survey (age range: 21–60 years). More than half of the firefighters (54%) reported either no or minimal physical activity. A total of 11% of firefighters reported moderate to extremely severe stress based on the DASS-S scale. Using multivariable-adjusted logistic regression models, we showed that firefighters who exercised had 50% lower risk of occupational stress, and using a categorical model, we found that every hour per week of increased physical activity among firefighters was associated with 16% lower risk of occupational stress after adjusting for age, education, smoking, and body mass index (OR = 1.16; p = 0.05). In addition, our ...
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International Journal of Occupational Medicine and Environmental Health, 2019
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Journal of Financial Crime, 2021
Purpose The researchers aim to investigate how students can be deterred from cheating, whether le... more Purpose The researchers aim to investigate how students can be deterred from cheating, whether legal or ethical policies and procedures are effective and whether there are gender differences. Design/methodology/approach Using data on students undertaking midterm and final e-examinations, as well as a control group of students who were caught cheating in an online mid-semester examination, the authors attempt to answer the research questions. Findings No differences were found in cheating in terms of students’ gender or whether they were repeating a course or not. However, the study revealed that if there are more internal controls imposed and if before the examination students are made to reinforce their academic integrity, e-examination cheating is reduced. Originality/value No other published study was carried out with students who were involved in cheating.
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Growing Minds, 2018
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Brain Sciences, 2021
Language and communication deficits characterize both autism spectrum disorder and developmental ... more Language and communication deficits characterize both autism spectrum disorder and developmental language disorder, and the possibility of there being a common profile of these is a matter of tireless debate in the research community. This experimental study addresses the relation of these two developmental conditions in the critical topic of language. A total of 103 children (79 males, 24 females) participated in the present study. Specifically, the study’s sample consisted of 40 children with autism, 28 children with developmental language disorder, and 35 typically developing children between 6 and 12 years old. All children completed language and cognitive measures. The results showed that there is a subgroup inside the autism group of children who demonstrate language difficulties similar to children with developmental language disorder. Specifically, two different subgroups were derived from the autism group; those with language impairment and those without. Both autism and la...
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Papers by George Spanoudis
the environment and the role of cognitive readiness in
young childrens’ construction of operational definitions
in magnetism. We discuss various resource constraints
and the conceptual background of preschoolers. Then we
present an experimental study of 165 children aged 4-6
who took part in an extended structured intervention in
which they were guided to construct two operational
definitions of a magnet. The two definitions differed with
regard to the cognitive demands imposed upon the
children attempting to construct them. The construction
of the second operational definition required cognitive
abilities that the construction of the first did not. Our
results demonstrate that children older than 5 years are
mostly able to construct both definitions while younger
children are able to construct only the first one. Based on
this result, we discuss the issue of cognitive readiness
and its role in learning. Additionally, by teaching one
experimental group of older children the second
definition directly and observing their limited success to
construct it, we argue for the necessary role of
scaffolding the conceptual structure of the curriculum
materials to achieve learning.
Confirmatory factor analysis validated the presence of all of the above dimensions and indicated that they are organized in a three-stratum hierarchy. The first stratum included all of the individual dimensions mentioned above. These dimensions were organized, at the second stratum, in three constructs, namely processing efficiency, working memory, and problem solving. Finally, all second-order constructs were strongly related to a third-order general factor. This structure was stable in time.
Structural equation modelling indicated that the various dimensions were interrelated in a cascade fashion so that more fundamental dimensions proved to be part of more complex dimensions. That is, speed of processing was the most important aspect of processing efficiency and it fully determined the condition of inhibition, indicating that the more efficient one was in stimulus encoding and identification, the more efficient one was in inhibition. In turn, processing efficiency extensively influenced the condition of executive processes in working memory, which, in their turn influenced the condition of the two modality-specific stores (phonological and visual). Finally, problem solving was influenced by both processing efficiency and working memory, the central executive in particular.
All dimensions appeared to change systematically with time. Growth modelling suggested that there were significant individual differences in attainment in each of the three aspects of the mind investigated here. Moreover, development affected differently each of the three aspects of the mind as well as their interrelationships. Mixture growth modelling suggested that there were four types of developing persons, each being defined by a different combination of performance in the aspects of the mind. Some types were more efficient and stable developers than others. These analyses indicated that processing efficiency is a factor that explains developmental differences in problem solving whereas working memory explains individual differences. Modeling by logistic equations uncovered the rates and form of change in the various dimensions and their reciprocal interactions during development. These findings are discussed from the point of view of information processing, differential, and developmental models of thinking and an integrative model is proposed.
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