Research on teacher characteristics, including
verbal ability, was popular in the 1940s and 1950s.
The vocabulary subtest and the similarities subtest of the verbal section were used to control for
verbal ability. Sattler (1990) reported the reliability of both subtests was .91, and the validity of the two subtests also was positive: Together they had a .87 correlation coefficient with IQ or general intelligence as measured by the full scale WAIS-R.
Independent variables in these analyses included Cognitive Skills test
verbal ability percentile score, age and the tests of visual perceptual skills.
Third, the performance-specific speed effects on PMA Verbal Meaning observed by Hertzog (1989) are consistent with other factor analytic evidence from the Seattle Longitudinal Study that this test loads on both a
Verbal Ability factor and a Perceptual Speed factor (Schaie et al., 1989, 1998).
These factors include limited
verbal ability, goal instability and dependence, social and enterprising interests, limited self-knowledge and occupational knowledge, limited confidence, limited motivation, mental health problems, career choice barriers, and misconceptions about CBCP systems (Sampson, 1997b).
Dr Galsworthy added: "As the twins get older, through years three and four, this difference in
verbal ability becomes smaller."
Fordham Foundation cited a study that showed that "it was the
verbal ability of teachers--not the degrees they had earned or the experience that they possessed--that had the strongest effect on student learning," and this is what schools should screen for when selecting teachers.
certain aspects of
verbal ability, is maintained or even improved well into old age (Davies, Taylor & Dorn, 1992; Horn & Hofer, 1992).
His
verbal ability was impaired, his kidney function limited, and he will be susceptible to hypertension later in life.
A child with limited or no
verbal ability would identify the direction of the "C" by matching its shape with his or her hand, or by pointing in the direction of the circle's opening.
The collection of abilities we refer to as "verbal-crystallized intelligence," or just "
verbal ability" for short, is made up of the overlap between writing, reading, auding, and speaking.
Law enforcement officers who apply for assignment to critical incident teams often see themselves, and may be described by others, as possessing the "gift of gab." That is, they display good
verbal ability.(1)
