Authors:
Csilla Szabó Gyakorló Országos Szakértői és Rehabilitációs Bizottság Eötvös Loránd Tudományegyetem, Gyógypedagógiai Szolgáltató Intézmény Budapest Magyarország

Search for other papers by Csilla Szabó in
Current site
Google Scholar
PubMed
Close
and
Katalin Mohai Gyógypedagógiai Pszichológiai Intézet Eötvös Loránd Tudományegyetem, Bárczi Gusztáv Gyógypedagógiai Kar Budapest Magyarország

Search for other papers by Katalin Mohai in
Current site
Google Scholar
PubMed
Close
Restricted access

A diszlexia és a figyelemhiányos/hiperaktivitás zavar (ADHD) gyakran együttesen jelenik meg, nagyfokú komorbiditást mutatva, ugyanakkor a kutatások a két klinikai kép eltérő természetét igazolják.Vizsgálatainkban a hazai diagnosztikus munkában egyre inkább elterjedt WISC-IV gyermek-intelligenciatesztet alkalmaztuk. Mivel a teszttel kapcsolatosan csupán néhány éves tapasztalattal rendelkezünk, kutatásunk további célja a WISC-IV gyermek-intelligenciateszt alkalmazhatóságának és diagnosztikus érzékenységének feltárása ADHD és diszlexia esetében. Hosszú távon eredményeink hozzájárulhatnak a pontosabb differenciáldiagnosztikus kritériumok felállításához, mindezzel lehetővé téve a specifikusabb fejlesztési célok felállítását.Jelen tanulmányban az ADHD-s, diszlexiás gyermekek WISC-IV gyermek-intelligenciatesztben mutatott profilját elemezzük. A kutatásban 13 ADHD-s, 13 diszlexiás és 13 kontroll kisiskolás vett részt, akiket életkor, nem, illetve osztályfok szerint illesztettünk.

  • AMERICAN PSYCHIATRIC ASSOCIATION (1994). Diagnostic and statistical manual of mental disorders. (4th ed.) Washington, DC: Author.

    '', in Diagnostic and statistical manual of mental disorders , (1994 ) -.

  • Anastopoulos, A. D., Spisto, M. A., & Maher, M. C. (1994). The WISC-III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder. Psychological Assessment, 6, 368–371.

    Maher M. C. , 'The WISC-III Freedom From Distractibility Factor: Its Utility in Identifying Children With Attention Deficit Hyperactivity Disorder ' (1994 ) 6 Psychological Assessment : 368 -371 .

    • Search Google Scholar
  • Assesmany, A., McIntosh, D. E., Phelps, L. & Rizza, M. G. (2001). Discriminant Validity of the WISC-III with Children Classified with ADHD. Journal of Psychoeducational Assessment, 19, 137–147.

    Rizza M. G. , 'Discriminant Validity of the WISC-III with Children Classified with ADHD ' (2001 ) 19 Journal of Psychoeducational Assessment : 137 -147 .

    • Search Google Scholar
  • Bass L., Kő N., Kuncz E., Lányiné Engelmayer Á., Mészáros A., Mlinkó R., Nagyné Réz I. és Rózsa S. (2008). Tapasztalatok a WISC-IV gyermek-intelligenciateszt magyarországi standardizálásáról. Budapest: Educatio Társadalmi Szolgáltató Kht.

    Rózsa S. , '', in Tapasztalatok a WISC-IV gyermek-intelligenciateszt magyarországi standardizálásáról , (2008 ) -.

  • Crinella, F. M., & Yu, J. (2000). Brain Mechanism and Intelligence. Psychometric g and Executive function. Intelligence, 27, 229–327.

    Yu J. , 'Brain Mechanism and Intelligence. Psychometric g and Executive function ' (2000 ) 27 Intelligence : 229 -327 .

    • Search Google Scholar
  • De Clercq-Quaegebeur, M., Casalis, S., Lemaitre, M., Bourgois, B., Getto, M., & Vallee, L. (2010). Neuropsychological Profile on the WISC-IV of French Children with Dyslexia. Journal of Learning Disabilities, 43, 563–574.

    Vallee L. , 'Neuropsychological Profile on the WISC-IV of French Children with Dyslexia ' (2010 ) 43 Journal of Learning Disabilities : 563 -574 .

    • Search Google Scholar
    10.1177/0829573506295463
  • Demonet, J. F., Taylor, M. J., & Chaix, I. (2004). Developmental dyslexia, The Lancet, 362, 1451–1460.

    Chaix I. , 'Developmental dyslexia ' (2004 ) 362 The Lancet : 1451 -1460 .

    10.1016/B978-012564930-8/50002-4
  • Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., Shaywitz, S. E., & Shaywitz, D. A. (2002). Classification of Learning Disabilities. an Evidance-based Evaluation. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of Learning Disabilities: Research to Practice (pp. 185–250). London: Lawrence Erlbaum Associations Publishers.

    Shaywitz D. A. , '', in Identification of Learning Disabilities: Research to Practice , (2002 ) -.

  • Földi R. (2004). Neuropszichológiai vizsgálatok jelentősége a tanulási és viselkedészavarok diagnosztikájában. Magyar Pszichológiai Szemle, 59(1), 19–40.

    Földi R. , 'Neuropszichológiai vizsgálatok jelentősége a tanulási és viselkedészavarok diagnosztikájában ' (2004 ) 59 Magyar Pszichológiai Szemle : 19 -40 .

    • Search Google Scholar
  • Frazier, T. W., & Demaree, H. A. (2004). Meta-Analysis of Intellectual and Neuropsy-chological Test Performance in Attention-Deficit/Hyperactivity Disorder. Neuropsychology, 18, 345–355.

    Demaree H. A. , 'Meta-Analysis of Intellectual and Neuropsy-chological Test Performance in Attention-Deficit/Hyperactivity Disorder ' (2004 ) 18 Neuropsychology : 345 -355 .

    • Search Google Scholar
  • Gyarmathy É. (1996). Tanulási zavarokkal küzdő tehetséges gyerekek azonosítása. Ph.D. disszertáció. Debrecen: Kossuth Lajos Tudományegyetem.

    Gyarmathy , '', in Tanulási zavarokkal küzdő tehetséges gyerekek azonosítása , (1996 ) -.

  • Hutton, U., Wilding, J., & Hudson, R. (1997). The role of attention in the relationship between inspection time and IQ in children. Intelligence, 24, 445–461.

    Hudson R. , 'The role of attention in the relationship between inspection time and IQ in children ' (1997 ) 24 Intelligence : 445 -461 .

    • Search Google Scholar
  • Jeffries, S., & Everatt, J. (2004). Working memory: Its role in dyslexia and other specific learning difficulties. Dyslexia, 10, 196–214.

    Everatt J. , 'Working memory: Its role in dyslexia and other specific learning difficulties ' (2004 ) 10 Dyslexia : 196 -214 .

    • Search Google Scholar
  • Jepsen, J. R., & Mortensen, E. L. (2008). Do Attention Deficits Influence IQ Assessment in Children and Adolescent With ADHD? Journal of Attention Disorders, 12, 551–562.

    Mortensen E. L. , 'Do Attention Deficits Influence IQ Assessment in Children and Adolescent With ADHD ' (2008 ) 12 Journal of Attention Disorders : 551 -562 .

    • Search Google Scholar
  • Kaufman, A. S. (1981). The WISC-R and learning disabilities assessment: State of the art. Journal of Learning Disabilities, 14, 520–526.

    Kaufman A. S. , 'The WISC-R and learning disabilities assessment: State of the art ' (1981 ) 14 Journal of Learning Disabilities : 520 -526 .

    • Search Google Scholar
  • Kaufman, A. S. (1994). Intelligent testing with the WISC-III. New York: Wiley.

    Kaufman A. S. , '', in Intelligent testing with the WISC-III , (1994 ) -.

  • Krain, A. L., & Castellanos, X. (2006). Brain Development and ADHD. Clinical Psychology Review, 26, 433–444.

    Castellanos X. , 'Brain Development and ADHD ' (2006 ) 26 Clinical Psychology Review : 433 -444 .

    • Search Google Scholar
  • Loh, P. R., Piek, J. P., & Barrett, N. C. (2011). Comorbid ADHD and DCD: Examining cognitive functions using the WISC-IV. Research in Developmental Disabilities, doi: 10.1016/j.ridd.2011.02.008

    Barrett N. C. , '', in Research in Developmental Disabilities , (2011 ) -.

  • Lufi, D., Cohen, A., & Parish-Plass, J. (1990). Identifying ADHD with the WISC-R and the Stroop-Color and Word test. Psychology in the Schools, 27, 28–34.

    Parish-Plass J. , 'Identifying ADHD with the WISC-R and the Stroop-Color and Word test ' (1990 ) 27 Psychology in the Schools : 28 -34 .

    • Search Google Scholar
  • Manly, T., Anderson, V., Nimmo-Smith, I., Turner, A., Watson, P., & Robertson, I. H. (2001). The differential assessment of children’s attention: The Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance. Journal of Child Psychology and Psychiatry, 42, 1065–1081.

    Robertson I. H. , 'The differential assessment of children’s attention: The Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance ' (2001 ) 42 Journal of Child Psychology and Psychiatry : 1065 -1081 .

    • Search Google Scholar
  • Marusiak, C. W., & Janzen, H. L. (2005). Assessing the Working Memory Abilities of ADHD Children Using the Stanford-Binet Intelligence Scales, Fifth Edition. Canadian Journal of School Psychology, 20, 84–97.

  • Mayes, S. D., & Calhoun, S. L. (2006). WISC-IV and WISC-III Profiles in Children With ADHD. Journal of Attention Disorders, 9, 486–493.

    Calhoun S. L. , 'WISC-IV and WISC-III Profiles in Children With ADHD ' (2006 ) 9 Journal of Attention Disorders : 486 -493 .

    • Search Google Scholar
  • Mohai K. (2004). Kisiskolás diszlexiás tanulók kognitív funkcióinak sajátosságai. Magyar Pszichológiai Szemle, 59(1), 41–56.

    Mohai K. , 'Kisiskolás diszlexiás tanulók kognitív funkcióinak sajátosságai ' (2004 ) 59 Magyar Pszichológiai Szemle : 41 -56 .

    • Search Google Scholar
  • Mullane, J. C., & Corkum, P. V. (2007). The Relationship Between Working Memory, Inhibition, and Performance on the Wisconsin Card Sorting Test in Children With and Without ADHD. Journal of Psychoeducational Assessment, 25, 211–221.

    Corkum P. V. , 'The Relationship Between Working Memory, Inhibition, and Performance on the Wisconsin Card Sorting Test in Children With and Without ADHD ' (2007 ) 25 Journal of Psychoeducational Assessment : 211 -221 .

    • Search Google Scholar
  • Pasini, A., Paloscia, C., Alessandrelli, R., Porfirio, M. C., & Curatolo, P. (2007). Attention and executive functions profile in drug naive ADHD subtypes. Brain and Development, 29, 400–408.

    Curatolo P. , 'Attention and executive functions profile in drug naive ADHD subtypes ' (2007 ) 29 Brain and Development : 400 -408 .

    • Search Google Scholar
  • Prifitera, A., Weiss, L., & Saklofske, D. (1998). The WISC-III in context. In A. Prifitera, & D. Saklofske (Eds.), WISC-III Clinical Use and Interpretation: Scientist-Practitioner Perspectives (pp. 1–38). San Diego: Academic Press.

    Saklofske D. , '', in WISC-III Clinical Use and Interpretation: Scientist-Practitioner Perspectives , (1998 ) -.

  • Quinlan, D. M., & Brown, T. E. (2003). Assessment of short-term verbal memory impairments in adolescents and adults with ADHD. Journal of Attention Disorders, 6, 143–152.

    Brown T. E. , 'Assessment of short-term verbal memory impairments in adolescents and adults with ADHD ' (2003 ) 6 Journal of Attention Disorders : 143 -152 .

    • Search Google Scholar
  • Ramus, F. (2003). Developmental dyslexia: specific phonological deficit or general sensorimotor dysfunction? Current Opinion in Neurobiology, 13, 212–218.

    Ramus F. , 'Developmental dyslexia: specific phonological deficit or general sensorimotor dysfunction ' (2003 ) 13 Current Opinion in Neurobiology : 212 -218 .

    • Search Google Scholar
  • Reader, M. J., Harris, E. L., Schuerholz, L. J., & Denkla, M. B. (1994). Attention Deficit Hyperactivity Disorder and executive dysfunction. Developmental Neuropsychology, 10, 493–512.

    Denkla M. B. , 'Attention Deficit Hyperactivity Disorder and executive dysfunction ' (1994 ) 10 Developmental Neuropsychology : 493 -512 .

    • Search Google Scholar
  • Richardson, A. (2001). Fatty Acids in Dyslexia, Dyspraxia, ADHD. Nutrition Practitioner, 3, 18–24.

    Richardson A. , 'Fatty Acids in Dyslexia, Dyspraxia, ADHD ' (2001 ) 3 Nutrition Practitioner : 18 -24 .

    • Search Google Scholar
  • Rózsa S., Gádoros J. és Kő N. (1998). A Gyermekviselkedési Kérd?ív. Budapest: ELTE, Belső Kiadvány.

    Kő N. , '', in A Gyermekviselkedési Kérd?ív , (1998 ) -.

  • Schaywitz, B., & Schaywitz, S. (2005). Dyslexia Specific Reading Disability. Biological Psychiatry, 57, 1201–1309.

    Schaywitz S. , 'Dyslexia Specific Reading Disability ' (2005 ) 57 Biological Psychiatry : 1201 -1309 .

    • Search Google Scholar
  • Scheres, A., Oosterlaan, J., Geurts, H., Morein-Zamir, S., Meiran, N., Schut, H., Vlasveld, L., & Sergeant, J. A. (2004). Executive functioning in boys with ADHD: primarily an inhibition deficit? Archives of Clinical Neuropsychology, 19, 569–594.

    Sergeant J. A. , 'Executive functioning in boys with ADHD: primarily an inhibition deficit ' (2004 ) 19 Archives of Clinical Neuropsychology : 569 -594 .

    • Search Google Scholar
  • Schuck, S. E., & Crinella, F. M. (2005). Why children with ADHD Do Not Have Low IQs. Journal of Learning Disabilities, 38, 262–280.

    Crinella F. M. , 'Why children with ADHD Do Not Have Low IQs ' (2005 ) 38 Journal of Learning Disabilities : 262 -280 .

    • Search Google Scholar
  • Sharp, W. S., Gottesman, R. F., Greenstein, D. K., Ebens, C. L., Rapoport, J. L., & Castellanos, F. X. (2003). Monozygotic twins discordant for attention-deficit/hyper-activity disorder. Ascertainment and clinical characteristics. Journal of the American Academy of Child Adolescent and Psychiatry, 42, 93–97.

    Castellanos F. X. , 'Monozygotic twins discordant for attention-deficit/hyper-activity disorder. Ascertainment and clinical characteristics ' (2003 ) 42 Journal of the American Academy of Child Adolescent and Psychiatry : 93 -97 .

    • Search Google Scholar
  • Siklos, S., & Kerns, K. A. (2004). Assessing multitasking in children with ADHD using a modified Six Elements Test. Archives of Clinical Neuropsychology, 19, 347–361.

    Kerns K. A. , 'Assessing multitasking in children with ADHD using a modified Six Elements Test ' (2004 ) 19 Archives of Clinical Neuropsychology : 347 -361 .

    • Search Google Scholar
  • Swanson, J. M., Seargeant, J. A., Taylor, E., Sonuga-Barke, E. J. S., Jensen, P. S., & Cantwell, D. P. (1998). Attention-deficit hyperactivity disorder and hyperkinetic disorder. Lancet, 351, 429–434.

    Cantwell D. P. , 'Attention-deficit hyperactivity disorder and hyperkinetic disorder ' (1998 ) 351 Lancet : 429 -434 .

    • Search Google Scholar
  • SWanson, H. L., Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature. Journal of Learning Disabilities, 42, 260–287.

    Jerman O. , 'Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature ' (2009 ) 42 Journal of Learning Disabilities : 260 -287 .

    • Search Google Scholar
  • Thomson, M. (2003). Monitoring dyslexics’ intelligence and attainments: A follow-up study. Dyslexia, 9, 3–17.

    Thomson M. , 'Monitoring dyslexics’ intelligence and attainments: A follow-up study ' (2003 ) 9 Dyslexia : 3 -17 .

    • Search Google Scholar
  • Torda Á. (1987). Az olvasás-írászavar differenciáldiagnosztikája. Bölcsészdoktori disszertáció. Budapest: ELTE BTK.

    Torda , '', in Az olvasás-írászavar differenciáldiagnosztikája , (1987 ) -.

  • Torda Á. (1992). Diagnosztikus támpontok az olvasás-írás zavarának vizsgálatában. Fejlesztő Pedagógia, 1–2, 39–40.

    Torda , 'Diagnosztikus támpontok az olvasás-írás zavarának vizsgálatában ' (1992 ) 1–2 Fejlesztő Pedagógia : 39 -40 .

    • Search Google Scholar
  • Tóth D., Csépe V., Vaessen, A. és Blomert, L. (megjelenés alatt). 3DM-H. Az olvasás és helyesírás kognitív elemzése.

  • Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disabilities (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45, 2–40.

    Scanlon D. M. , 'Specific reading disabilities (dyslexia): What have we learned in the past four decades ' (2004 ) 45 Journal of Child Psychology and Psychiatry : 2 -40 .

    • Search Google Scholar
  • Watkins, M. W., Kush, J. C., & Glutting, J. J. (1997). Discriminant and predicitive validity of the WISC-III ACID profile among children with learning disabilities. Psychology in the Schools, 34, 309–319.

    Glutting J. J. , 'Discriminant and predicitive validity of the WISC-III ACID profile among children with learning disabilities ' (1997 ) 34 Psychology in the Schools : 309 -319 .

    • Search Google Scholar
  • Wechsler, D. (2008). WISC-IV Technikai és értelmező kézikönyv. Budapest: OS Hungary Tesztfejlesztő Kft.

    Wechsler D. , '', in WISC-IV Technikai és értelmező kézikönyv , (2008 ) -.

  • Weiss, L. G., Beal, A. L., Saklofske, D. H., Alloway, T. P., & Prifitera, A. (2008). Inter-pretation and intervention with WISC-IV in the clinical Assessment Context. In A. Prifitera, D. Saklofske, L. G. Weiss, & E. Rolfhus (Eds.), WISC-IV Clinical Assessment and Intervention (pp. 3–66). San Diego: Academic Press of Elsevier.

    Prifitera A. , '', in WISC-IV Clinical Assessment and Intervention , (2008 ) -.

  • Welsh, M. B., Pennington, B. F., & Grossier, D. B. (1991). A normative-developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 4, 199–230.

    Grossier D. B. , 'A normative-developmental study of executive function: A window on prefrontal function in children ' (1991 ) 4 Developmental Neuropsychology : 199 -230 .

    • Search Google Scholar
  • Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the Executive Function Theory of Attention Deficit/Hyperactivity Disorder: A Meta-Anatytic Review. Biological Psychiatry, 57, 1336–1346.

    Pennington B. F. , 'Validity of the Executive Function Theory of Attention Deficit/Hyperactivity Disorder: A Meta-Anatytic Review ' (2005 ) 57 Biological Psychiatry : 1336 -1346 .

    • Search Google Scholar
  • Young, S., Morris, R., Toone, B., & Tyson, C. (2006). Spatial working memory and strategy formation in adults diagnosed with attention deficit hyperactivity disorders. Personality and Individual Differences, 41, 653–661.

    Tyson C. , 'Spatial working memory and strategy formation in adults diagnosed with attention deficit hyperactivity disorders ' (2006 ) 41 Personality and Individual Differences : 653 -661 .

    • Search Google Scholar
  • Collapse
  • Expand
The author instructions are available in PDF.
Please, download the file from HERE.

 

Senior editors

Editor(s)-in-Chief: Fülöp, Márta

Chair of the Editorial Board:
Molnár Márk, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

          Area Editors

  • Bereczkei Tamás, PTE (Evolutionary psychology)
  • Bolla Veronika, ELTE BGGY (Psychology of special education)
  • Demetrovics Zsolt, ELTE PPK (Clinical psychology)
  • Faragó Klára, ELTE (Organizational psychology)
  • Hámori Eszter, PPKE (Clinical child psychology)
  • Kéri Szabolcs, SZTE (Experimental and Neuropsychology)
  • Kovács Kristóf, ELTE (Cognitive psychology)
  • Molnárné Kovács Judit, DTE (Social psychology)
  • Nagy Tamás, ELTE PPK (Health psychology, psychometry)
  • Nguyen Luu Lan Anh, ELTE PPK (Cross-cultural psychology)
  • Pohárnok Melinda, PTE (Developmental psychology)
  • Rózsa Sándor, KRE (Personality psychology and psychometrics)
  • Sass Judit, BCE (Industrial and organizational psychology)
  • Szabó Éva, SZTE (Educational psychology)
  • Szokolszky Ágnes, SZTE (Book review)

 

        Editorial Board

  • Csabai Márta, Károli Gáspár Református Egyetem, Budapest

  • Császár Noémi, Pszichoszomatikus Ambulancia, Budapest

  • Csépe Valéria, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

  • Czigler István, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

  • Dúll Andrea, ELTE PPK, Budapest
  • Ehmann Bea, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest
  • Gervai Judit, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest
  • Kiss Enikő Csilla, Károli Gáspár Református Egyetem, Budapest
  • Kiss Paszkál, Károli Gáspár Református Egyetem, Budapest
  • Lábadi Beátrix, Pécsi Tudományegyetem, Pécs
  • Nagybányai-Nagy Olivér, Károli Gáspár Református Egyetem, Budapest
  • Péley Bernadette, Pécsi Tudományegyetem, Pécs
  • Perczel-Forintos Dóra, Semmelweis Egyetem, Budapest
  • Polonyi Tünde, Debreceni Egyetem
  • Révész György,  Pécsi Tudományegyetem, Pécs
  • Winkler István, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

 

Secretary of the editorial board: 

  •  Saád Judit, HUN-REN TTK, Kognitív Idegtudományi és Pszichológiai Intézet, Budapest

 

Magyar Pszichológiai Szemle
ELTE PPK Pszichológiai Intézet
Address: H-1064 Budapest, Izabella u. 46.
E-mail: pszichoszemle@gmail.com

Indexing and Abstracting Services:

  • PsycINFO
  • Scopus
  • CABELLS Journalytics

2023  
Scopus  
CiteScore 0.4
CiteScore rank Q4 (General Psychology)
SNIP 0.149
Scimago  
SJR index 0.126
SJR Q rank Q4

Magyar Pszichológiai Szemle
Publication Model Hybrid
Submission Fee none
Article Processing Charge 900 EUR/article
Printed Color Illustrations 40 EUR (or 10 000 HUF) + VAT / piece
Regional discounts on country of the funding agency World Bank Lower-middle-income economies: 50%
World Bank Low-income economies: 100%
Further Discounts Editorial Board / Advisory Board members: 50%
Corresponding authors, affiliated to an EISZ member institution subscribing to the journal package of Akadémiai Kiadó: 100%
Subscription fee 2025 Online subsscription: 184 EUR / 220 USD
Print + online subscription: 224 EUR / 252 USD
Subscription Information Online subscribers are entitled access to all back issues published by Akadémiai Kiadó for each title for the duration of the subscription, as well as Online First content for the subscribed content.
Purchase per Title Individual articles are sold on the displayed price.

Magyar Pszichológiai Szemle
Language Hungarian
Size B5
Year of
Foundation
1928
Volumes
per Year
1
Issues
per Year
4
Founder Magyar Pszichológiai Társaság 
Founder's
Address
H-1075 Budapest, Hungary Kazinczy u. 23-27. I/116. 
Publisher Akadémiai Kiadó
Publisher's
Address
H-1117 Budapest, Hungary 1516 Budapest, PO Box 245.
Responsible
Publisher
Chief Executive Officer, Akadémiai Kiadó
ISSN 0025-0279 (Print)
ISSN 1588-2799 (Online)

Monthly Content Usage

Abstract Views Full Text Views PDF Downloads
Jan 2024 15 0 0
Feb 2024 20 0 3
Mar 2024 39 0 0
Apr 2024 38 1 3
May 2024 26 0 1
Jun 2024 14 1 3
Jul 2024 97 0 0