Face recognition is a fundamental function that requires holistic processing. Differences in face processing have been consistently identified in autistic children, but it is unknown whether these differences persist across the adult lifespan. Using event-related functional magnetic resonance imaging, we measured holistic face processing with a…

The Cattell-Horn-Carroll (CHC) model is a comprehensive model of the major dimensions of individual differences that underlie performance on cognitive tests. Studies evaluating the generality of the CHC model across test batteries, age, gender, and culture were reviewed and found to be overwhelmingly supportive. However, less research is available…

Most people believe that time seems to pass more quickly as they age. Building on assumptions of socioemotional selectivity theory, we investigated whether awareness that one's future lifetime is limited is associated with one's experience of time during everyday activities across adulthood in 3 studies. In the first 2 studies (Study 1: N = 608;…

As a large heterogeneity is observed across studies on interference control in autism spectrum disorder (ASD), research may benefit from the use of a cognitive framework that models specific processes underlying reactive and proactive control of interference. Reactive control refers to the expression and suppression of responses and proactive…

Divergent thinking is a process or method used to generate creative ideas by exploring many possible solutions or responses, and is a critical element of creativity. Lesion and imaging studies have shown that the frontal lobes are important in mediating divergent thinking, and frontal lobe function is highly dependent on white matter connections…

This article investigates whether computer use for leisure could mediate or moderate the relations between age and cognitive functioning. Findings supported smaller age differences in measures of cognitive functioning for people who reported spending more hours using a computer. Because of the cross-sectional design of the study, two alternative…

Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…

In this study, young, middle-aged, and elderly adults read two different history texts. In the "knowledge advantage" condition, readers read a history text about an event that was well-known to readers of all ages but most familiar to elderly adults. In the "no advantage" condition, readers read a history text about a political…

In order to investigate unique and shared characteristics and to determine factors predictive of group classification, quantitative comparisons of behavioral and emotional problems were assessed using the Developmental Behavior Checklist (DBC-P) and the Vineland Adaptive Behavior Scales in autistic disorder, Williams syndrome (WS), and…

Objective: The main aim of this study was to examine the age-dependent remission from ADHD in girls transitioning through childhood into adolescence and early adulthood. Method: We conducted a 5-year prospective follow-up study of 123 girls with ADHD and 106 non-ADHD control girls aged between 6 and 17 years at ascertainment. ADHD was considered…

Evaluated the ability of the Wonderlic Personnel Test to replicate the Wechsler Adult Intelligence Scale (WAIS) with (N=120) normal persons divided into principal and cross-validation groups. Correlations between the Wonderlic IQs and the WAIS Full Scale IQs were .93 for the main group and .91 for the cross-validation group. (Author)

It was predicted that there would be variable IQ discrepancies at different ages because of differential age adjustments on the norms of the Wechsler Adult Intelligence Scale (WAIS) and the WAIS-Revised (WAIS-R). The use of equivalent WAIS and WAIS-R sums of scaled scores demonstrated the predicted variable discrepancies. (Author/BW)

The general ("g") factor is the most general and relevant cognitive ability. This factor is considered to be one of the most important predictors of academic achievement and of many other socially relevant behavioral outcomes. In the last decades, many researchers have investigated the possible changes in the relevance of the…

Timed and untimed scoring methods were employed with five WAIS subtests administered to 40 young and 40 old subjects matched for verbal intelligence. Elimination of bonuses for rapid performance differentially improved the scores of older subjects but did not raise those scores to levels achieved by the young. (Author)

Intelligence quotient (IQ) scores of 216 elderly Alzheimer's Disease patients based on 3 sets of recent age-extended norms were compared. Results demonstrate the importance of reporting the normative sample on which IQ scores for older adults are based and provide guidelines for selecting a set of age-related norms. (SLD)