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Direct linkJoseph C. Y. Lau; Emily Landau; Qingcheng Zeng; Ruichun Zhang; Stephanie Crawford; Rob Voigt; Molly Losh – Autism: The International Journal of Research and Practice, 2025
Many individuals with autism experience challenges using language in social contexts (i.e., pragmatic language). Characterizing and understanding pragmatic variability is important to inform intervention strategies and the etiology of communication challenges in autism; however, current manual coding-based methods are often time and labor…
Descriptors: Artificial Intelligence, Models, Pragmatics, Language Variation
Soubelet, Andrea – Educational Gerontology, 2013
The goal of the current project was to examine whether engaging in social activity may moderate or mediate the relation between age and cognitive functioning. A large age range sample of adults performed a variety of cognitive tests and completed a social activities questionnaire. Results did not support the moderator hypothesis, as age…
Descriptors: Educational Gerontology, Role, Social Cognition, Models
Peer reviewedGregoire, Jacques – International Journal of Testing, 2001
Studied the factors underlying the aging effects seen on the Wechsler Intelligence Scale for Adults-Revised (WAIS-R) and the scale's third edition (WAIS-III) using the French standardization samples of 1,104 for the WAIS-III and 1,000 for the WAIS-R. Results show that the observed decline in scores for both tests cannot be fully explained with a…
Descriptors: Adults, Age Differences, Foreign Countries, Intelligence Tests
Dolan, Conor V.; Colom, Roberto; Abad, Francisco J.; Wicherts, Jelte M.; Hessen, David J.; van de Sluis, Sophie – Intelligence, 2006
We investigated sex effects and the effects of educational attainment (EA) on the covariance structure of the WAIS-III in a subsample of the Spanish standardization data. We fitted both first order common factor models and second order common factor models. The latter include general intelligence ("g") as a second order common factor.…
Descriptors: Educational Attainment, Gender Differences, Intelligence, Models
Peer reviewedLinn, Marcia C.; Swiney, John F., Jr. – Journal of Educational Psychology, 1981
To investigate the role expectation based rules governing formal reasoning performance, a battery of group and individual aptitude measures and formal reasoning tests were administered to 17-year-olds. Individual differences in usage of these rules were clarified by establishing an overlap between an aptitude model and formal reasoning.…
Descriptors: Abstract Reasoning, Aptitude, Aptitude Tests, Expectation
