Introduction: This study investigated the possible existence of differences in several domains or traits of the general construct of emotional intelligence between highly able children and their normotypically developing peers. Method: A group of children with high abilities and a group of children with average intellectual development completed…

Research Findings: This study aims to extend our knowledge regarding contributions of educator--child interactions to child language outcomes by examining the extent to which specific dimensions of the CLASS observational tool of educator-child interactions are associated with child language abilities, utilizing data from an Australian…

This study aimed to evaluate the tenability of the proposed scoring/interpretive structure for the Woodcock-Johnson IV Test of Cognitive Abilities (WJ IV COG) Standard Battery configuration of subtests using confirmatory factor analysis (CFA) at school age. Results indicated that a three-factor hierarchical model, consistent with the CHC theory…

Purpose: Language production, a dynamic process involving real-time language processing, is crucial for children's language and communication development. To explore the early development of children's real-time language production, this study investigated Chinese preschool children's pausing strategies in narratives and their associations with…

An accurate assessment of cognitive abilities in populations that differ from the majority in cultural and linguistic characteristics is one of the main challenges in cognitive testing. Previously developed methods for assessment of the validity of cognitive scores in individuals with diverse backgrounds, such as the Culture-Language…

It is common in intervention research to use measures of working memory either as an explanatory or a control variable. This study examines the contribution of cognitive abilities, including verbal working memory (WM) and attention, to language performance in first- and second-grade children. We assessed children (N = 414) on two forms of verbal…

It is important to identify cognitive and achievement characteristics that differentiate students who are twice exceptional because they are gifted and have a learning disability (2e-LD) from gifted and average ability peers because this information informs empirically-based identification and support systems for this population. In this study, I…

Aims: The purpose of this study was to understand the frequency of reflex retention as well as the correlation between primitive reflex activity and scholastic performance. This quantitative correlational study involved 24 kindergartners and 29 first-graders (31 males and 22 females), aged 5-7 years, who were typically developing. Researchers…

Research has indicated that school aged (6-16 years) versions of cognitive assessment instruments have varying levels of linguistic demand, which could impact assessment results for placement purposes. However, a significant limitation to this research is the fact that it has not been replicated with cognitive assessment instruments used in…

The incremental validity of specific cognitive abilities beyond general intelligence has been investigated in studies using hierarchical multiple regression analyzes (HMR). In the present study, we investigated whether the incremental validity of specific cognitive abilities (i.e., verbal, figural, and numerical ability) for the explanation of…

Previous literature has suggested the existence of a close relationship between individuals' intellectual abilities and their cognitive profile, understood as their performance in tasks tapping into the different cognitive domains. This relationship has typically been discussed in populations characterized as having high intellectual abilities, as…

This study aims to investigate the impact of a novel environmental intervention--Emotive Intelligent Spaces (EIS) on young children's self-regulation and working memory using a single-subject reversal design (ABAB). EIS is a semi-private space with coloured lights that could adapt to each child's preferred colour based on the child's self-reported…

Working memory is an often studied and important psychological construct. The growth of working memory capacity (WMC) in childhood is described as linear. Average adult WMC is estimated as either four or five "chunks." Using latent curve models of data from a measure of digit span backward that was administered longitudinally to a large…

Within the field of school psychology, the currently accepted structure of intelligence is the Cattell-Horn-Carroll Model (CHC). The CHC model contains three strata of abilities: a general ability (g), multiple broad cognitive abilities, and several narrow abilities (Schneider & McGrew, 2018), although the theoretical salience of the g factor…

This study investigated the association of timed visual processing tasks varying in levels of phonological processing with word reading. We tested 293 Chinese children on Cross Out, Visual Matching, rapid automatized naming (RAN), and Chinese character recognition across three to five years. Children's character recognition at ages 6 and 7…