Research has shown that although teachers' knowledge about the subject or pedagogy is important, a teacher's professional vision (including their perceptions and pedagogical decisions) can also have a significant impact on the efficacy of their practice. Firmly grounded in the long-standing field of teacher professional vision research, this…

This collection of 58 articles from the recently-published third edition of the International Encyclopedia of Education focuses on learning, memory, attention, problem solving, concept formation, and language. Learning and cognition is the foundation of cognitive psychology and encompasses many topics including attention, memory, categorization,…

Comparison of the mental status of 30 subjects with Down's Syndrome mosaicism and 30 matched subjects with trisomy 21 Down's Syndrome found that the mean intelligent quotient of the mosaic Down's Syndrome group was significantly higher and that this group showed better verbal abilities and more normal visual-perceptual skills. (Author/DB)

This study investigates the relationships of domain-general cognitive abilities and domain-specific verbal and mathematical abilities to students' educational characteristics when two theoretically grounded, but competing structural models are applied. In the standard model, a single latent ability causes interindividual differences in the…

Based on extensive research with children and young adults, this book examines adaptive and maladaptive cognitive-motivational patterns and shows how these patterns originate in people's self theories; their consequences for one's achievement, social relationships, and emotional well-being; their consequences for society; and the experiences that…

Explores age differences (6 to 22 years of age) in conceptions about the nature of the skills required by verbal and nonverbal (abstract) intelligence tests. (HOD)

The multiple intelligence theory is based on cultural contexts, biological analysis, developmental theories, and a vertical theory of faculties. Seven intelligences are identified: linguistic, logical mathematical, musical, spatial, bodily kinesthetic, interpersonal, and intrapersonal. The theory's educational implications are described,…

Utilizes questionnaires to examine Carugati and Mugny's assertion that social representations of intelligence are organized both by social identity and unfamiliarity. Discovers a consensus concerning representations of intelligence organized by social identity. Includes a copy of the questionnaire, breakdown of the responses, and other statistical…

The Carolina Longitudinal Learning Disabilities Project identified 42 first- and second-grade students with learning disabilities (LD) and compared their development over 5 years with that of randomly selected peers. Different variables were predictive for the two groups. Teacher perceptions of intelligence, measured intelligence quotient, grade…

For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong…

Post-formal operational thought is characterized by both relativism and dialecticism. To examine age differences across adulthood in relativistic and dialectical thought, and to determine whether formal operations are necessary but not sufficient for these forms of thought, 20 young (mean age, 19.6), 20 middle aged (mean age, 46.2), and 20 older…

Westbrook (1983) challenged the validity of the construct "career maturity" because measures such as the Career Maturity Inventory Attitude Scale (Crites, 1973) correlate to measures of mental ability. Rather than interpreting this association as evincing lack of discriminant validity, the association should be interpreted as supporting…

Discusses whether machines can think in the same sense that humans think. Provides four conclusions based on axioms of differences between computer programs and human minds. Compares claims of strong and weak artificial intelligence. (YP)

This study found that motor impairment levels of 12 Asperger syndrome children and 9 high functioning autistic children (ages 7-17) did not differ. Intelligence level was negatively correlated with motor impairment. Fifty percent of Asperger children and 67% of children with autism showed a clinically significant level of motor impairment.…

This study with 12 elementary school children with mild mental retardationship found that the relation between lexical knowledge and mental age depended upon the nature of the vocabulary test. Results suggested that mental age in this population was more strongly related to knowledge of abstract relational terms than to knowledge of labels for…