Comparison of elementary grade students with (N=42) or without (N=42) learning disabilities (LD) on their logical-mathematical structures of thought found that, though both groups generated grouping relationships, children with LD tendered to generate solutions showing less coordinated structures of thought. For both groups, scores on the…

Two factors which act to depress cognitive test performance are referred to as anxiety and boredom. The responses to a 20-item adjectival checklist administered to high school seniors after completing a cognitive test battery were subjected to iterative principal axes factor analysis. The relationships between anxiety or boredom and test…

The challenges of modeling students' performance in simulation-based assessments include accounting for multiple aspects of knowledge and skill that arise in different situations and the conditional dependencies among multiple aspects of performance in a complex assessment. This paper describes a Bayesian approach to modeling and estimating…

Using the High School and Beyond 1980 to 1982 Longitudinal Study data base, this paper focuses on cognitive growth as evidenced by changing scores on achievement tests of adolescents during their last two years of high school. The analysis had two major phases: (1) a descriptive analysis which provided a variety of cross tabulations of change in…

The book is the outgrowth of two studies: a cross-sectional analysis comparing the experiences and tested achievement of high school seniors over the decade 1972 to 1982, and a longitudinal analysis relating cognitive growth (particularly in mathematical skills) of 1980 high school sophomores to their schooling experiences over the period 1980 to…