Understanding language requires readers and listeners to cull meaning from fast-unfolding messages that often contain conflicting cues pointing to incompatible ways of interpreting the input (e.g., "The cat was chased by the mouse"). This article reviews mounting evidence from multiple methods demonstrating that cognitive control plays…

Eye movement modelling examples (EMME) are computer-based videos displaying the visualized eye gaze behaviour of a domain expert person (model) while carefully executing the learning or problem-solving task. The role of EMME in promoting cognitive performance (i.e., final scores of learning outcome or problem solving) has been questioned due to…

The present meta-analysis aimed to improve on Involvement Load Hypothesis (ILH) by incorporating it into a broader framework that predicts incidental vocabulary learning. Studies testing the ILH were systematically collected and 42 studies meeting our inclusion criteria were analyzed. The model-selection approach was used to determine the optimal…

The Cattell-Horn-Carroll (CHC) or three-stratum model of intelligence envisions human intelligence as a hierarchy. General intelligence (g) is situated at the top, under which are a group of broad intelligences such as verbal, visuospatial processing, and quantitative knowledge that pertain to more specific areas of reasoning. Some broad…

Epistemic cognition, defined as the ways that people acquire, justify, and use knowledge, has been a prominent area of scholarship in educational psychology for nearly 50 years. Researchers have argued that epistemic cognition is a key predictor of many 21st century learning outcomes including critical thinking, scientific literacy, and historical…

Complex Problem Solving (CPS) is seen as a cross-curricular 21st century skill that has attracted interest in large-scale-assessments. In the Programme for International Student Assessment (PISA) 2012, CPS was assessed all over the world to gain information on students' skills to acquire and apply knowledge while dealing with nontransparent…

Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…

This paper presents Part I of a two-part study. This first part reviews the literature of transfer of learning as one of the major goals of instruction. Transfer refers to students' ability to apply knowledge and skills in new learning contexts. The literature suggests partially or non-overlapping definitions, and empirical studies on transfer…

Individuals' perceptions of their own level of cognitive ability are expressed through self-estimates. They play an important role in a person's self-concept because they facilitate an understanding of how one's own abilities relate to those of others. People evaluate their own and other persons' abilities all the time, but self-estimates are also…

A continuing problem in the study of creativity is the identification of valid criteria for creativity. The model proposes the criteria for the creative product and person. The model is of value in discussions of the extent to which children are or can be creative. (Author/TLJ)

Presents overview of cognitive assessment, with emphasis on self-statement assessment. Reviews clinically useful methods of cognitive assessment and presents States of Mind model to illustrate interpretive framework for thought data and their relationship to psychopathology. Presents two case studies to illustrate specific techniques of…

This study was designed to test the reliability of five major models of the structure of cognitive abilities. A battery of 16 tests was administered to 1000 Swedish sixth graders. Based on the results, a three-level hierarchical LISREL-based model (the HILI-model) is suggested. (Author/EGS)

Recent work suggests that infants rely on mechanisms of object-based attention and short-term memory to represent small numbers of objects. Such work shows that infants discriminate arrays containing 1, 2, or 3 objects, but fail with arrays greater than 3 [Feigenson, L., & Carey, S. (2003). Tracking individuals via object-files: Evidence from…

To help refine a model of educational productivity, this paper reviews eight theories that present holistic models of in-school learning. The holistic models, all published between 1963 and 1978, involve either individual learners or single learning tasks. The authors discuss each model in turn and then compare them. They note that the theories…

Notes that Halford's book does not really address children's own understanding but rather the psychologist's attempt to understand children from the outside. Discusses the five major sets of ideas at the core of Halford's explanations of capacity, complexity/dimensionality, development, and learning. Examines two arguments against Halford's…