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…

The Interactive Learning Model illustrates how we process information (cognition), perform learning tasks (conation), and develop a self when performing difficult learning tasks (affectation). Individuals approach learning tasks with varying degrees of sequence, precision, technical reasoning, and confluence. These ingredients are embedded in the…

This study describes the developmental function and cross-age pattern of individual differences in mental test behavior during the first 5 years of life. Accompanying the study are brief commentaries by Ina C. Uzgiris and Earl S. Schaefer and a reply by the authors. (JMB)

The relative effects of chronological age, mental age, IQ or Piagetian task performance were investigated among 143 Ss of high, average, and low IQ. Two kinds of group comparisons were made on fifteen tasks: (1) groups of the same chronological age, but different mental age and IQ, and (2) groups of the same mental age, but different chronological…

The primary goal of this review is to acquaint developmental psychologists who have had little experience in the study of individual differences in cognition with some of the basic rules that govern this type of research. A second goal is to stimulate researchers to consider the potential benefits of studying differences among individuals whose…

Delineates the current consensus regarding the nature and the development of intellectual ability. Examines when one would expect general abilities to moderate the relationship among domain-specific and other processes. Reviews recent studies in which general abilities were used as independent variables or covariates. Suggests that generally,…

Validated models of mental addition processing by testing children and adults in a production task paradigm. Examined individual-difference relations between strategy choice parameters and criterion-related measures of ability. Found that individual differences in the apparently calculative processes that underlie numerical facility are highly…

This paper discusses research exploring the performance factors involved in studies which test for formal operations. It is suggested that several previous studies dealing with formal operations confound performance and competence in determining the extent of subjects' formal operations schemata. Factors which might account for performance…

This paper presents a cognitive theory of multimedia learning from which predictions on individual differences in learning are derived and tested. Elementary students learned how to add and subtract integers with an interactive multimedia game that included visual and symbolic representations of the arithmetic procedure. They learned either with…

Philosphical principles provide the context for the Soviets' psychological theory (in particular, the "zone of proximal development" concept); this theory then shapes psychoeducational practice. (GDC)

This study details three methods developed during the course of an investigation for describing adult-child interaction: (1) the "VINEX" category system for coding the actual language of the adult and the child; (2) a coding system for describing nonverbal behavior; and, (3) "Interaction Language," for the use of an observer in…

Eight propositions regarding the interaction of teachers and students to create educational outcomes are presented and discussed: 1. It is necessary to look at both cognitive and affective outcomes whenever we want to evaluate the effectiveness of teachers, or an educational program. 2. There is a need for more research on the reciprocal…