The present research aims to assess literacy acquisition in children becoming bilingual via second language immersion in school. We adopt a cognitive components approach, assessing text-level reading comprehension, a complex literacy skill, as well as underlying cognitive and linguistic components in 144 children aged 7 to 14 (72 immersion…

The present study examines 5- to 8-year-old children's relation reasoning in solving matrix completion tasks. This study incorporates a componential analysis, an eye-tracking method, and a microgenetic approach, which together allow an investigation of the cognitive processing strategies involved in the development and learning of children's…

Learning to select optimal behavior in new and uncertain situations is a crucial aspect of living and requires the ability to quickly associate stimuli with actions that lead to rewarding outcomes. Mathematical models of reinforcement-based learning to select rewarding actions distinguish between (1) the formation of stimulus-action-reward…

Six points of view regarding the future of intelligence testing are considered, and a "prototypical" point of view is presented. The past history and present status of intelligence testing and research are considered. Their future is discussed in terms of assessment of various kinds of components of intelligence. (Author/RD)

Two experiments, involving 12 adults who stutter and 12 controls, evaluated the effects on speech response latency of picture naming tasks designed to place selective demands on lexicalization. The experiments investigated the effects of one-word versus two-word responses and a word's frequency of occurrence versus its number of syllables.…

Examines principles governing the identification of a system of parameters for accurately describing student thought processes and discusses the parametric analysis of such thought processes, taking as an example problem-solving directed towards the explanation of physical phenomena. A 25-item reference list is included. (Author/JL)

An information-processing analysis of intelligence proposed by Eysenck and Furneaux was examined in an experimental study of semantic categorization and free recall by 11-year-old children of varying intelligence. Results, and implications of the results, are discussed. (Author/KC)

Emerging data support the construct validity of component process variables of learning and memory within the Hopkins Verbal Learning Test-Revised (HVLT-R; Brandt & Benedict, 2001); however, the test-retest reliabilities of such measures are heretofore largely unknown. This study reveals generally modest-to-low 1-year test-retest stability for…

Assesses the sensory and cognitive functions in a right-handed male before and after partial and complete callosal commissurotomy. (Author/SK)

This paper comments on EC 603 157, which discusses cognitive and metacognitive strategy instruction on mathematical problem solving of middle school students with learning disabilities. The commentary analyzes the separability of cognition and metacognition and raises questions about the identifiable components that contribute to the effectiveness…

This study of the acquisition of kinship terms in English is a test of the hypothesis that lexical items are learned in their order of complexity and of the validity of relational analysis in predicting the order of the acquisition of kinship terms. Earlier studies of kinship terms, Piaget's in particular, are first discussed, as well as the…

This study demonstrated an aptitude-strategy interaction in linear syllogistic reasoning; specifically, that the efficiency of each of four alternative strategies for solving linear syllogisms would depend on subjects' verbal and spatial abilities. The four strategies, as well as research methods in aptitude-treatment interaction, are discussed.…

Compared young mathematically disabled and academically normal children in terms of the distribution of strategies and solution times involved with simple addition problems. Performance characteristics of normal students and disabled students who improved were essentially the same, whereas those of disabled students who did not change were…

The viability of self-instructional strategy training was investigated in a study involving 22 learning disabled and 11 normal fifth and sixth graders. Training produced meaningful and lasting effects on composition skills and heightened the sense of self-efficacy of subjects. (TJH)