The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the…

Background: Assessment of intelligence and executive function (EF) is common in complex neuropsychiatric practice. Although previous studies have shown that EF and intelligence are related, it is unknown whether these constructs relate to one another in a similar manner across different ability groups (mild intellectual disability, borderline…

It is well established that girls and boys perform differently in traditional examinations in most countries. This study looks at a sample of 754 school students in Kuwait (aged about 13) and explores how boys and girls differ in the performance in a range of tests related to learner characteristics. The fundamental question is how boys and girls…

Understanding how to measure cognitive load is a fundamental challenge for cognitive load theory. In 2 experiments, 155 college students (ages = 17 to 22; 49 men and 106 women) with low domain knowledge learned from a multimedia lesson on electric motors. At 8 points during learning, their cognitive load was measured via self-report scales (mental…

A research study was designed to test the relationship between the number of eye fixations and amount of learning as determined by a criterion referenced posttest. The study sought to answer the following questions: (1) Are differences in eye movement indices related to the posttest score? (2) Do differences in eye movement indices of subjects…

Individual differences in visual recognition memory and intelligence were correlated using 52 five-year-olds whose IQs ranged from 40-136. The correlation between memory performance and IQ was .70 for whole sample, and .61 when children with IQs below 75 were omitted. Immediate recognition memory is highly associated with intelligence. (Author/RD)

The predictive power of various cognitive skills at three months of age in terms of later cognitive functioning was examined. Visual habituation and recovery predicted later intellectual functioning at 24 months better than global intelligence or object permanence scores. Changes in cognitive functioning may be a transformation of skills.…