The current theories suggest the fundamental role of semantic memory in creativity, mediating bottom-up (divergent thinking) and top-down (fluid intelligence) cognitive processes. However, the relationship between creativity, intelligence, and the organization of the semantic memory remains poorly-characterized in children. We investigated the…

This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills,…

This article reports on an individual differences study that investigated the role of implicit statistical learning in the acquisition of syntax in children. One hundred children ages 4 years 5 months through 6 years 11 months completed a test of implicit statistical learning, a test of explicit declarative learning, and standardized tests of…

The study examined individual factors and social factors that influence adolescent students' achievement in mathematics. The predictive model suggested direct positive effects of student intelligence, self-rated openness and parental education on achievement in mathematics, whereas direct effects of extraversion on measures of achievement were…

Mildly retarded young adults were given simple and choice reaction time (RT) tests. Subjects' RTs increased with stimulus complexity. RTs of retarded subjects were slower and evidenced more intraindividual variability than those of nonretarded subjects. Several RT parameters were related to measures of intelligence. (Author/RD)

The roles of attention in reaction time and in relationships among reaction time, intelligence, and achievement were studied in seventh graders. Reaction time measures were correlated with attention and perceptual speed as well as general intelligence and achievement measures. Implications for current theories linking reaction time and…

Reaction time and movement time were negatively and moderately-to-strongly correlated with Ravens matrices performance and with reading comprehension and performance on the California Test of Basic Skills for 20 ninth-grade girls. Weaker relationships were found for mathematics and English grades, although the direction was consistently negative.…