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Navarro, Juan-Jose; Mora, Joaquin – Learning and Individual Differences, 2011
The renewed interest in the dynamic assessment of specific domains has led to reconsideration of this theory and the technique's contribution to the learning-teaching process. In this article, we analyze some elements concerning the internal structure of a dynamic assessment device of processes involved in reading tasks, establishing some of the…
Descriptors: Reading Difficulties, Predictive Validity, Social Adjustment, Reading Processes
Aydin, Utkun; Ubuz, Behiye – Learning and Individual Differences, 2010
This structural equation modeling study aimed to investigate both direct and indirect relations between metacognition and geometrical knowledge. The model was tested using data from tenth grade secondary school students (N=923). It was used to estimate and test the hypothesized effects of two metacognitive constructs (knowledge of cognition and…
Descriptors: Structural Equation Models, Metacognition, Grade 10, Secondary School Students
Calero, M. Dolores; Belen, Garcia-Martin M.; Robles, M. Auxiliadora – Learning and Individual Differences, 2011
In recent years, models of giftedness have incorporated personal and social variables which influence IQ, rather than taking IQ into account exclusively. Among the various options presented in this context, authors have proposed dynamic assessment techniques as a method for revealing the potential capacity in different groups, independently of the…
Descriptors: Middle Class, Gifted, Intelligence Quotient, Identification
Sanchez, Christopher A.; Wiley, Jennifer; Miura, Timothy K.; Colflesh, Gregory J. H.; Ricks, Travis R.; Jensen, Melinda S.; Conway, Andrew R. A. – Learning and Individual Differences, 2010
The present studies directly test the usefulness of two English-language working memory capacity (WMC) assessments with two samples of students whose native language was not English. Participants completed two widely used complex span tasks, Reading Span (RSpan) and Operation Span (OSpan), in English. To determine whether the well-established…
Descriptors: Short Term Memory, Evaluation Methods, English (Second Language), Task Analysis
Barth, Amy E.; Stuebing, Karla K.; Anthony, Jason L.; Denton, Carolyn A.; Mathes, Patricia G.; Fletcher, Jack M.; Francis, David J. – Learning and Individual Differences, 2008
In order to better understand the extent to which operationalizations of response to intervention (RTI) overlap and agree in identifying adequate and inadequate responders, an existing database of 399 first grade students was evaluated in relation to cut-points, measures, and methods frequently cited for the identification of inadequate responders…
Descriptors: Intervention, Grade 1, Teaching Methods, Feedback (Response)
Kappe, F. R.; Boekholt, L.; den Rooyen, C.; Van der Flier, H. – Learning and Individual Differences, 2009
Multiple and specific learning criteria were used to examine the predictive validity of the Learning Style Questionnaire (LSQ). Ninety-nine students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The students were categorized into one of four LSQ dimensions, namely, Activists, Theorists,…
Descriptors: Cognitive Style, Academic Achievement, Predictive Validity, Criteria
Mok, Magdalena Mo Ching – Learning and Individual Differences, 2010
This commentary reflects upon Lazar Stankov's thesis which regards "unforgiving nature of Confucian Asian societies" as the driving force underpinning academic success of students from these societies. The commentary considers theoretical perspectives put forward by Jian Wang and Emily Lin (2008), and by Chiu and Klassen (2010) as two alternative…
Descriptors: Academic Achievement, Test Anxiety, Confucianism, Asian Culture
Janssen, Anne B.; Geiser, Christian – Learning and Individual Differences, 2010
Individual differences in solution strategies have frequently been reported for different measures of mental rotation (MR) ability. In the present study (N=346 German students), we investigated the relationship between solution strategies on two tests commonly used to identify different patterns of strategies: the Mental Rotations Test (MRT;…
Descriptors: Females, Validity, Instructional Effectiveness, Males
Hanscombe, Ken B.; Haworth, Claire M. A.; Davis, Oliver S. P.; Jaffee, Sara R.; Plomin, Robert – Learning and Individual Differences, 2010
Chaos in the home is a key environment in cognitive and behavioural development. However, we show that children's experience of home chaos is partly genetically mediated. We assessed children's perceptions of household chaos at ages 9 and 12 in 2337 pairs of twins. Using child-specific reports allowed us to use structural equation modelling to…
Descriptors: Twins, Environmental Influences, Cognitive Development, Behavior Development
Alloway, Tracy Packiam; Gathercole, Susan Elizabeth; Kirkwood, Hannah; Elliott, Julian – Learning and Individual Differences, 2009
The aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good internal reliability and adequate psychometric properties for use as a screening tool by teachers. Higher…
Descriptors: Identification, Rating Scales, Short Term Memory, Psychometrics
Titze, Corinna; Jansen, Petra; Heil, Martin – Learning and Individual Differences, 2010
The influence of gender beliefs on cognitive task performance has been demonstrated repeatedly for adults. For children, there is evidence that gender beliefs can substantially impede or boost math performance--a task where gender differences in favour of boys declined over past decades. Therefore, we examined this phenomenon using the Mental…
Descriptors: Females, Spatial Ability, Grade 4, Gender Differences
Reznitskaya, Alina; Kuo, Li-jen; Glina, Monica; Anderson, Richard C. – Learning and Individual Differences, 2009
The aim of this paper is to develop a more thorough, empirically-based understanding of the differences in measurement of written argumentation when alternative scoring frameworks are employed. Reflective compositions of 127 elementary school children were analyzed using analytic and holistic scales. The scales were derived from Argument Schema…
Descriptors: Elementary School Students, Persuasive Discourse, Academic Achievement, Scoring
Meneghetti, Chiara; Gyselinck, Valerie; Pazzaglia, Francesca; De Beni, Rossana – Learning and Individual Differences, 2009
The present study investigates the relation between spatial ability and visuo-spatial and verbal working memory in spatial text processing. In two experiments, participants listened to a spatial text (Experiments 1 and 2) and a non-spatial text (Experiment 1), at the same time performing a spatial or a verbal concurrent task, or no secondary task.…
Descriptors: Reading Comprehension, Group Testing, Visualization, Short Term Memory
Caroff, Xavier; Besancon, Maud – Learning and Individual Differences, 2008
The Consensual Assessment Technique (CAT), developed by Amabile [Amabile, T.M. (1982). "Social psychology of creativity: A consensual assessment technique." "Journal of Personality and Social Psychology," 43, 997-1013], is frequently used to evaluate the creativity of productions. Judgments obtained with CAT are usually reliable and valid.…
Descriptors: Creativity, Evaluation Methods, Evaluation Criteria, Cognitive Ability
Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K. – Learning and Individual Differences, 2008
The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…
Descriptors: Listening Comprehension, Reading Fluency, Sight Vocabulary, Word Recognition
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