The results of Cognitive Intervention (CI) programs vary considerably; thus, it is helpful to assess the characteristics that enhance the effectiveness of these programs. Our objectives were to analyze the effectiveness of a multicomponent CI program called UMAM on cognitive performance, subjective memory, daily forgetfulness, and mood of…

Within the field of school psychology, the currently accepted structure of intelligence is the Cattell-Horn-Carroll Model (CHC). The CHC model contains three strata of abilities: a general ability (g), multiple broad cognitive abilities, and several narrow abilities (Schneider & McGrew, 2018), although the theoretical salience of the g factor…

Fluency is an important construct in clinical assessment and in cognitive taxonomies. In the Cattell-Horn-Carroll (CHC) model, Fluency is represented by several narrow factors that form a subset of the long-term memory encoding and retrieval (Glr) broad factor. The CHC broad classification of Fluency was evaluated in five data sets, and the CHC…

Intraindividual variability (IIV) in cognitive speed, or moment-to-moment changes in ability, is a developmental phenomenon indicative of neurological integrity that increases gradually across adulthood. Past research has shown that IIV negatively covaries with cognitive performance, in which higher IIV at one occasion is associated with poorer…

In humans, effortful cognitive processing frequently takes place during social interaction, with eye contact being an important component. This study shows that the effect of eye contact on memory for nonsocial information is different in children with typical development than in children with autism, a disorder of social communication. Direct…

School self-evaluation (SSE) often makes use of questionnaires in order to sketch a picture of the school. How respondents cognitively process questionnaire items determines the validity of SSE results. Still, one readily assumes that respondents interpret and answer items as intended by the instrument developer (referred to as cognitive…

The testing effect refers to the finding that retrieval practice in comparison to restudy of previously encoded contents can improve memory performance and reduce time-dependent forgetting. Naturally, long retention intervals include both wake and sleep delay, which can influence memory contents differently. In fact, sleep immediately after…

We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and…

With the present research, the authors examined whether reminders could maintain 18-month-olds' memories generated from picture books and videos. Infants (N = 98) were shown a series of target actions in a picture book or on video. Either 24 hr or 2 weeks prior to a 4-week deferred imitation test, they were exposed to a reminder, a partial…

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

The Woodcock-Johnson-Fourth edition (WJ IV; Schrank, McGrew, & Mather, 2014a) and the Wechsler Intelligence Scale for Children-Fifth edition (WISC-V; Wechsler, 2014) are two of the major tests of cognitive abilities used in school psychology. The complete WJ IV battery includes the Woodcock-Johnson IV Tests of Cognitive Abilities (Schrank,…

The purpose of this study was to compare the cognitive processing profiles of school-age children (ages 7 to 17) who met criteria for underachievement in oral reading accuracy based on three different methods: 1) use of a regression-based IQ-achievement discrepancy only (REGonly), 2) use of a low-achievement cutoff only (LAonly), and 3) use of a…

The primary purpose of this study was to investigate the various neurocognitive processes concomitant to reading by attempting to identify various subtypes of reading disorders in a referred sample. Participants were 216 elementary school students in grades two through five who were given select subtests of the Woodcock Johnson-III Tests of…

In 1985 Tulving introduced the remember-know procedure, whereby subjects are asked to distinguish between memories that involve retrieval of contextual details (remembering) and memories that do not (knowing). Several studies have been reported showing age-related declines in remember hits, which has typically been interpreted as supporting…

The main challenge for theories of multitasking is to predict when and how tasks interfere. Here, we focus on interference related to the problem state, a directly accessible intermediate representation of the current state of a task. On the basis of Salvucci and Taatgen's (2008) threaded cognition theory, we predict interference if 2 or more…