We review the musical conservatory as a model for educators to learn how to enhance admissions, instruction, and assessment in liberal arts collegiate settings. Although conservatories serve primarily students wishing to enter musical careers of various kinds, the model on which they are based can, in many ways, serve any student and any school.…

Process overlap theory (POT) is a new theoretical framework designed to account for the general factor of intelligence ("g"). According to POT, g does not reflect a general cognitive ability. Instead, "g" is the result of multiple domain-general executive attention processes and multiple domain-specific processes that are…

Guided by evolutionary-developmental models, this study tested the hypothesis that children's exposure to parental relationship instability, defined by initiation and dissolution of caregiver intimate relationships, has both costs in cognitive impairments and benefits in enhanced learning skills. Participants included 243 mothers and their…

In the multidisciplinary field of developmental cognitive neuroscience, statistical associations between levels of description play an increasingly important role. One example of such associations is the observation of correlations between relatively common gene variants and individual differences in behavior. It is perhaps surprising that such…

This study reanalyzes data presented by Ritchie, Bates, and Plomin (2015) who used a cross-lagged monozygotic twin differences design to test whether reading ability caused changes in intelligence. The authors used data from a sample of 1,890 monozygotic twin pairs tested on reading ability and intelligence at five occasions between the ages of 7…

This report describes the current state of the art in artificial intelligence (AI) and its potential impact for learning, teaching, and education. It provides conceptual foundations for well-informed policy-oriented work, research, and forward-looking activities that address the opportunities and challenges created by recent developments in AI.…

Aim: This study investigated prediction of separate cognitive abilities at the age of 5 years by cognitive development at the ages of both 2 and 3 years, and the agreement between these measurements, in very preterm children. Methods: Preterm children (n=102; 44 males; 58 females) with a gestational age less than 30 weeks and/or birthweight less…

The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages…

The notion of general cognitive ability (or "intelligence") is explored and why the time might now be ripe for educators to re-consider the power offered by a general intellectual capacity which is itself amenable to educational influence. We review existing knowledge concerning general intelligence, including the cohabitation of general and…

Describes the view of intelligence in Montessori education and dismisses a variety of limited and dehumanizing models of education. Refers to the Montessori model as a "human metaphor" that actually responds to who children are and what they need, and extends that metaphor to the world community at large, encompassing the author's spiritual…

Previous research on adult cognition has focused mainly on the distance that separates the adult from the "formal standard" and on the factors that interact with formal operations whether they are moderators of competence or a hypothetical fifth step. Results of new clinical research on adults can be used to argue for a new constructivism of adult…

Data from a variety of infant intelligence scores make clear that it is not possible to consider (1) that infant intelligence is a measurable, stable and unitary construct, (2) that there is a general g factor easily discernible in infancy, (3) that there is stability of scores both within and across scales, or (4) that there is predictability…

Raven's Progressive Matrices test items were analyzed for M demand (Pascual-Leone's developmental construct). Data on second- and third-grade subjects were analyzed for extent of absolute agreement of Raven and Figural Intersection Test (FIT) scores. Raw scores on the Raven could be deduced on the basis of FIT performance. (Author/RD)

The construct of general intelligence is discussed in the context of factor models, differential validity of tests, Piagetian tasks, heritability, social class, and race. The general factor is an abstraction resulting from genes, environmental pressures, and neural structures involved in cognitive or intellectual human behavior. (Author/RD)

Three systems for defining cognitive abilities, proposed by Guilford, Guttman, and the Thurstones, are examined as bases for specifying reference tests for cognitive abilities. The authors propose the cognition of concepts system as a fourth alternative. Tests constructed and/or adapted on the basis of this examination are described. (Author)