The familial relationship between dyscalculia and attention-deficit/hyperactivity disorder (ADHD) was assessed. We conducted a familial risk analysis using probands with and without ADHD of both genders and their first-degree relatives. Participants were assessed with structured diagnostic interviews and a cognitive test battery. We found elevated…

Cerebellar volumes show small positive correlations with cognitive ability in young adults, but no studies have examined this relationship in older adults. Furthermore, no studies have examined relationships between sizes of subareas of the cerebellum and cognitive ability. We hypothesized that size of the two areas of the neocerebellar vermis…

Measures of developmental instability (DI) reflect developmental disruptions due to genetic and environmental perturbations during normal development. DI might be expected to influence the developmental course of brain development and hence intelligence, and several studies indicate this to be the case. The factors that mediate this relationship…

Improving cognitive skills of young children has been suggested as a possible strategy for equalising opportunities across racial groups. Using data on four and five year olds in the Longitudinal Survey of Australian Children, we focus on two cognitive tests: the Peabody Picture Vocabulary Test, and the "Who Am I?" test. We estimate the…

In current psychological research, the analysis of data from computer-based assessments or experiments is often confined to accuracy scores. Response times, although being an important source of additional information, are either neglected or analyzed separately. In this article, a new model is developed that allows the simultaneous analysis of…

According to Stankov [Stankov, L. (2000). Complexity, metacognition and fluid intelligence. Intelligence, 28, 121-143.] response confidence in cognitive tests reflects a trait on the boundary of personality and abilities. However, several studies failed in relating confidence scores to other known traits, including self-concept. A model of…

This study assesses the adequacy of item gradients and ceilings for the subtests of the Woodcock-Johnson III (WJ III) Cognitive and Achievement batteries, including the Diagnostic Supplement, in their use with participants ages 16 to 25 and Grades 10 to 18. Of the 52 subtests, 18 contain adequate item gradients and ceilings for the entire age and…

The given paper presents the results of an empirical study into the efficacy of the Thinking Approach (TA) to language teaching and learning which is aimed at the development of students' inventive thinking skills in the context of foreign language education, namely learning of English. The study was conducted among upper secondary students of two…

The purpose of this study is to apply the attribute hierarchy method (AHM) to a sample of SAT algebra items administered in March 2005. The AHM is a psychometric method for classifying examinees' test item responses into a set of structured attribute patterns associated with different components from a cognitive model of task performance. An…

Presents a brief clinical test, derived from earlier neuropsychological instruments, with evidence for its reliability, interscorer agreement, and validity. The latter is based upon correlations with both CAT scan measures of cortical atrophy and ventricular enlargement, as well as correlations with seven other previously validated cognitive…

Clients (N=92) from two mental health centers took the Minnesota Multiphasic Personality Inventory (MMPI) and the Social Interaction Self-Statement Test (SISST) during the intake process. Results indicated that the Social Introversion (SI) scale of the MMPI was the most efficient predictor of the SISST scales. (BH)

If students were taught according to the results of learning style evaluations, students would be more likely to learn and educational malpractice suits would be dismissed. (Author/IRT)

Comparison of two groups of graduate students on each of three achievement criteria gave no evidence that either of two pretests (one course-relevant cognitive, the other non-relevant affective) was influential. (NH)

The data revealed significant interactions between locus of control and field dependence. As predicted, internal field independent Ss scored highest on all measures. In contrast to the hypotheses, however, external field dependent Ss were not the lowest scorers. Rather, the theoretically incongruent groups scored lowest on each measure. (Author)