The purpose of this project was to administer the Motor Encoding Subtest of the Illinois Test of Psycholinguistic Abilities (IPTA) to a population of 50 American Indian students, and compare their scores with the established norms of the ITPA. Indian students with chronological ages 5-9 enrolled in the first 4 grades at the Fort Thompson…

THE PROBLEM OF THIS RESEARCH WAS TO STUDY THE EXTENT TO WHICH STUDENTS ARE ABLE TO GENERALIZE WHAT THEY LEARN IN ONE LESSON SO THAT THEY ACTUALLY GAIN COMMAND OF ABILITIES NOT SPECIFICALLY TAUGHT UNTIL SOME LATER LESSON. THE AUTHOR EXAMINED CONDITIONS UNDER WHICH A MASTERY SCORE ON A PRETEST IN ARITHMETIC COULD BE CONSIDERED A TRANSFER INSTANCE.…

Scores on the Wechsler Adult Intelligence Scale (WAIS) were compared with reevaluation scores obtained four years later on the WAIS-Revised for a group of 108 mildly and moderately retarded adults. The moderately retarded subgroups (N=22) demonstrated significantly higher WAIS-R intelligence quotients. Implications for use of the WAIS-R are…

Thirty-four stimulant-treated, academically deficient, and attention deficit disordered, hyperactive (ADDH) boys (ages 7-12) participated in a 16-week, intensive cognitive training program focusing on academic skills and tasks. Intervention did not enhance self-esteem and there was poor agreement between teacher ratings of academic competence and…

Examines how differences in the cognitive levels of 60 pre-service teachers influenced the way they perceived and interpreted their teaching competency. Results showed that students of higher cognitive ability set higher standards for their teaching performance, and thus were more critical in their self-evaluations. (TRS)

Found that increases in cognitive complexity and construct system abstractness significantly related to the use of (1) a greater number of persuasive strategies; (2) more listener-adaptive persuasive strategies; and (3) formation of more complex and abstract impressions of interaction partners. (PD)

Discusses the importance of accurate cognitive assessment and its relationship to effective instructional programing. A disparity between competence and performance can occur across a variety of populations due to task and situational demands and motivational and personality factors. Recent approaches aimed at lessening the gap are discussed.…

Describes changes in cognitive correlates of learning as naval trainees advanced through a computer-managed series of hierarchical instructional modules requiring mastery-learning in electronics. The 24 cognitive characteristic tests measuring cognitive styles, abilities, and attitudes are listed as well as the content of the 11 modules and the…

A comparative factor analysis on intelligence data from four sex-by-generation groups was performed using the LISREL model. Spatial and verbal factors were isolated. Results were consistent with the hypothesis that males and females have similar intellectual structure. There were sex and generational differences in spatial and verbal factor means.…

Three cognitive preference instruments were administered to 71 college students and 37 tenth graders to measure cognitive preferences in a natural information processing (learning) situation and to assess convergent validity of cognitive preference construct and instrument validity of conventional tests. Strong evidence of convergent validity was…

Describes a program developed by Hillsborough Community College (Tampa, Florida) to diagnose preferred learning styles and generate cognitive maps for each student specifying recommended learning strategies. The impact of the program after three years of operation is discussed in terms of student retention and academic achievement. (JP)

These authors cite their own study of the relationship between traditional measures of intelligence and Piagetian measures of cognitive development in support of Glass and Stephens' contention that there are important qualitative differences. They question Humphreys' and Parsons' conclusions on both substantive and factor theoretical grounds. (CTM)

Explains the results and findings of the Cognitive Analysis Project (CAP) which was used to evaluate the intellectual development of children from grades 10, 11, and 12 by analyzing the use subjects made of written language in solving problems and explaining phenomena. (HM)

Scores on the Assessment of Basic Learning Abilities (ABLA), Vineland Adaptive Behavior Scales, and the Wechsler Intelligences Scale-Revised (WAIS-R) were obtained for 30 adults with mental retardation. Correlations between the Vineland domains and ABLA were all significant. No participants performing below ABLA Level 6 were testable on the…

The Analogical Reasoning Learning Test (ARLT) was developed for use with individuals with IQs lower than 55. A study involving 58 students (ages 6-19) with moderate to severe mental retardation found the internal consistency and test-retest reliability of this measure are high. Discriminant and predictive validity are satisfactory. (Contains…