Describes cognitive style in terms of field dependence-independence, and five tests of cognitive style for young children. Discusses the relationship between cognitive style and academic achievement in young children. (RJC)

Three experiments examined the exclusivity of perpetually defined categorical representations for animal categories in infants. Results indicated that infants have the capacity for making distinctions among high similar natural kinds but that such find distinctions cannot be made without appropriate exemplars. (SW)

Examines psychometric characteristics of the 100-item Trauma Symptom Inventory (TSI) in a sample of 370 psychiatric inpatients and psychotherapy outpatients. Post hoc multiple regression analyses indicated that client age, sex, inpatient versus outpatient status, childhood sexual and physical abuse, and adult sexual assault were unique predictors…

The Minnesota Percepto-Diagnostic Test-Revised (MPDT-R) and the Comprehensive Test of Basic Skills were administered to 40 Navajo, 40 Papago, 40 Hopi, and 40 Caucasian children. All of the children were in regular classrooms, but the results of a one-way analysis of variance indicated significant differences among the four groups on the MPDT-R…

New developments for solving the validation problem are applied to measuring and validating spatial modifiability. Results from 582 Air Force recruits support construct and criterion-related validities for the cognitive modifiability of spatial visualization items. Results also support modifiability as a direct measurement of learning ability.…

Because they used an inappropriate statistical procedure, J. H. Kranzler and A. R. Jensen (1991) have not demonstrated that a factor of general intelligence ("g") depends on several independent factors. A factorial reanalysis of their data suggests that speed and efficiency of information processing are important in "g." (SLD)

The hypothetical idea of a perfectly pure psychometric "g" is empirically unattainable. Because the unity of "g" cannot be proved or disproved by factor analysis, the unitary "g" hypothesis represents a parsimonious assumption. J. B. Carroll's (1991) analysis demonstrates the relationship between psychometric and…

New methods for representing the structural properties of domain-specific knowledge were studied. Network representations of data from 40 college students' ratings of the relatedness of domain concepts were derived using the Pathfinder scaling algorithm, and similarity between students' and instructor's networks was then assessed using a…

Presents study results comparing the cognitive profiles of kindergarten and first-grade Japanese and Canadian students. Explains that the test used measured a full range of individual differences in the development of children's general cognitive skills. Suggests that higher Japanese performance may be related to home-based factors, preschool…

Summarizes an analysis of the outcomes endorsement improvement cycles of 120 schools. Provides results in standard scores on goal types as well as goal selection and testing patterns. Asserts that the outcomes endorsement process is improving student achievement. Includes seven data tables. (JDI)

Uses exploratory factor-analysis and confirmatory factor-analysis to identify and cross-validate the factorial structure underlying two group intelligence tests and two group-Piagetian tests. Establishes a high degree of overlap between Piagetian and psychometric intelligence tests, most likely because both types of test appear to measure…

One hundred and forty-three subjects were identified as Field Independent or Field Dependent based on their performance on the Group Embedded Figures Test (GEFT), a measure of cognitive style. Results indicated that Field Independent students performed significantly better on course tests and had higher academic potential, as measured by the ACT,…

The domain specificity and generality of an important critical thinking skill was examined by administering nine reasoning and decision-making tasks to 125 adults. Performance across tasks displayed considerable domain specificity, but five tasks displayed moderate convergence. Performance on tasks that displayed domain generality was more…

This paper investigates the differentiation of cognitive abilities as a function of neuroticism. Specifically, we examine Eysenck and White's [Eysenck, H. J., and White, P. O. (1964). Personality and the measurement of intelligence. British Journal of Educational Psychology, 24, 197-201.] hypothesis that cognitive abilities are less differentiated…

The cognitive profiles of 161 gifted children--those with a Full Scale, Verbal, and/or Performance IQ of 130 or higher on the Wechsler Intelligence Scale for Children, Third Edition (WISC-III; Wechsler, 1991)--were examined. It was hypothesized that this population of very intelligent children would demonstrate much larger Verbal-Performance…