Reports the results of the first joint confirmatory factor analysis (CFA) of the Cognitive Assessment System (CAS) and the Woodcock-Johnson Tests of Cognitive Abilities-3rd Edition (WJ III). Results of these analyses do not support the construct validity of the CAS as a measure of the PASS (planning, attention, simultaneous, and sequential)…

Evaluated relationship between Cognitive Levels Test (CLT) and two tests of academic achievement: Woodcock Reading Mastery Tests (WRAT) and KeyMath Diagnostic Arithmetic Test (KeyMath). Findings from children in kindergarten through second grade showed CLT to be rather highly correlated with KeyMath scores, modestly correlated with WRAT total…

Examines practical implications for assessing child's cognitive development and then facilitating developmental growth. Presents concepts of developmental counseling and therapy as systematic framework to integrate neo-Piagetian developmental theory into interview. Example of treatment of case of child abuse illustrates concept in action.…

This study explored the relationships between creativity and cognitive skills, and the implications for arts education. High school seniors (n=65) were given a battery of psychological tests emphasizing creative thought. Results indicated significant correlations of the arts orientation with five domains of creative behavior and three cognitive…

Studied 1,1621 adults to determine whether psychometric tests would retain equivalent factor structures among samples widely differing in age. Results confirmed configural invariance for all subsets, but did not establish complete or incomplete metric invariance for any set. (RJC)

Examines five to seven year olds' assumptions about the experiential connotation of "I know that's X." Two experiments compare two groups of children (five and six year olds, six and seven year olds) who were asked to choose between items and asked whether they were sure or whether they knew they had made the right choice. (21 references) (GLR)

Reviews Kaufman Adolescent and Adult Intelligence Test (KAIT), a new assessment of cognitive function for technical qualities such as reliability, validity, and standardization characters. Concludes that KAIT represents advancements in cognitive assessment but cannot be regarded as superior to existing intelligence measures until data is available…

Examined 1,100 boys and 1,100 girls who matched the U.S. population using the Planning, Attention, Simultaneous, Successive (PASS) cognitive-processing theory, built on the neuropsychological work of A.R. Luria (1973). Results illustrate that the PASS theory offers a useful way to examine gender differences in cognitive performance. (BF)

Examines the cluster profiles obtained using the Differential Ability Scale (DAS) for preschool children diagnosed with cognitive delay. These profiles were compared with DAS profile patterns previously reported for school-aged children diagnosed with learning disabilities. Cluster comparisons indicated profiles of cognitively delayed preschoolers…

The relationship among Planning, Attention, Simultaneous, and Successive (PASS) processing scores of the Cognitive Assessment System (CAS) and the Woodcock-Johnson Revised Tests of Achievement (WJ-R) were examined with a sample of 1,559 students aged 5-17 years. Participants were part of the CAS standardization sample and closely represented the…

The study investigated theory of mind and central coherence abilities in adults with high-functioning autism (HFA) or Asperger syndrome (AS) using naturalistic tasks. Twenty adults with HFA/AS correctly answered significantly fewer theory of mind questions than 20 controls on a forced-choice response task. On a narrative task, there were no…

Constraints and dependencies among the elements of embodied cognition form patterns or microstrategies of interactive behavior. Hard constraints determine which microstrategies are possible. Soft constraints determine which of the possible microstrategies are most likely to be selected. When selection is non-deliberate or automatic the least…

Cognitive scientists were not quick to embrace the functional neuroimaging technologies that emerged during the late 20th century. In this new century, cognitive scientists continue to question, not unreasonably, the relevance of functional neuroimaging investigations that fail to address questions of interest to cognitive science. However, some…

Recent research on developmental dyslexia has suggested a phonological core deficit hypothesis (e.g., Manis, Seidenberg, Doi, McBride-Chang, & Peterson, 1996; Stanovich, Siegel, & Gottardo, 1997) whereby pure cases of developmental phonological dyslexia (dysfunctional phonetic decoding processing but normal sight vocabulary processing) can exist,…

The simple practice effects commonly observed when retaking general cognitive ability tests present a potential paradox. If observed score changes reflect real changes in g, we must revisit our understanding of its stability. Conversely, if observed score changes reflect something other than a true change in the underlying latent construct, this…