Compares the performance of learning disabled students on the WISC-R and the Tests of Cognitive Abilities from the Woodcock-Johnson Psycho-Educational Battery. This study finds that learning disabled subjects performed more poorly on the Tests of Cognitive Abilities than on the WISC-R. (Author)

The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was factor analyzed at each of six age levels between four and six-plus years through the method of principal factors. Results substantially support Wechsler's division of the WPPSI subtests into a Verbal and a Performance scale at all age levels. (Author)

Reviews two models of thinking and intellectual development: Scandura's deterministic model of structuralistic learning, and a generalization of Rasch's probabilistic latent trait model. Models are compared by means of two experiments with balance scale tasks. (RH)

Compares the cognitive levels of groups of high school biology students, freshman physics students, and senior science students by testing them with two Piagetian tasks. Examines correlations between cognitive levels and other measures such as SAT scores. (MLH)

A study analyzed the assessment profiles of 48 young adults with giftedness and a learning disability (G/LD) and 46 young adults with a learning disability profile without giftedness. Findings indicate that the adults with G/LD tended to be identified later and have more discrepancy among cognitive assessment profile scores. (Author/CR)

This study involving 30 college students with learning disabilities and 30 students without learning disabilities (ages 18-30) compared results obtained on the Wechsler Adult Intelligence Scale-Revised and the Kaufman Adolescent and Adult Intelligence Test. Results found no significant differences between the two groups or between tests.…

Reviews research on ability testing for adults with visual impairments, especially the tests used for vocational assessment and counseling. The verbal scales of the Wechsler Adult Intelligence Scale-Revised were found to be widely accepted. The problems, however, with relying solely on verbal assessment are addressed, and the need for tests for…

Argues that Bartsch and Wellman are successful in analyzing natural language to understand the emergence and development of a theory of mind in everyday social interaction. Discusses their delineation of the transition from a focus on desire to a concept of belief, and describes their views on contextual and cultural variables in theory of mind…

Investigated the ability of three- and four-year-old children to perform tasks which require matching sets of sounds to numerically equivalent visual displays. Findings indicated that three-year-olds performed at the level of chance on the auditory-visual matching task, but four-year-olds performed significantly above chance. (MOK)

Presented a battery of false belief tasks varying in type of belief questioned, target for belief ascription, presentation of reality information, and deception context to Head Start children. Found that performance was better on locations tasks than on contents tasks and with older children compared with younger children and that performance was…

This study examined 6- to 8-year-old Slovenian children's acquisition of matrix completion proficiency and compared microgenetic and age-related changes on the task. Microgenetic analyses indicated that: variability of children's errors increased before they discovered the correct strategy, the correct strategy became dominant shortly after…

Describes a woman who maintained high cognitive test scores until her death at 101 years of age despite anatomical evidence of Alzheimer's disease. The woman was part of a larger "Nun Study" in which 678 sisters donated their brains to teach others about the etiology of aging and Alzheimer's disease. Findings are discussed. (RJM)

Describes a study that examined the learning styles of 140 academic librarians in public and technical services using Kolb's Learning Style Inventory. The findings do not indicate significant differences in learning styles of technical and public services librarians. Relationships between learning styles and variables such as sex, age, education,…

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)