The demands on mathematical problem-solving have increased in almost all school systems internationally and may constitute a barrier for children with special educational needs (SEN). This study explored the role of fluid reasoning (FR), working memory (WM) and complex executive function of planning (EF) in children (N = 62) referred for…

This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the…

The Cattell-Horn-Carroll (CHC) taxonomy of cognitive abilities married John Horn and Raymond Cattell's Extended Gf-Gc theory with John Carroll's Three-Stratum Theory. While there are some similarities in arrangements or classifications of tasks (observed variables) within similar broad or narrow dimensions, other salient theoretical features and…

Parents completed the Behavior Assessment System for Children, Second Edition: Parent Rating Scale (BASC2 PRS) while their children (94 boys, 61 girls; M = 11 years 11 months) were given tests. Evidence-based profiles of multiple test scores and history (emergence and persistence) were used to assign to groups without specific learning…

It is unknown whether children with conduct problems (CP) and poor reading (PR) skills exhibit more profound executive function impairments than children with CP only and whether such impairments are explained by coexisting PR. Executive functions were compared in four groups of 7- to 8-year-old children: 26 CP only, 35 PR only, 27 CP-PR, and 31…

As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…

In order to achieve the present study's goal--to understand better the phenomenon of mathematical giftedness--we performed a multidimensional examination of the mental processing in students who exhibited mathematical expertise (EM) at the secondary school level. The study included participants from the three groups: students who excelled in…

Mathematics is an important aspect of daily life. Basic numeracy skills are needed to accomplish everyday tasks. However, research regarding the relationship between cognitive ability, mental age, and basic numeracy skills for children with intellectual disability (ID) is scarce. This research study investigated the correlation between…

An exploratory, observation-based study sought to strengthen understanding of the development of social communication skills that facilitate academic success, particularly within general education settings. Sixteen middle and high school students with Autism Spectrum Disorders (ASD), all of whom participated in at least one period per day of core…

Twenty-one studies that reported mean score differences between the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale are summarized. The differences are found to be minimal and are attributed to data bias and WJTCA's higher correlation with achievement. (EGS)

Recent research on the Woodcock-Johnson Psycho-Educational Battery (WJPEB) is reviewed as it related to three issues: the mean score discrepancy issue, the verbal/nonverbal composition of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA), and the WJTCA overlap with achievement and abundance of scores generated by the WJPEB. (DWH)