Research has shown that although teachers' knowledge about the subject or pedagogy is important, a teacher's professional vision (including their perceptions and pedagogical decisions) can also have a significant impact on the efficacy of their practice. Firmly grounded in the long-standing field of teacher professional vision research, this…

Post-formal operational thought is characterized by both relativism and dialecticism. To examine age differences across adulthood in relativistic and dialectical thought, and to determine whether formal operations are necessary but not sufficient for these forms of thought, 20 young (mean age, 19.6), 20 middle aged (mean age, 46.2), and 20 older…

Tests of rapid serial naming, reading, spelling, general intelligence, articulation speed, and word fluency were administered to nine children with reading disabilities and rapid serial naming difficulties. Follow up 9 years later showed that difficulties in rapid naming, reading, and spelling persisted. The development of naming speed is…

This study compared working memory in 28 high-functioning autistic individuals (ages 7-18) with that of 30 individuals with Tourette Syndrome or typically developing. No group differences were found. Performance was significantly correlated only with age and IQ. Results suggest that working memory is not an executive function seriously impaired in…

Evaluation of the reliability of 7 measures assessing social cognitive variables hypothesized to define social intelligence, with a total of 125 adolescents with mental retardation, found high to very high interrater reliability coefficients; moderate to very high internal reliabilities; and moderate to high test-retest reliabilities. (Author/DB)

Artificial Intelligence researchers and cognitive scientists commonly believe that thinking involves manipulating representations. Thinking involves search, inference, and making choices. This is how we model reasoning and what goes on in the brain is similar. Winograd and Flores present a radically different view, claiming that our knowledge is…

A modal model of information processing was defined, and nine tasks that could be completed by persons with mental retardation were developed to operationalize the model. Results showed that individual differences in higher mental processes are highly dependent on basic cognitive abilities and can be predicted from them. (Author/JDD)

This article responds to commentaries (EC 604 996-998) on a paper by Douglas Detterman and others (EC 604 995), which developed and tested a modal model, with young adults with and without mental retardation as subjects, to assess basic cognitive abilities in relation to cognitive deficits. (JDD)

This commentary on a paper by Douglas Detterman and others (EC 604 995), on assessing basic cognitive abilities in young adults with and without mental retardation, argues that variables measuring correct responding and variables measuring response latency or speed are two aspects of the same underlying continuum of speed and efficiency of…

This study found that a group of 20 children (ages 6-12) with autism and a group of 20 children with developmental receptive language disorder both manifested a relative sequential processing deficit. The groups did not differ significantly on overall sequential and simultaneous processing capabilities relative to their degree of language…

This investigation (with 30 normal students and 30 students with reading disabilities, ages 7-15) examined the relationship between intelligence and phonological coding when ability was defined according to the Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model. Findings indicate that phonological problems may not be…

This study examines the nature of the highly variable black-white difference across diverse tests and indicates the major systematic source of this between-population variation, namely, Spearman's g. Eleven large-scale studies (discussed in the appendix), each one comprising anywhere from 6 to 13 diverse tests, show a significant and substantial…

Extends the available information base on intellectural aging by collecting self-report data from 100 psychologists between 45 and 64 years of age. Subjects rated changes in intellectual functions, related present changes with past expectations, and answered questions about health problems affecting intellectual functioning. The importance of…

Three major views of intelligence are compared and evaluated: the psychometric, the Piagetian, and the information-processing. The educational implications of each view for training content knowledge and intellectual skills are considered. How each view would approach training students in solving verbal analogies is discussed. (Author/BS)

Twenty-four children (aged 7-16 years) with seizure disorders (SD) were compared to 30 children with diabetes mellitus (DB) and 30 children with no chronic illness. Using a variety of assessment devices, the children were compared on intelligence, academic achievement, attention, memory, perceived competence, and parents' perceptions of child and…