Information flows continuously in the environment. As we attempt to do something, our senses receive large volumes of information. In any conversation, messages are exchanged rapidly. To understand meaning, we have to focus, record, choose and process relevant information at every moment, before it is displaced by other information. Often,…

Creativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178…

A person-centered approach was used to explore the mediating role of self-regulation between learner typology at age 8 and academic achievement at age 14 while controlling for domain-specific achievement in a longitudinal sample of 113 children born to adolescent mothers. Children were classified into one of 5 learner typologies at age 8 based on…

Referred children were rated as significantly less self-controlled on the self control rating scale (SCRS) than were matched nonreferred children. Significant differences were found on the SCRS, Matching Familiar Figures test latencies and behavioral observations. The SCRS appeared to be a reliable and valid index of self-control. (Author)