Comparison of a standardized production format measure, the Measure of Epistemological Reflection and an open-ended interview resulted in a high positive correlation to support the potential of standardized assessment of intellectual development. (Author/KS)

A major problem in using traditional assessment procedures lies in the use of theoretical and statistical assumptions for interpreting and measuring attention, memory, and verbal abilities, and attempting to relate these constructs to academic subjects. With respect to evaluating temperaments and learning styles, the present methods of…

Cognitive differences between 987 LD children and 178 EH children in public schools on a psychoeducational assessment battery were studied, and differences in factor structure were investigated. Caution is suggested in interpreting the results of multivariate statistical analyses, which indicated heterogeneity in the matrices of LD and EH…