This article explores the advantages of viewing intelligence not as a fixed trait residing within an individual, but rather as a person × task × situation interaction. The emphasis in the article is on the role of persons solving tasks embedded in situations involving learning, intellectual abilities, and competencies. The article opens with a…

Purpose: Previous research has demonstrated that typically developing children, verbal children with a diagnosis of autism, children with Down syndrome, children with developmental language disorder, and children with dyslexia can all benefit from orthographic support during word learning tasks. This study sought to determine if minimally speaking…

In this qualitative study, we explored the opportunities and difficulties experienced by cognitively high-ability students during the transition to higher education. Although high-ability individuals undoubtedly have the cognitive capacity to excel academically, research has demonstrated persistent underachievement among this group of students,…

Language skills developed during preschool contribute strongly to later reading and academic achievement. Effective preschool assessment and intervention should focus on core components of language development, specifically oral language skills. The Early Language and Literacy Individual Growth and Development Indicators (IGDIs) are a set of…

Results of the Need for Cognition Scale for 40 older adults indicated that their levels of need were related to their performance on Piagetian tasks. Intelligence thus appears determined by attitudes as well as ability. Motivation, need, and intellectual preferences, rather than aging, may contribute to perceived decline in intellectual skills.…

The question of how to integrate developmental (Piagetian) and psychometric conceptions and assessments of intelligence is considered. A solution which incorporates the contributions of each position--intelligence as forms and as traits--is offered. Premises and objectives of each tradition are reviewed and compared. Overlaps make synthesis…

It is argued that developmental task analysis is of primary value in the psychoeducational programming of children with learning and behavioral problems. (Author)

Previous research on intelligence and aging has relied on tests developed for younger adults, which often incorporate many factors that could impede optimal performance in elderly populations. To investigate short-term longitudinal changes in memory, intelligence, and perceived competence in everyday situations among older adults, 227 adults were…

Reports study which compared the value of Piagetian tasks--seriation, conservation and multiple classification--to that of traditional intelligence tests--Cattell and PMA 5 to 7 subtests--as predictors of number language, simple computation, and verbal arithmetic achievement in 312 children from kindergarten to grade 4. Fifty references are…

A longitudinal study to determine the conditions surrounding successful or unsuccessful integration of Negroes, Mexican Americans, and Anglos in the Riverside Unified School District in Riverside, California, began in school year 1965-66, and included kindergarten through grade 6. Test batteries placed emphasis on achievement "related…