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Direct linkMusso, Mariel F.; Cómbita, Lina M.; Cascallar, Eduardo C.; Rueda, M. Rosario – Mind, Brain, and Education, 2022
The objective of this research was to develop robust predictive models of the gains in working memory (WM) and fluid intelligence (Gf) following executive attention training in children, using genetic markers, gender, and age variables. We explore the influence of genetic variables on individual differences in susceptibility to intervention.…
Descriptors: Genetics, Artificial Intelligence, Gender Differences, Age Differences
Zero to Three, 2005
This article describes the revised and updated "Diagnostic Classification of Mental Health Disorders of Infancy and Early Childhood, Revised Edition (DC:0-3R)." The authors describe the impetus for developing the original diagnostic classification system for children from birth to age 3 in the 1980s. There was a need for a diagnostic…
Descriptors: Clinical Diagnosis, Classification, Infants, Toddlers
Peer reviewedBalcazar, Fabricio E.; And Others – Mental Retardation, 1996
This study characterized individual advocacy performance differences of 3 individuals with developmental disabilities and 21 parents before and after participating in training programs called Partners in Policymaking. A three group taxonomy of advocate development (beginner, involved, and activist) is suggested. (DB)
Descriptors: Assertiveness, Change Agents, Classification, Developmental Disabilities
Download full textMcCowan, Richard J. – Online Submission, 1998
This paper describes the theories and social factors that contributed to the development of competency-based training (CBT). These include behaviorism (Edward L. Thorndike), scientific management (Frederick Taylor), progressive education (John Dewey), and derivative theories including operant conditioning (B.F. Skinner), objectives-based…
Descriptors: Instructional Design, Mastery Learning, Competency Based Education, Learning Theories
