Showing papers in "Learning and Individual Differences in 2002"

TL;DR: Evolutionary educational psychology is the study of the relation between evolved systems of folk knowledge and inferential and attributional biases as these relate to academic learning in modern society.

TL;DR: In this paper, the contribution of specific cognitive abilities to reading achievement at five developmental levels was analyzed using the standardization sample of the Woodcock-Johnson Psychoeducational Battery-Revised (WJ-R), an empirically supported measure of several constructs within the Cattell-Horn-Carroll theory of cognitive abilities.

TL;DR: In this article, a cognitive basis for the influence of fluid intelligence on learning is presented, where processing speed and capacity are assumed as the cognitive basis, and the relationship between fluid intelligence and learning is investigated.

TL;DR: In this paper, commonality analysis was used to examine unique and common factor predictors of full-scale IQ for typical children with variable (n=707) and flat profiles (n =166) based on significant index score variability.

TL;DR: This article reviewed some of the central ideas of evolutionary developmental psychology and investigated how human educability, which is qualitatively different from the learning capacity of other species, is governed by specific adaptations of Homo sapiens' childhood that serve to orient the young child to his or her cultural environment.

TL;DR: The authors found that people with high WM capacity can keep in memory many elements and are therefore good at storing sub-results needed within an item, which may explain the correlation between working memory capacity and general intelligence tests.

TL;DR: In this article, the authors examined whether differences in first grade girls' and boys' strategy use could be predicted by their temperament characteristics, specifically the characteristics of impulsivity and inhibition, were assessed by teachers who completed the Temperament Assessment Battery.

TL;DR: In this article, the authors used item response models to study changes in strategy use in a spatial task induced by a mental rotation training and found that the training caused almost all participants who used the pattern strategy at pretest to shift to a spatial strategy.

TL;DR: A range of constructs, including conceptual models of emotional intelligence (EI), tacit knowledge, and metacognition, are discussed in this article, with a focus on cognitive and non-cognitive factors that support intelligent behavior.

TL;DR: The construct of g, originated by Charles Edward Spearman (1863-1945) in the early 20th century, has been the single most significant and influential construct for the study of human intelligence throughout the history of psychological science.

TL;DR: In this paper, the effects of varied, familiar, and close social contacts on preschool children's literate language and story re-reading were examined, based on developmental evolutionary theory.

TL;DR: This paper provided a few personal anecdotes about assessment followed by consideration of axioms that may be formulated from the collection of articles about intelligence presented in this special issue, each being quite varied and sophisticated conceptually and psychometrically.

TL;DR: Findings from early development, childhood mathematical reasoning, and adult statistical decision-making research are incorporated to demonstrate how common errors in fraction and decimal use are explicable in terms of these systematic and reliably developing aspects of human mathematical reasoning.

TL;DR: Bjorklund and Bering as mentioned in this paper argue that education is essentially a part in the process of social reproduction, and they conclude that public schooling essentially fills the role of replicating a class-based structure that affords little movement up the social ladder.