Titlebook: Cognitive Assessment; A Multidisciplinary Cecil R. Reynolds Book 1994 Springer Science+Business Media New York 1994 cognition.cognitive sc

interference

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Brain Structure and Cognitive Function,chard, Lykken, McGue, Segal, & Tellegen, 1990; Plomin, DeFries, & McClearn, 1990). Nevertheless, the specific mechanisms by which genes shape and are manifested in brain structure and function have remained elusive. Impediments to progress have included the absence of good animal models and the mult

Influx

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A Model for Contextual Interference Effects in Motor Learning,gill & Hall, 1990). Contextual interference refers to the situation in which there is interference among different tasks being learned across practice trials. Practice under a condition of high contextual interference (e.g., when multiple tasks are practiced in a random order) typically results in l

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Cognition and Motor Skill Acquisition: Contextual Dependencies,t to successful completion of an intended action. Nevertheless, it appears that the environmental contexts in which we perform can exert powerful influences on our ability to retrieve and process information. For example, the seemingly “absent-minded” professor is sometimes caught off-guard when out

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,Evaluating Students’ Errors on Cognitive Tasks: Applications of Polytomous Item Response Theory and as a result of saying or doing the wrong thing. The value of mistakes, however, is dependent upon our ability to recognize them as such and to gather information from them that points us in a more positive direction. The errors that students make in classrooms can also be instructive if we acknowle

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ostensible

languid

Kant, Wittgenstein, Objectivity, and Structural Equations Modeling,is regard have exposed and criticized the pervasive influence of classical empiricism on multivariate statistical practice (Mulaik 1985, 1987a, 1988, 1991a, in press). Classical multivariate statistics, I argue, are but mathematical emulations of the associative processes that empiricism postulated