A5023255966- Cognitive Abilities and Testing
- Educational and Psychological Assessments
- Reading and Literacy Development
- Disability Education and Employment
- Cognitive and developmental aspects of mathematical skills
- Education Systems and Policy
- Psychometric Methodologies and Testing
- Early Childhood Education and Development
- Family and Disability Support Research
- School Choice and Performance
- Education, Achievement, and Giftedness
- Digital Games and Media
- Writing and Handwriting Education
- Neuroscience, Education and Cognitive Function
- Behavioral and Psychological Studies
- Child and Adolescent Psychosocial and Emotional Development
- Down syndrome and intellectual disability research
- Education in Diverse Contexts
- Parental Involvement in Education
- Cognitive Science and Mapping
- Education Discipline and Inequality
- Child and Animal Learning Development
- Emotional Intelligence and Performance
- Neuroscience and Music Perception
- Mathematics Education and Programs
University of Minnesota
2004-2022
University of Minnesota System
1987-2016
Woodcock-Muñoz Foundation
2007-2013
Agencia de Evaluación de Tecnologías Sanitarias
2009
Itasca Consultants (United States)
2009
Minnesota Department of Education
1989-2008
St. Cloud State University
1991-1998
Minneapolis Public Schools
1983-1988
Twin Cities Orthopedics
1988
Theodore Roosevelt High School
1983
Abstract Cognitive clusters from the Woodcock‐Johnson III (WJ III) Tests of Abilities that measure select Cattell‐Horn‐Carroll broad and narrow cognitive abilities were shown to be significantly related mathematics achievement in a large, nationally representative sample children adolescents. Multiple regression analyses used predict performance on Math Calculation Skills Reasoning WJ Achievement for 14 age groups ranging 6 19 years. Comprehension‐Knowledge (Gc) demonstrated moderate...
Abstract Contemporary Cattell–Horn–Carroll (CHC) theory of cognitive abilities has evolved over the past 20 years and serves as theoretical foundation for a number current ability assessments. CHC provides means by which we can better understand relationships between academic achievement, an important component learning disabilities identification instructional planning. A research synthesis extant cognitive‐achievement (COG‐ACH) literature is reported. Systematic operationally defined...
This study examined the relations between Cattell-Horn-Carroll (CHC) theory of cognitive abilities and reading achievement during childhood adolescence. In a large, nationally representative sample including students 6 to 19 years age, operational measures CHC obtained from Woodcock-Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) were found be significantly related components achievement. Multiple regression analyses used regress several WJ clusters onto Basic Reading Skills...
Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents expert consensus 58 accomplished scholars education, psychology, medicine, law. Survey responses empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained statutory requirements procedures strengthened; 2) neither ability-achievement discrepancy analysis nor...
This study investigated the direct and indirect effects of general intelligence 7 broad cognitive abilities on mathematics achievement. Structural equation modeling was used to investigate simultaneous both students’ A hierarchical model derived from Cattell–Horn–Carroll (CHC) taxonomy for all analyses. The participants consisted 4 age-differentiated subsamples (ranging ages 5 19) standardization sample Woodcock–Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001). Data each were divided...
For over a century, the structure of intelligence has been dominated by factor analytic methods that presume tests are indicators latent entities (e.g., general or g). Recently, psychometric network and theories process overlap theory; dynamic mutualism) have provided alternatives to g-centric models. However, few studies investigated contemporary cognitive measures using methods. We apply Gaussian graphical model age 9-19 standardization sample Woodcock-Johnson Tests Cognitive...
This article describes recent developments in intelligence theory, applied measurement, and research methodology that suggest new is needed to reexamine the relative importance of both general specific cognitive abilities explaining school achievement. A summary results a set studies which examined relationship between g seven Gf-Gc reading mathematics skills, presented. These were designed versus issue manner reflects progress methodology. Analyses conducted separate model calibration...
Comentario a cargo de la Prof. Ps. Graciela ArdoinoDepartamento Ciencias Cognitivas y Salud.Facultad Psicología.Universidad Católica del Uruguay
The relationship between the Woodcock-Johnson Psycho-Educational Battery-Revised (WJ-R) cognitive clusters (Long-Term Retrieval, Short-Term Memory, Visual Processing, Auditory Processing Speed, Comprehension-Knowledge, Fluid Reasoning) and mathematics achievement measures (WJ-R Basic Mathematics Skills Reasoning clusters) was investigated in WJ-R standardization sample. Multiple regression analysis with as predictors criteria at 21 different age groups revealed significant relationships...
This study employed structural equation modeling to examine the effects of Cattell–Horn–Carroll (CHC) abilities on reading decoding skills using five age-differentiated subsamples from standardization sample Woodcock–Johnson III (Woodcock, McGrew, & Mather, 2001). Using Spearman Model including only g, strong direct g were demonstrated at all ages. Two-Stratum and broad abilities, Long-Term Storage Retrieval, Processing Speed, Crystallized Intelligence, Short-Term Memory, Auditory select...
Carroll's treatise on the structure of human cognitive abilities is a milestone in psychometric intelligence research. Thirty years later, work continues to influence research theories and development interpretation tests. A historical review relations between 3S CHC necessitates recommendation that Cattell, Horn, Carroll be reframed as family obliquely correlated theories-not single theory. Next, previously unpublished exploratory factor analysis 46 achievement tests presented....
Abstract This study examined the relative contributions of measures Cattell‐Horn‐Carroll (CHC) cognitive abilities in explaining writing achievement. Drawing from samples that covered age range 7 to 18 years, simultaneous multiple regression was used regress scores Woodcock‐Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) represent CHC broad and narrow onto WJ Basic Writing Skills Written Expression cluster scores. At most levels, Comprehension‐Knowledge demonstrated moderate...