Cognitive Assessment: A Multidisciplinary Perspective - Perspectives on Individual Differences 1994 edition

Marc Notes: Papers presented at a conference, held Oct. 1991, at Texas A&M University.; Includes bibliographical references and indexes. Table of Contents: Neuroimaging and Neuropsychological Assessment; E. D. Bigler . Brain Structure and Cognitive Function; L. Willerman, et al. Assessment of Cognitive Function; J. F. DeFrance et, al. A Model for Contextual Interference Effects in Motor Learning; J. B. Shea, R. C. Graf. Cognition and Motor Skill Acquisition; D. L. Wright, C. H. Shea. Applications of Cognitive Design Systems to Test Development; S. Embretson. Evaluating Students' Errors on Cognitve Tasks; J. M. Kulikowich, P. A. Alexander. Cognitive Modeling of Individual Results in Test Design; V. L. Willson. Variance Components in Generalizability Theory; R. L. Brennan. Kant, Wittgenstein, Objectivity, and Structural Equations Modeling; S. A. Mulaik. On the Quantity of Test Statistics in Covariance Structure Analysis; P. M. Bentler. Index. Publisher Marketing: This volume is an outgrowth of an invitational conference held in October 1991 on the main campus of Texas A&M University and sponsored by a grant from the Dean's Office of the College of Education. The expressed purpose of the conference was to allow researchers from too often dispa- rate areas of research related to individual differences to come together and discuss their approaches to the topic, share ideas, and critique their differing paradigms to shorten the time it takes for researchers in parallel disciplines to discover advances that may aid their own work. We sought to bring together world-class psychometricians and statis- ticians, cognitive scientists, and neuroscientists focused on the common theme of individual differences. Each reviewed advances in his or her own work that has clear implications for enhancing our understanding of indi- vidual differences - from defining and partitioning variance components to modeling individual differences to structural and functional cortical variations that produce individual differences. The Chair of the Department of Educational Psychology at Texas A&M University, Bruce Thompson, took a lead role along with Victor L.

Contributor Bio:  Reynolds, Cecil R Elaine Fletcher-Janzen, EdD, NCSP, teaches at the University of Colorado, Colorado Springs, and consults to area school districts. She also serves as a trainer for American Guidance Service, a publisher of clinical assessment instruments for school psychologists. She has written or edited more than a dozen books on special education, school psychology, and child neuropsychology. Cecil R. Reynolds, PhD, ABPN, is Professor of Educational Psychology and Professor of Neuroscience at Texas A&M University. He has written or edited more than thirty-four books, and is the author of several widely used psychological assessment instruments. Both authors have collaborated on several previous projects, including the "Encyclopedia of Special Education," Second Edition, "The Concise Encyclopedia of Special Education," Second Edition, and "The Childhood Disorders Diagnostic Desk Reference," all from Wiley.