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"WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives provides clinical use and interpretive information for clinical practitioners using the Woodcock-Johnson, Fourth Edition (WJ IV). The book discusses how the cognitive, achievement, and oral language batteries are organized, a description of their specific content, a brief review of their psychometric properties, and best practices in interpreting scores on the WJ IV. Coverage includes the predictive validity of its lower order factors and the clinical information that can be derived from its 60 individual subtests. Part II of this book describes the clinical and diagnostic utility of the WJ IV with young children for diagnosing learning disabilities in both school age and adult populations, and for identifying gifted and talented individuals. Additionally, the book discusses the use of the WJ IV with individuals whose culture and language backgrounds differ from those who are native English speakers and who were born and raised in mainstream US culture"--Provided by publisher.

Woodcock-Johnson Tests of Cognitive Ability. --- WJTCA (Psychology) --- Cognition --- Intelligence tests --- Testing --- Intelligence levels --- Intelligence testing --- IQ tests --- Mental tests --- Psychological tests

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The chapters in this volume derive from a symposium held in Madrid, Spain, from 6-8 November, 1998. Organized and supported by the Autónoma University of Madrid, the meeting was part of the activities of the Special Interest Group (SIG) on Conceptual Change of the European Association for Research on Learning and Instruction (EARLI), coordinated by the editors of this book. The volume brings together contributions from leading researchers investigating the role of conceptual change to enhance meaningful learning in the classroom. The aim of the volume is to present the state of the art on a topic that has become very relevant to explaining how students, and people in general, build their knowledge and incorporate new concepts and ideas. The volume keeps the four main sessions in which the symposium was articulated. They were structured around both theoretical and practical issues of conceptual change. Particular attention was paid to discussing the characteristics of individuals’ prior knowledge and to the more recent topic of how to integrate social, motivational and contextual aspects of learning within conceptual change research (Parts 1 and 2).

Concept learning. --- Learning, Psychology of. --- Cognition in children. --- Philosophy (General). --- Consciousness. --- Psychology, general. --- Learning & Instruction. --- Cognitive Psychology. --- Psychology. --- Learning. --- Instruction. --- Cognitive psychology. --- Comprehension. --- Educational psychology. --- Cognitive ability. --- Psychology, Cognitive --- Cognitive science --- Psychology --- Learning process --- Comprehension --- Education --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health --- Understanding --- Apperception --- Learning, Psychology of --- Memory

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Using data they collected in rural Burkina Faso, the authors examine how children's cognitive abilities influence resource constrained households' decisions to invest in their education. This paper uses a direct measure of child ability for all primary school-aged children, regardless of current school enrollment. The analysis explicitly incorporates direct measures of the ability of each child's siblings (both absolute and relative measures) to show how sibling rivalry exerts an impact on the parents' decision of whether and how much to invest in their child's education. The findings indicate that children with one standard deviation higher own ability are 16 percent more likely to be currently enrolled, while having a higher ability sibling lowers current enrollment by 16 percent and having two higher ability siblings lowers enrollment by 30 percent. The results are robust to addressing the potential reverse causality of schooling influencing child ability measures and using alternative cognitive tests to measure ability.

Achievement --- Achievement tests --- Child labor --- Cognitive ability --- Early childhood --- Education --- Educational Sciences --- Gender --- Gender and Law --- Gender difference --- Governance --- Human development --- Individual characteristics --- Intelligence --- Modeling --- Only children --- Perception --- Personality --- Personality traits --- Primary Education --- Primary school --- Problem solving --- Psychology --- Street Children --- Urban Development --- Working memory --- Young children --- Youth and Governance

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There are many different theories of intelligence. Although these theories differ in their nuances, nearly all agree that there are multiple cognitive abilities and that they differ in the breadth of content they are typically associated with. There is much less agreement about the relative importance of cognitive abilities of differing generality for predicting important real-world outcomes, such as educational achievement, career success, job performance, and health. Some investigators believe that narrower abilities hold little predictive power once general abilities have been accounted for. Other investigators contend that specific abilities are often as—or even more—effective in forecasting many practical variables as general abilities. These disagreements often turn on differences of theory and methodology that are both subtle and complex. The five cutting-edge contributions in this volume, both empirical and theoretical, advance the conversation in this vigorous, and highly important, scientific debate.

general cognitive ability --- second stratum abilities --- narrow abilities --- cognitive abilities --- ability tilt --- identification --- occupational attainment --- scholastic performance --- longevity --- non-g residuals --- specific abilities --- higher-order factor model --- bifactor model --- intelligence --- general intelligence (g) --- specific factors --- academic achievement --- hierarchical factor model --- educational attainment --- nested-factor models --- ability differentiation --- general abilities --- relative importance --- relative importance analysis --- bifactor(S-1) model --- subscores --- g-factor --- school grades --- non-g factors --- nested-factors model --- general mental ability --- cognitive tests --- specific cognitive abilities --- curvilinear relations --- specific ability --- situational specificity --- predictor-criterion bandwidth alignment --- job performance --- health --- machine learning --- academic performance --- general factor --- Intelligence. --- Forecasting. --- Forecasts --- Futurology --- Prediction --- Human intelligence --- Intelligence --- Mind --- Ability --- Psychology --- Thought and thinking

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