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.
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.
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.
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.
1 Neuroimaging and Neuropsychological Assessment.- 2 Brain Structure and Cognitive Function.- 3 Assessment of Cognitive Function: Exploration of Memory Processing by Topographical Mapping Techniques.- 4 A Model for Contextual Interference Effects in Motor Learning.- 5 Cognition and Motor Skill Acquisition: Contextual Dependencies.- 6 Applications of Cognitive Design Systems to Test Development.- 7 Evaluating Students' Errors on Cognitive Tasks: Applications of Polytomous Item Response Theory and Log-Linear Modeling.- 8 Cognitive Modeling of Individual Results in Test Design.- 9 Variance Components in Generalizability Theory.- 10 Kant, Wittgenstein, Objectivity, and Structural Equations Modeling.- 11 On the Quality of Test Statistics in Covariance Structure Analysis: Caveat Emptor.- Author Index.
Inhaltsverzeichnis
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.
Springer Book Archives
