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Books on the topic 'Cognitive development test'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Yoes, Michael E. Development and standardization of a new cognitive screening test: The Minnesota Cognitive Acuity Screen (MCAS). [S.l.]: Nation's CareLink, 1999.

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2

Wardt, Veronika van der. Development of the cognitive computerized test battery for individuals with intellectual disabilities (CCIID) for the classification of athletes with intellectual disabilities. Hauppauge, N.Y: Nova Science Publishers, 2010.

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3

Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.

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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.

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4

Rowe, Helga A. H. Language-free evaluation of cognitive development: NAT. Hawthorn, Vic: Australian Council for Educational Research, 1986.

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5

Lissitz, Robert W. Assessing and modeling cognitive development in school. Maple Grove, Minn: JAM Press, 2007.

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6

Budovitch, Seema M. Infant tests as predictive of subsequent cognitive development and academic achievement. Ottawa: National Library of Canada, 1990.

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7

Colombo, John. Infant cognition: Predicting later intellectual functioning. Newbury Park, Calif: Sage Publications, 1993.

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8

Biba, Anna. Methods of preparing children to learn Russian at school. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/991911.

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The textbook is aimed at developing professional competencies in preparing preschool children to learn Russian at school.it reveals the current content of preparing preschoolers to learn reading and writing in primary school, contains a method for teaching them sound word analysis, reading syllables and words in accordance with a scientifically based sound analytical and synthetic method, a technique for teaching children to print letters and syllables, and describes opportunities for cognitive development of preschool children in the process of speech work. The methodological material is accompanied by examples from the speech of preschool children and their training practices. A test is offered for professional self-control over the assimilation of the corresponding methodology in General. The appendices contain methodological illustrative and reference material. Meets the requirements of Federal state educational standards of higher education of the latest generation. For undergraduate students in the field of "Pedagogical education", it can also be used by undergraduates in the study of a course on the cognitive development of preschool children and in the process of professional development and retraining of employees of preschool educational institutions and primary school teachers.

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9

Noord, Nancy Lynn Van. Development and evaluation of a self-talk assessment instrument for tennis players. Eugene, Oregon: Microform Publications, 1986.

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10

Instrument development in the affective domain. Boston: Kluwer-Nijhoff, 1986.

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11

Infant assessment. Boulder, CO: Westview Press, 1997.

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12

Rhea, Paul, ed. The clinical assessment of language comprehension. Baltimore: P.H. Brookes Pub. Co., 1995.

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13

Young children's close relationships: Beyond attachment. Newbury Park, Calif: Sage Publications, 1993.

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14

B, Wolf Marian, ed. Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings. 2nd ed. Boston: Kluwer Academic Publishers, 1993.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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17

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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18

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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19

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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20

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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21

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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22

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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23

Klauer. Cognitive Development Program for Children/Test. Hogrefe & Huber Pub, 1994.

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24

H, Irvine S., Kyllonen Patrick C, Air Force Human Resources Laboratory., and Educational Testing Service, eds. Item generation for test development. Mahwah, N.J: L. Erlbaum Associates, 2002.

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25

Kyllonen, Patrick C., and Sidney H. Irvine. Item Generation for Test Development. Taylor & Francis Group, 2015.

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26

Assessing empathy development: Toward a test of cognitive-developmental and functional models. 1988.

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27

The Baby Development Test A Stepbystep Guide To Your Babys Development From Birth To 5 Years. Vermilion, 2006.

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28

Prototypes of cognitive measures for Air Force officers: Test development and item banking. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1990.

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29

Capute, Arnold J., and Pasquale J. Accardo. The Capute Scales: Cognitive Adaptive Test/Clinical Linguistic & Auditory Milestone Scale. Brookes Publishing Company, 2005.

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30

Capute, Arnold J., and Pasquale J. Accardo. The Capute Scales: Cognitive Adaptive Test/ Clinical Linguistic & Auditory Milestone Scale (CAT/CLAMS). Brookes Publishing Company, 2005.

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31

Riverside 2000: Technical summary I : Iowa Tests of Basic Skills, Tests of Achievement and Proficiency, Iowa Tests of Educational Development, Cognitive Abilities Test. Chicago: Riverside Pub. Co., 1994.

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32

Dweck, Carol S. Social Development. Edited by Philip David Zelazo. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199958474.013.0008.

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This chapter describes new theories, concepts, and methods that are being brought to bear on the central questions of social development, and it highlights the unprecedented interdisciplinary nature of current research in social development. Topics include the foundations of “social-ness” and its role in making humans unique; new findings on gene–environment and temperament–environment interactions and their role in the emergence of important social outcomes; ways in which socialization experiences are carried forward in children’s mental representations and physiological changes; the impact of different agents of socialization, such as parents, peers, and media; the mutual influence of cognitive and social development, and the ways in which social-cognitive interventions can boost intellectual performance; and the burgeoning area of intergroup perception and interaction. Throughout I discuss the implications of recent discoveries for interventions, and the ways in which interventions both test theories and speak to the plasticity of developing systems.

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33

Edelen, Maria, Anthony Rodriguez, Sangeeta Ahluwalia, Emily Chen, Catherine Cohen, Sarah Dalton, Jason Etchegaray, et al. Development and Evaluation of Candidate Standardized Patient Assessment Data Elements: Findings from the National Beta Test (Volume 4: Cognitive Function). RAND Corporation, 2019. http://dx.doi.org/10.7249/rr3004.3.

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34

Screening cognitive development through evaluation of human figure drawings according to a representational space scoring system and the Goodenough-Harris scoring system. Thesis, 1988.

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35

McCormick, Joan Boerschig. Screening cognitive development through evaluation of human figure drawings according to a representational space scoring system and the Goodenough-Harris scoring system. 1988.

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36

Edelen, Maria, Anthony Rodriguez, Sangeeta Ahluwalia, Emily Chen, Catherine Cohen, Sarah Dalton, Jason Etchegaray, et al. Development and Evaluation of Candidate Standardized Patient Assessment Data Elements: Findings from the National Beta Test (Volume 8: Observational Assessments of Cognitive Function, Mental Status, and Pain). RAND Corporation, 2019. http://dx.doi.org/10.7249/rr3004.7.

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37

The marshmallow test: Mastering self-control. Little, Brown and Company, 2014.

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38

Mischel, Walter. The Marshmallow Test: Mastering Self-Control. Brilliance Audio, 2014.

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39

H, Bruininks Robert, ed. Development and standardization of the scales of independent behavior. Allen, Tex: DLM Teaching Resources, 1985.

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40

Neuropsychological Differential Diagnosis (Studies on Neuropsychology, Development, and Cognition). Psychology Press, 1999.

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41

Marshmallow Test: Understanding Self-Control and How to Master It. Penguin Random House, 2015.

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42

Fessler, Daniel M. T., and Edouard Machery. Culture and Cognition. Edited by Eric Margolis, Richard Samuels, and Stephen P. Stich. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195309799.013.0021.

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The article provides an overview on the approaches used to study the relation between culture and cognition. Psychological universals can be defined as those traits, processes, dispositions, or functions that recur across cultures, with at least a subset of each population exhibiting the trait. The strongest test of the universality of a given psychological trait is to search for it across maximally disparate cultures because traits may recur across cultures due to cultural influences alone. One methodological concern, however, is that whether or not a trait is identified in different cultures will depend in part on how the trait is defined. Some traits may be psychological universals because they are homologies. A trait is generatively entrenched if its development is a necessary condition for the development of other traits. Most modifications of a generatively entrenched trait are selected against because they prevent the development of these other traits. The approximate number sense, evident in cultures as diverse as small-scale hunter-horticulturalist societies and modern, technologically complex societies, is also present in numerous animal species. A number of uniquely human psychological traits are also universal because their development has been canalized during the evolution of human cognition. Natural selection selects against development pathways that rely on specific environmental inputs when these environmental inputs vary, when variation in these environmental inputs cause the development of variable traits, and when there is a single optimally adaptive variant.

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43

Anderson, Mike. Development of Intelligence. Taylor & Francis Group, 1997.

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44

Anderson, Mike. Development of Intelligence. Taylor & Francis Group, 1997.

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45

Dantzig, Stephen A. A guide to the theory, administration, and interpretation of the Southern California Ordinal Scales of Development--Cognition. Dantzig Educational Service, 2002.

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46

Miskowiak, Kamilla W., and Lars V. Kessing. Cognitive enhancement in bipolar disorder: current evidence and methodological considerations. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198748625.003.0026.

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Cognitive dysfunction is an emerging treatment target in bipolar disorder (BD). Numerous trials have assessed the efficacy of novel pharmacological and psychological treatments on cognition. Overall, the results are disappointing, possibly due to methodological challenges. A key issue is the lack of consensus on whether and how to screen for cognitive impairment and on how to assess efficacy. We suggest that screening for cognitive impairment is critical and should involve objective neuropsychological tests. We also recommend that the primary outcome is a composite of neuropsychological tests with socio-occupational function as co-primary or secondary outcome. Trials should include fully or partially remitted patients, ensure that concomitant medication is kept stable and that statistical methods include mixed models or similar ways to take account of missing values. Future treatment development should implement a ‘circuit-based’ neuroimaging biomarker model to examine neural target engagement. Interventions targeting multiple treatment modalities may also be beneficial.

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47

Mike, Anderson, ed. The development of intelligence. Hove, East Sussex, UK: Psychology Press, 1999.

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48

van Wingerden, Evelien, Arjan van Tilborg, and Hans van Balkom. Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0012.

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Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.

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49

Noomi, Katz, Allen Claudia Kay, and Burke Janice P, eds. The Development of standardized clinical evaluations in mental health. New York: Haworth Press, 1988.

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50

Gable, Robert K. Instrument Development in the Affective Domain. Springer, 2014.

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