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Books on the topic 'Differences in abilities'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Fund, International Monetary, ed. Credit markets with differences in abilities: Education, distribution, and growth. International Monetary Fund, 1994.

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2

Miller, Joseph C. Differences between Japanese and American innovative abilities: The effect of culture. Indiana Center for Global Business, the School of Business, Indiana University, 1989.

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3

Lavado, Pablo. Cognitive and non-cognitive skills and wages: The role of latent abilities on the gender wage gap in Peru. Young Lives, 2013.

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4

Wilson, Ronald Graham. Gender differences in intelligence personality and primary mental abilities among Irish children. The Author], 1990.

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5

Wilson, Ronald Graham. Gender differences in intelligence personality and primary mental abilities among Irish Children. The Author ], 1990.

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6

Ruth, Kanfer, Ackerman Phillip Lawrence 1957-, and Cudeck Robert, eds. Abilities, motivation, and methodology. L. Erlbaum Associates, 1989.

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7

Dowker. Individual Differences Mathematical Abilities. Taylor & Francis Group, 2005.

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8

Halpern, Diane F. Sex Differences in Cognitive Abilities. Taylor & Francis Group, 2000.

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9

Halpern, Diane F. Sex Differences in Cognitive Abilities. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203816530.

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10

Dowker, Ann. Individual Differences in Arithmetical Abilities. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.034.

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This chapter discusses individual differences in arithmetic. It deals relatively briefly with the findings about the general large extent of such differences in both children and adults. It then discusses findings that indicate that it is inadequate to speak of arithmetical ability as a single characteristic. Rather, it is made up of many components, which may correlate, but also show significant functional independence. Discrepancies between any two such components, in both directions, can be frequently observed. There is evidence for this from many sources, including studies of patients with

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11

Halpern, Diane F. Sex Differences in Cognitive Abilities. Psychology Press, 2000. http://dx.doi.org/10.4324/9781410605290.

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12

Sex differences in cognitive abilities. 4th ed. Psychology Press, 2012.

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13

Halpern, Diane F. Sex Differences in Cognitive Abilities. Taylor & Francis Group, 2000.

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14

Sex differences in cognitive abilities. Erlbaum Associates, 1986.

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15

Sex differences in cognitive abilities. 3rd ed. L. Erlbaum Associates, 2000.

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16

Sex differences in cognitive abilities. 2nd ed. L. Erlbaum Associates, 1992.

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17

Spatial abilities. Productions Doku, Inc. : Princeton, NJ, 2006.

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18

Halpern, Diane F. Sex Differences in Cognitive Abilities: 4th Edition. Taylor & Francis Group, 2013.

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19

Halpern, Diane F. Sex Differences in Cognitive Abilities: 4th Edition. Taylor & Francis Group, 2013.

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20

Halpern, Diane F. Sex Differences in Cognitive Abilities: 3rd Edition. Taylor & Francis Group, 2014.

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21

Halpern, Diane F. Sex Differences in Cognitive Abilities: 3rd Edition. Taylor & Francis Group, 2014.

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22

Halpern, Diane F. Sex Differences in Cognitive Abilities: 3rd Edition. Taylor & Francis Group, 2014.

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23

Halpern, Diane F. Sex Differences in Cognitive Abilities: 3rd Edition. Taylor & Francis Group, 2014.

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24

Halpern, Diane F. Sex Differences in Cognitive Abilities: 4th Edition. Taylor & Francis Group, 2013.

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25

Halpern, Diane F. Sex Differences in Cognitive Abilities: 4th Edition. Taylor & Francis Group, 2013.

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26

We All Have Different Abilities (Pebble Plus: Celebrating Differences). Raintree, 2017.

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27

Mele, Alfred R. Agents’ Abilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190659974.003.0004.

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This chapter distinguishes among three kinds, levels, or grades of ability to act: simple ability to A; ability to A intentionally; and a more reliable kind of ability to A associated with promising to A. The chapter’s topic is kinds, levels, or grades of ability—not the metaphysics of ability. It is argued that theorists who disagree with one another about the metaphysics of ability can and should accept the three-part distinction. Topics addressed include a distinction between general and specific abilities, commitments of a commonsense conception of ability, differences between compatibilis

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28

Birdsall, Peter. Sex differences in verbal and visuo-spatial abilities: Factors and implications. 1988.

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29

Abilities, Motivation and Methodology: The Minnesota Symposium on Learning and Individual Differences. Lawrence Erlbaum, 1989.

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30

Herman, Steve. Celebrate Our Differences: A Story about Different Abilities, Special Needs, and Inclusion. Digital Golden Solutions LLC, 2021.

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31

Kanfer, Ruth, and Phillip Lawrence Ackerman. Abilities, Motivation, and Methodology: The Minnesota Symposium on Learning and Individual Differences. Lawrence Erlbaum Associates, 1989.

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32

Lindsay, Linda Suzanne *. Differences in the cognitive abilities of orientals and caucasians: fact or fallacy? 1989.

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33

Herman, Steve. Celebrate Our Differences: A Story about Different Abilities, Special Needs, and Inclusion. Digital Golden Solutions LLC, 2021.

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34

Abilities, Motivation and Methodology: The Minnesota Symposium on Learning and Individual Differences. Routledge, 2014.

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35

Furnham, Adrian. Intelligence and Cognitive Abilities at Work. Edited by Susan Cartwright and Cary L. Cooper. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199234738.003.0002.

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Few areas of psychology attract as much discussion and debate as the topic of intelligence, more particularly, the use of intelligence tests in selection at work. More academic researchers have been attacked, hounded, sacked, and vilified for what they have written about intelligence than about any other topic. There is also still considerable debate about the role of intelligence testing in the educational settings. However, the science and the practice of intelligence testing remain far apart because of the history of misunderstanding, misapplications, and political differences. It remains d

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36

Habilidades diferentes (Different Abilities) (Bullfrog Books en Espanol: Celebrando las diferencias (Celebrating Differences)) (Spanish Edition). Jump!, 2017.

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37

Franks, David D. Sex Differences in the Human Brain. Edited by Rosemary L. Hopcroft. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190299323.013.6.

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In this chapter, the different meanings of the terms sex and gender are discussed: Sex is biological, and gender has to do with social roles. Biological differences such as genes are discussed next, including a discussion of whether these differences should be considered as either/or distinctions or as continuums. Differences in social skills are discussed. Next, differences in the brain’s gray and white matter are explored. Various parts of the brain and the abilities they support are then presented. How sex differences in the brain complement each other is explored, as well as differences an

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38

Hammel, Alice M., and Roberta L. Yee. Teaching Music to Students with Differences and Disabilities. Oxford University PressNew York, NY, 2024. http://dx.doi.org/10.1093/9780197748244.001.0001.

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Abstract Accompanying the third edition of Teaching Music to Students with Differences and Disabilities, this Practical Resource brings together theory, policy, and planning for instruction in K–12 music classrooms. Equipping music educators with an understanding necessary to implement teaching ideas into the domains of cognition, communication, behavioral, emotional, and physical needs, this book provides classroom-tested lesson plans that include procedure outlines and assessments, as well as guides for adaptation, accommodations, and modification needed for successful implementation in K–12

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39

Differences in perceptual abilities in gifted and non-gifted children as measured by the MacGregor Perceptual Index. 1985.

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40

LeFevre, Jo-Anne, Emma Wells, and Carla Sowinski. Individual Differences in Basic Arithmetical Processes in Children and Adults. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.005.

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This chapter describes the four main sources of individual differences in arithmetic that have been identified through research with children and adults. Numerical quantitative knowledge invokes basic cognitive processes that are either numerically specific or are recruited to be used in quantitative tasks (e.g. subitizing, discrimination acuity for approximate quantities). Attentional skills, including executive attention and various aspects of working memory are important, especially for more complex procedures. Linguistic knowledge is used within arithmetic to learn number system rules and

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41

Lee, Jean. Spot the Picture Differences Coloring Book : on the Farm: Easy 2-In-1 Activity Puzzle Book for All Ages and Abilities. Independently Published, 2022.

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42

Lee, Jean. Spot the Picture Differences Coloring Book : Cats and Dogs Edition: Easy 2-In-1 Activity Puzzle Book for All Ages and Abilities. Independently Published, 2022.

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43

Making a Difference - Profiles in Abilities. Canadian Abilities Foundation, 2001.

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44

Van Herwegen, Jo, and Annette Karmiloff-Smith. Genetic Developmental Disorders and Numerical Competence across the Lifespan. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.031.

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Due to their frequent uneven cognitive profiles, genetic developmental disorders allow researchers to investigate which numerical sub-system of those present in typically developing infants best predicts subsequent numerical abilities. More importantly, they can provide evidence of which other cognitive abilities outside number are necessary for the successful development of these numerical sub-systems. We discuss evidence from cross-syndrome comparisons of adults, adolescents, children, and infants with Williams syndrome and those with Down syndrome to show that the approximate magnitude sub-

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45

Siegel, Harvey. How Should We Educate Students Whose Cultures Frown upon Rational Disputation? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190682675.003.0017.

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`How should public education in democratic states deal with the cultural diversity brought about by contemporary globalization? My suggestion is that key to democratic public education is the obligation to foster in students the skills and abilities, and attitudes and dispositions, needed to participate fully in democratic decision-making. Of central importance are the abilities and dispositions required for critical thinking and rational argumentation: evaluating arguments of others, constructing arguments of one’s own that might rationally persuade one’s fellow citizens, etc. Without these a

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46

Copeland, Clayton A., ed. Disabilities and the Library. ABC-CLIO, LLC, 2022. http://dx.doi.org/10.5040/9798216184997.

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Librarians need to understand the needs and abilities of differently abled patrons, and anyone responsible for hiring and managing librarians must know how to provide an equitable environment. This book serves as an educational resource for both groups. Understanding the needs and abilities of patrons who are differently abled increases librarians' ability to serve them from childhood through adulthood. While some librarians are fortunate to have had coursework to help them understand the needs and abilities of the differently abled, many have had little experience working with this diverse gr

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47

Mizumoto, Masaharu. “Know” and Its Japanese Counterparts, Shitte-iru and Wakatte-iru. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190865085.003.0006.

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This chapter examines two Japanese (purported) knowledge verbs, shitte-iru and wakatte-iru, first through the data of felicity judgment and then data from questionnaire surveys with standard epistemological vignettes. Even though they are mostly intersubstitutable, such data show significant differences in usage, where shitte-iru seems independent of practical concerns while wakatte-iru looks sensitive to practical abilities. The comparison with the English “know” shows that it is consistently closer to wakatte-iru, contrary to what almost all Japanese speakers think. But the differences betwe

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48

Becker, Lawrence C. Disability, Basic Justice, and Habilitation into Basic Good Health. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198812876.003.0010.

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Focusing on the human necessity of habilitation leads to a more inclusive and adequate account of the circumstances of justice. Such an account involves paying persistent attention to similarities and differences in the physical and psychological abilities of actual human agents. That in turn leads to equally persistent attention to the basic good health (or lack of it) in such agents, and to their inabilities (disabilities) and abilities. Such attention to basic good health then yields a disability-friendly starting point for the construction of normative theories of basic justice generally.

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49

Animal Abilities: Disability, Species Difference, and American Literary Experimentation. [publisher not identified], 2020.

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50

Clarke, Sally-Ann, Jo Lawford, Linda Sheppard, and Christine Eiser. Research with children. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198527565.003.0004.

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This chapter argues first that issues of working with children are unique. There are differences in the kinds of diseases that affect children, and critically in their abilities to answer questions and take part in research generally. Second, it describes some of the special considerations that need to be made when working with children, focusing on the advantages and disadvantages of using interviews, questionnaires or observational studies. Third, it identifies some key points for work with children in the future.

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