Advances in Cognition and Educational Practice: Cognition and Educational Practice v.1

PART A Part 1 Intelligence and cognition: why is it hard to improve cognitive competence? - a cognitive science perspective, Earl Hunt; ability and modifiability - what, how and how much?, H. Carl Haywood and Harvey N. Switzky; the demise of G and the consequent rise of cognitive education, Jack Naglieri. Part 2 Social interaction and cognition: the social role in cognitive education and development, Milton Schwebel; cognitive and emotional interplay in early development - the mediational role of parents, Pnina Klein. Part 3 The assessment of cognitive abilities: dynamic assessment - some thoughts on the model, the medium and the message, Carol Lidz; learning tests - the concept, main research findings, problems and trends, Juergen Guthke; principles of dynamic assessment - the application of a specific model, Jerry S. Carlson and Karl Heinz Widel. PART B Part 1 The remediation of cognitively efficient performance: cognitive and behavioural analyses of transfer of learning are functionally equivalent, Earl Butterfield et al; principles of change models in school psychology and education, Mogens Jensen; teaching for transfer - a programme for remediation in reading, S.A.S. Crawford and J.P. Das; applications of adaptations of Feuerstein's instrumental enrichment programme in South Africa, Mervyn Skuy and Mantia Mentis. Part 2 Giftedness and creativity: giftedness, creativity and productive thinking - towards a unification of theoretical concepts and empirical research, Manfred Tuecke-Bressler; gifted women's lives - aspirations, achievement, and personal adjustment, Carol Tomlinson-Keasey and E.U. Blurton; giftedness, creative efforts and identity - their relationship to one another, Robert Albert. Part 3 teacher education: changing teachers' practice - issues in cognitive education inservice, Marilyn Samuels and M. Anne Price.