Cognitive Assessment

1. Front Matter

   Pages i-xiii

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2. Neuroimaging and Neuropsychological Assessment

   • Erin D. Bigler

   Pages 1-34

3. Brain Structure and Cognitive Function

   • Lee Willerman, Robert Schultz, J. N. Rutledge, Erin D. Bigler

   Pages 35-55

4. Assessment of Cognitive Function: Exploration of Memory Processing to Topographical Mapping Techniques

   • J. F. DeFrance, C. Hymel, J. Degioanni, D. S. Calkin, S. Estes, F. C. Schweitzer et al.

   Pages 57-71

5. A Model for Contextual Interference Effects in Motor Learning

   • John B. Shea, Robert C. Graf

   Pages 73-87

6. Cognition and Motor Skill Acquisition: Contextual Dependencies

   • David L. Wright, Charles H. Shea

   Pages 89-106

7. Applications of Cognitive Design Systems to Test Development

   • Susan Embretson

   Pages 107-135

8. Evaluating Students’ Errors on Cognitive Tasks: Applications of Polytomous Item Response Theory and Log-Linear Modeling

   • Jonna M. Kulikowich, Patricia A. Alexander

   Pages 137-154

9. Cognitive Modeling of Individual Responses in Test Design

   • Victor L. Willson

   Pages 155-173

10. Variance Components in Generalizability Theory

    • Robert L. Brennan

    Pages 175-207

11. Kant, Wittgenstein, Objectivity, and Structural Equations Modeling

    • Stanley A. Mulaik

    Pages 209-236

12. On the Quality of Test Statistics in Covariance Structure Analysis: Caveat Emptor

    • Peter M. Bentler

    Pages 237-260

13. Back Matter

    Pages 261-269

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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.

• cognition
• cognitive science
• knowledge
• psychology

• Texas A&M University, College Station, USA

  Cecil R. Reynolds

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