428A. Psycho-Educational Characteristics of the Mentally Retarded (ED 428A.) Fall, Summer. 3(3-0) CEP 460A or approval of department. Cognitive, affective and social characteristics of the mentally retarded. Implications for school learning and life adjustment. Differentiation of mental retardation from related conditions. 428B. Curriculum for the Mentally Retarded (ED 428B.) Fall, Summer. 3(3-...

45 Appraisal Inference from Synthetic Facial Expressions; Ilaria Sergi, Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland Chiara Fiorentini, Swiss Center for Affective Sciences, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland Stéphanie Trznadel, Swiss Center for Affective Sciences, University of Geneva, Geneva, Switzerland K...

This is both an exciting and a challenging point in history for taking up editorship of the Journal of Educational Psychology. We are living through a new era of accountability in the K–12 school systems, with No Child Left Behind and a bewildering number of different standards among the states throughout the country. Most high school graduates enroll in colleges and universities, so these stan...

Fifty-nine special needs adolescents [mild intellectual disability (n=16, 9 males and 7 females); moderate intellectual disability (n=33, 14 males and 19 females) and, learning disability (n=10, 7 males and 3 females) aged 16-19 years were administered the Wechsler Adult Intelligence Scale – Third edition (WAIS-III) to examine how comparable the profiles of Australian special needs adolescents ...

The transition to primary school is an important time for both children and parents. The aim of this randomized controlled study was to assess the effectiveness of a Transition to Primary School Parent Program in strengthening parent knowledge and confidence to manage the transition process, increasing parent involvement in their children’s learning, and improving child adjustment to starting s...

This project examined some of the common constraints on reliable cognitive assessment for children over time. Repeated measures design (n = 133) was with younger (5 & 6 year old, n = 64) and older (7 & 8 year old, n = 69) children. Results showed that children’s self-concepts moderated the test-retest reliability over extended intervals for younger and older children. Social self-categorization...

Woo-kyoung Ahn*, Charles Kalish, Susan A. Gelman, Douglas L. Medin, Christian Luhmann, Scott Atran, John D. Coley, Patrick Shafto Department of Psychology, Vanderbilt University, Nashville, TN 37203, USA Department of Educational Psychology, University of Wisconsin, Madison, WI 53706, USA Department of Psychology, University of Michigan, Ann Arbor, MI 48109-1109, USA Department of Psychology, N...

There are numerous projects at the University of Memphis Institute for Intelligent Systems (IIS) that involve a marriage of natural language processing, computational linguistics, psychology, and educational technologies. We use natural language and computational linguistic technologies to accomplish a variety of goals related to psychology and educational practice, including text analysis and ...