Increased age in adulthood is associated with systematically more negative cognitive change, but relatively little is known about the nature of change at different ages. The present study capitalized on the hierarchical structure of cognitive abilities to investigate possible age differences in the level at which change operates. Reductions in the longitudinal associations between test scores w...

Theories about reading have moved away from viewing the reader as a passive recipient of textual input, as a tabula rasa upon which the author sketches his or her message. Under this view, reading comprehension is easily explained by the success of the textual input entering and staying intact within the mind of the reader. Adopting this view, some character educators can assert that reading mo...

Although cross-sectional (between-person) comparisons consistently reveal age-related cognitive declines beginning in early adulthood, significant declines in longitudinal (within-person) comparisons are often not apparent until age 60 or later. The latter results have led to inferences that cognitive change does not begin until late middle age. However, because mean change reflects a mixture o...

Adaptive fact learning systems have been developed to make optimal use of testing and spacing effects by taking into account individual differences in learning efficiency. Measures derived from these systems, capturing the individual differences, predict later performance in similar and different fact learning tasks. Additionally, there is a rich body of literature showing that individual diffe...

Cognitive styles can be characterized as individual differences in the way people perceive, think, solve problems, learn, and relate to others. Field dependence/independence (FDI) is an important and widely studied dimension of cognitive styles. Although functional imaging studies have investigated the brain activation of FDI cognitive styles, the combined structural and functional correlates w...