The present study investigated the relationship between age and one type of environmental factor, namely, type of school (i.e., private vs. public), and the development of mental planning ability, as measured by the Tower of London (TOL) test. Methods Participants comprised 197 public and 174 private school students, ranging in age from 4 years and 9 months to 8 years and 6 months. Besides th...

The current study examined individual differences in self-initiated processing (SIP) in memory tasks. Participants performed four memory tasks that varied the amount of SIP required at encoding, retrieval, or both as well as cognitive ability measures. It was found that the correlation between recall performance and cognitive abilities changed as a function of the amount of SIP required. Additi...

Two response precuing experiments were conducted to investigate effects of musical skill level on the ability to pre- and re-programme simple movements. Participants successfully used advance information to prepare forthcoming responses and showed response slowing when precue information was invalid rather than valid. This slowing was, however, only observed for partially invalid but not fully ...

Debate about the nature and appropriateness of advocacy by environmental scientists is important--it represents understanding the role of these citizens in our society. Much has been written about advocacy by scientists, and that literature describes substantial diversity in reasons why advocacy by scientists is or is not appropriate. Despite the nature of this literature there has been no comp...

Previous research has suggested that highly hypnotisable participants ('highs') are more sensitive to the bistability of ambiguous figures-as evidenced by reporting more perspective changes of a Necker cube-than low hypnotisable participants ('lows'). This finding has been interpreted as supporting the hypothesis that highs have more efficient sustained attentional abilities than lows. However,...

This study examined the dynamics of cognitive abilities and academic achievement from childhood to early adulthood. Predictions about time-dependent "coupling" relations between cognition and achievement based on R. B. Cattell's (1971, 1987) investment hypothesis were evaluated using linear dynamic models applied to longitudinal data (N=672). Contrary to Cattell's hypothesis, a first set of fin...

Academic Intelligence Academic intelligence refers to the coalescence of memory and analytical abilities to constitute the conventional notion of intelligence—the abilities needed to recall and recognize, and analyze, evaluate, and judge information. These abilities are typically measured by quintessential standardized tests. Research on the relationship between these abilities and leadership, ...