This study used a posttest only design to determine the effects of a strategic thinking program on the Cognitive Abilities Test (CogAT, Form 4) scores of seventh graders who received direct instruction in Strategic Thinking Skills (STS) with the scores of seventh graders who did not receive direct instruction in STS. The study was conducted in a large suburban middle school in north Texas.

All three essays in this thesis are concerned with the interrelation of family, gender and labour market outcomes. The first paper investigates family earnings mobility between parents and sons, and parents and daughters, highlighting the role of assortative mating. The results suggest that daughters are more mobile than sons. I also find that Sweden has a higher degree of mobility compared to the U.S., and that assortative mating is an important underlying channel for earnings transmission. The difference in mobility between the two countries does not inherently depend on factors affecting the marriage match. Moreover, adult economic outcomes are more dependent on family background for those at the lower end of the earnings distribution. The second study analyses the long-run effects of an increase in family size on the 1980-2005 labour market outcomes of Swedish men and women. The decision to have (more) children is dependent on current and future labour market prospects. I use the exogenous variations in the sex composition of the first two children to overcome this endogeneity problem. My findings suggest that having an additional child has a stronger negative impact on earnings than on participation. However, mothers experience a substantial but not complete long-term recovery in earnings. The third paper illustrates the difficulty in disentangling the underlying channels of intergenerational earnings persistence using a path analysis model. On closer examination, such a model has a potential shortcoming since the covariates are correlated to other unobserved factors. The results suggest that education is the most influential mechanism in the earnings transmission process, while IQ, mental ability and BMI are of secondary importance. However, education is sensitive to the inclusion of other covariates and the order in which these are entered into the equation. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.

Syftet med föreliggande studie var att undersöka eventuella skillnader mellan barn med cochleaimplantat (CI) och/eller hörapparat (HA) och normalhörande barn i åldrarna fem till sju år avseende fonologiska och kognitiva förmågor. I studien jämfördes resultat från elva till 44 normalhörande barn med åtta till 25 barn med CI/HA från fyra olika studier. Undersökningsmaterialet utgjordes av kortversionen av Stora fonemtestet, fonologiska representationer, TOWRE samt fem deltest ur testbatteriet SIPS. Testresultaten analyserades kvantitativt och för kortversionen av Stora Fonemtestet även kvalitativt. Resultatet visade att barnen med CI/HA generellt presterade lägre än de normalhörande barnen på test av fonologisk förmåga och fonologiskt arbetsminne, men att de låg i nivå med de normalhörande barnen avseende generellt och visuospatialt arbetsminne. De slutsatser som kunde dras var att barnen med CI/HA presterade signifikant lägre avseende flertalet aspekter av fonologisk förmåga, på gruppnivå, dock var prestationen hos barnen med CI/HA vid uppdelning i åldersgrupper signifikant lägre på test av fonologisk produktion i femårsgruppen, men inte i sex- och sjuårsgrupperna. Beträffande kognitiv förmåga presterade barnen med CI/HA betydligt lägre på test av fonologiskt arbetsminne, men de presterade i nivå med de normalhörande barnen i samma åldrar avseende generellt och visuospatialt arbetsminne. / The aim of the current study was to examine potential differences in phonological and cognitive abilities between children with cochlear implants (CI) and/or hearing aids (HA) and hearing children in the ages five to seven years. The study compared results from eleven to 44 children with normal hearing with eight to 25 children with CI/HA from four different studies. The material consisted of a test of output phonology, a test of phonological representations, TOWRE and five subtests in SIPS. All of the results were analyzed quantitatively and the test of output phonology was also analyzed qualitatively. The results indicated that children with CI/HA in general performed poorer than the hearing children on tests of phonological ability and phonological working memory, but they performed on a par with hearing children on tests of complex and visuospatial working memory. The conclusions that may be drawn are that the children with CI/HA, as a group, exhibited poorer phonological ability on several of tests of phonological ability than the children with normal hearing. When analyzed according to age the children with CI/HA exhibited significantly lower phonological production skills in the group consisting of five year old children, but not in the groups consisting of six and seven year old children. Regarding cognitive ability the children with CI/HA exhibited poorer phonological working memory capacity compared to the children with normal hearing, but regarding complex and visuospatial working memory they exhibited abilities on a par with the children with normal hearing

Selon plusieurs auteurs, l’intelligence générale et les traits de personnalité sont des construits fondamentaux nécessaires à l’adaptation psychosociale des individus. Bien que plusieurs études menées à partir d’échantillons d’adultes aient démontré des liens significatifs entre ces deux construits, peu d’entre elles ont tenté de vérifier si ces relations pouvaient être observées aussi chez les adolescents. De plus, un nombre très restreint d’études ont étudié la question de savoir si les relations entre l’intelligence générale et les traits de personnalité étaient significatives de façon prospective avec un intervalle de temps entre les évaluations. Enfin, les études disponibles ne permettent pas de déterminer si les relations entre l’intelligence générale et les traits de personnalité sont différentes selon le sexe. La présente étude visait à combler ces vides. Les objectifs étaient, d’une part, de déterminer s’il existe des relations prédictives concurrentes et prospectives entre l’intelligence générale et les traits de personnalité chez les adolescents et, d’autre part, de vérifier si ces relations sont différentes entre les garçons et les filles. Les données utilisées proviennent de l’étude longitudinale de la Stratégie d’intervention agir autrement (SIAA). Un large échantillon d’adolescents évalués une première fois en secondaire un et réévalués à nouveau quatre ans plus tard en secondaire cinq a été employé. À la première vague de collecte de données, seule l’intelligence générale a été évaluée, tandis qu’à la deuxième vague, autant l’intelligence générale que les traits de personnalité l’ont été. La modélisation par équations structurales sur des variables latentes a été utilisée pour tester les différentes hypothèses de recherche. Les résultats ont démontré que, sur le plan concurrent, l’intelligence générale et tous les traits de personnalité considérés sont reliés significativement de façon positive, ce qui va partiellement à l’encontre des données obtenues à partir des échantillons d’adultes. Sur le plan prospectif, les résultats ont confirmé que les corrélations diminuent avec le temps, et ce, pour presque tous les traits étudiés. Finalement, les modèles d’équations structurales multi-groupes ont confirmé la présence de différences significatives entre les garçons et les filles pour certains traits de personnalité. Dans l’ensemble, bien que plusieurs résultats de la présente étude obtenus à partir d’un échantillon d’adolescents soient conformes à ceux observés auprès d’échantillons d’adultes, certaines différences intéressantes sont observées. / According to several scholars, general intelligence and personality traits are fundamental constructs that are necessary for individuals’ psychosocial adjustment. Even though several studies showed significant relations between these constructs in adults’ samples, very few attempted to demonstrate if these relations can be observed in adolescents’ samples. Moreover, very few studies verified if these relations between general intelligence and personality traits were also significant prospectively with a time interval between assessments. Furthermore, the available studies do not allow determining if the relations between general intelligence and personality traits are different across gender. This study aimed at filling these gaps. The objectives were to determine if there were concurrent and prospective relations between general intelligence and personality traits in adolescents, as well as to determine if these relations were different across boys and girls. Data were drawn from the New Approaches New Solutions (NANS) longitudinal study. A large sample of adolescents first assessed in grade one, and re-assessed four years later in grade 5 was used. At the first wave of data collection, only general intelligence was assessed, while at the fifth wave, both general intelligence and personality were assessed. Structural equation modeling on latent variables was used to test the different research hypotheses. The results demonstrated that concurrently, general intelligence and all personality traits considered are significantly positively related, which partially contradict data from adults’ samples. Prospectively, the results confirmed that correlations decreased over time for almost all personality traits. Finally, multiple-group structural equations models confirmed there are significant differences between boys and girls for some personality traits. Overall, despite several results converge with those observed with adults’ samples, some interesting differences can be observed when adolescents are studied.

Objective: Despite widespread drug testing in sports and warnings about the potential risks of using anabolic-androgenic steroids (AAS), non-medical use is prevalent among athletes, non-athletes, and disturbingly among adolescents. To date, most research has focused on the anabolic properties and short-term health risks of AAS use. In contrast, studies investigating the effects on cognitive function in men using high doses of multiple exogenous steroids are lacking. The primary purpose of this naturalistic study was to examine the effects of non-medical steroid use on sex-related cognitive abilities in male bodybuilders. The secondary purpose of the study was to evaluate the psychological functioning of male bodybuilders who use AASs. Methods: Eight male bodybuilders who used high doses of AASs were matched with bodybuilding and aerobic controls who had never used AASs, according to age, education, and estimated verbal intelligence. AAS use of the bodybuilders appeared similar to reports in the literature of self-administered AASs regimens used by strength athletes. All groups underwent a battery of cognitive tests and self-report psychological inventories, and had serum total testosterone and binding proteins measured immediately after testing. Cognitive measures selected were those that have previously shown sex differences. The study examined four psychological domains: aggression, personality, body image, and eating-disordered attitudes/behaviours. Results: Male bodybuilders who used AASs scored significantly lower than controls on mental rotations and on the WAIS-III Digit-Symbol Coding subtest. There were no other significant group differences on the cognitive tasks. A curvilinear (inverted U) relationship was identified between spatial ability and total testosterone in men who did not use AASs. As there were only a few AAS users in the current study, there was little power to demonstrate a linear or nonlinear relationship. Overall, there were no significant differences between groups on the psychological variables. AAS users exhibited elevated levels of antisocial personality traits, with 38% scoring in the clinically significant range. Bodybuilders reported some body weight concerns, specifically a drive for muscularity combined with a drive for a well-toned body, with no difference between AAS users and bodybuilding controls. Three AAS users and one bodybuilding control exhibited psychological disturbances, as evidenced by elevated scores on multiple psychological measures. Conclusions: The results of this preliminary study provide some evidence that high doses of AASs in men might influence certain aspects of cognition, specifically reducing complex visuospatial skills and perceptual speed. The data also suggests that endogenous testosterone influences spatial ability in healthy men in a curvilinear fashion. Further research with larger samples of AAS users is required to quantify the cognitive effects of non-medical AAS regimens. The study also contributes to the growing literature on the psychological effects of bodybuilding and AAS use. Although many AAS users and bodybuilders might display minimal psychopathology, there is likely a subgroup of individuals who exhibit clinically significant psychological disturbances. Further research is necessary to identity the nature and severity of psychological symptomatology in this population, and effective modes of treatment.

The present thesis describes the development and assessment of two computer-game-like tests designed to measure two cognitive abilities currently of considerable interest to many researchers: processing speed (Gs) and working memory (WM). It is hoped that such tests could provide a unique and important addition to the range of tests currently employed by researchers interested in these constructs. The results of five separate studies are presented across three published papers. In Paper 1-Study 1 (N = 49) a speeded computerized coding test (Symbol Digit) using the mouse as the response device was assessed. Because speeded tests are thought to be highly sensitive to response methods (Mead & Drasgow, 1994) it was deemed important to first assess how a mouse response method might affect the underlying construct validity of a speeded coding test independently of whether it was game-like. Factor analytic results indicated that the computerized coding test loaded strongly on the same factor as paper-andpencil measures of Gs. For Paper 2-Study 1 (N = 68) a more computer-game-like version of Symbol Digit was developed, Space Code. Development of Space Code involved the provision of a cover story, the replacing of code symbols with ‘spaceship’ graphics, the situating of the test within an overall ‘spaceship cockpit’, and numerous other graphical and aural embellishments to the task. Factor analytic results indicated that Space Code loaded strongly on a Gs factor but also on a factor comprised of visuo-spatial (Gv) ability tests. This finding was further investigated in the subsequent study. Paper 2-Study 2 (N = 74) involved a larger battery of ability marker tests and a range of additional computer-game-like elements were added to Space Code. Space Code included a scoring system, a timer with additional voice synthesized countdowns, aversive feedback for errors, and background music. Factor analysis indicated that after a general factor was extracted Space Code loaded on the same factor as paper-and-pencil measures of Gs and did not load on a factor comprised of non-speeded Gv tests. Paper 3-Study 1 (N = 74) was aimed at assessing a computer-game-like test of WM (Space Matrix) and further assessing Space Code within a broader network of tests. Space Matrix used a dual task format combining a simple version of Space Code with a visually presented memory task based on the Dot Matrix test (Miyake, Friedman, Rettinger, Shah, & Hegarty, 2001). The cover story and scoring system for Space Code was expanded to incorporate this additional memory element. Factor analysis indicated that Space Matrix was loaded on the same first order factor as standard WM tests and the Raven’s Advanced Progressive Matrices (Gf). Space Code was substantially loaded on the second order factor but was weakly loaded on each of two first order factors interpreted as Gs and WM/Gf. A final study is presented (Paper 3-Study2) in which Space Code and Space Matrix was administered to a school aged sample (N=94). Space Matrix exhibited construct validity as well as predictive validity (as a predictor of school grades), while results for Space Code were less encouraging. Space Matrix and Raven’s Progressive Matrices showed comparable relationships to school grades for Mathematics, English and Science subjects. It is concluded that the development of computer-game-like tests represents a promising new format for research and applied assessment of known cognitive abilities. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1342350 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2008

The present thesis describes the development and assessment of two computer-game-like tests designed to measure two cognitive abilities currently of considerable interest to many researchers: processing speed (Gs) and working memory (WM). It is hoped that such tests could provide a unique and important addition to the range of tests currently employed by researchers interested in these constructs. The results of five separate studies are presented across three published papers. In Paper 1-Study 1 (N = 49) a speeded computerized coding test (Symbol Digit) using the mouse as the response device was assessed. Because speeded tests are thought to be highly sensitive to response methods (Mead & Drasgow, 1994) it was deemed important to first assess how a mouse response method might affect the underlying construct validity of a speeded coding test independently of whether it was game-like. Factor analytic results indicated that the computerized coding test loaded strongly on the same factor as paper-andpencil measures of Gs. For Paper 2-Study 1 (N = 68) a more computer-game-like version of Symbol Digit was developed, Space Code. Development of Space Code involved the provision of a cover story, the replacing of code symbols with ‘spaceship’ graphics, the situating of the test within an overall ‘spaceship cockpit’, and numerous other graphical and aural embellishments to the task. Factor analytic results indicated that Space Code loaded strongly on a Gs factor but also on a factor comprised of visuo-spatial (Gv) ability tests. This finding was further investigated in the subsequent study. Paper 2-Study 2 (N = 74) involved a larger battery of ability marker tests and a range of additional computer-game-like elements were added to Space Code. Space Code included a scoring system, a timer with additional voice synthesized countdowns, aversive feedback for errors, and background music. Factor analysis indicated that after a general factor was extracted Space Code loaded on the same factor as paper-and-pencil measures of Gs and did not load on a factor comprised of non-speeded Gv tests. Paper 3-Study 1 (N = 74) was aimed at assessing a computer-game-like test of WM (Space Matrix) and further assessing Space Code within a broader network of tests. Space Matrix used a dual task format combining a simple version of Space Code with a visually presented memory task based on the Dot Matrix test (Miyake, Friedman, Rettinger, Shah, & Hegarty, 2001). The cover story and scoring system for Space Code was expanded to incorporate this additional memory element. Factor analysis indicated that Space Matrix was loaded on the same first order factor as standard WM tests and the Raven’s Advanced Progressive Matrices (Gf). Space Code was substantially loaded on the second order factor but was weakly loaded on each of two first order factors interpreted as Gs and WM/Gf. A final study is presented (Paper 3-Study2) in which Space Code and Space Matrix was administered to a school aged sample (N=94). Space Matrix exhibited construct validity as well as predictive validity (as a predictor of school grades), while results for Space Code were less encouraging. Space Matrix and Raven’s Progressive Matrices showed comparable relationships to school grades for Mathematics, English and Science subjects. It is concluded that the development of computer-game-like tests represents a promising new format for research and applied assessment of known cognitive abilities. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1342350 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2008

The present thesis describes the development and assessment of two computer-game-like tests designed to measure two cognitive abilities currently of considerable interest to many researchers: processing speed (Gs) and working memory (WM). It is hoped that such tests could provide a unique and important addition to the range of tests currently employed by researchers interested in these constructs. The results of five separate studies are presented across three published papers. In Paper 1-Study 1 (N = 49) a speeded computerized coding test (Symbol Digit) using the mouse as the response device was assessed. Because speeded tests are thought to be highly sensitive to response methods (Mead & Drasgow, 1994) it was deemed important to first assess how a mouse response method might affect the underlying construct validity of a speeded coding test independently of whether it was game-like. Factor analytic results indicated that the computerized coding test loaded strongly on the same factor as paper-andpencil measures of Gs. For Paper 2-Study 1 (N = 68) a more computer-game-like version of Symbol Digit was developed, Space Code. Development of Space Code involved the provision of a cover story, the replacing of code symbols with ‘spaceship’ graphics, the situating of the test within an overall ‘spaceship cockpit’, and numerous other graphical and aural embellishments to the task. Factor analytic results indicated that Space Code loaded strongly on a Gs factor but also on a factor comprised of visuo-spatial (Gv) ability tests. This finding was further investigated in the subsequent study. Paper 2-Study 2 (N = 74) involved a larger battery of ability marker tests and a range of additional computer-game-like elements were added to Space Code. Space Code included a scoring system, a timer with additional voice synthesized countdowns, aversive feedback for errors, and background music. Factor analysis indicated that after a general factor was extracted Space Code loaded on the same factor as paper-and-pencil measures of Gs and did not load on a factor comprised of non-speeded Gv tests. Paper 3-Study 1 (N = 74) was aimed at assessing a computer-game-like test of WM (Space Matrix) and further assessing Space Code within a broader network of tests. Space Matrix used a dual task format combining a simple version of Space Code with a visually presented memory task based on the Dot Matrix test (Miyake, Friedman, Rettinger, Shah, & Hegarty, 2001). The cover story and scoring system for Space Code was expanded to incorporate this additional memory element. Factor analysis indicated that Space Matrix was loaded on the same first order factor as standard WM tests and the Raven’s Advanced Progressive Matrices (Gf). Space Code was substantially loaded on the second order factor but was weakly loaded on each of two first order factors interpreted as Gs and WM/Gf. A final study is presented (Paper 3-Study2) in which Space Code and Space Matrix was administered to a school aged sample (N=94). Space Matrix exhibited construct validity as well as predictive validity (as a predictor of school grades), while results for Space Code were less encouraging. Space Matrix and Raven’s Progressive Matrices showed comparable relationships to school grades for Mathematics, English and Science subjects. It is concluded that the development of computer-game-like tests represents a promising new format for research and applied assessment of known cognitive abilities. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1342350 / Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2008

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / Este estudo analisa os efeitos do computador na aprendizagem de crianÃas e adolescentes com deficiÃncia mental, atravÃs de uma intervenÃÃo educacional envolvendo as habilidades de seriaÃÃo, conservaÃÃo de quantidades e inclusÃo de classes. Foram adotados, como fundamentaÃÃo teÃrica, os estudos de Jean Piaget, Vygotsky, Inhelder, Papert e Valente, os quais subsidiaram a construÃÃo da metodologia e anÃlise dos dados coletados. O objetivo deste estudo foi descrever e analisar as estratÃgias de raciocÃnio que ocorrem antes, durante e depois do uso do computador, alÃm de caracterizar as possÃveis mudanÃas cognitivas das habilidades de seriaÃÃo, conservaÃÃo de quantidades e inclusÃo de classes. A pesquisa envolveu prà e pÃs-testes com aplicaÃÃo do Teste de InteligÃncia NÃo-Verbal (INV) e exames clÃnicos piagetianos de seriaÃÃo, inclusÃo de classes e conservaÃÃo de quantidades contÃnuas e descontÃnuas em trÃs grupos: o grupo experimental (GE) realizou atividades com o computador, incluindo trÃs softwares: BalanÃa Serial, Micromundos e Tabletop; o grupo controle (GC) realizou atividades semelhantes ao GE sem o uso do computador; e o grupo de referÃncia (GR) nÃo realizou atividades. Participaram doze crianÃas e adolescentes, na faixa-etÃria de 7 a 16 anos de idade, cujos diagnÃsticos indicavam deficiÃncia mental leve e moderada. Na intervenÃÃo educacional, os alunos foram separados por duplas nos GE e GC. Quanto aos resultados dos grupos, o GE apresentou mudanÃas cognitivas em percentis e nos exames de seriaÃÃo, inclusÃo de classes, conservaÃÃo de quantidades contÃnuas e descontÃnuas; o GC e GR nÃo apresentaram mudanÃas significativas, nesses ocorreram retrocessos em seus resultados. Os resultados da intervenÃÃo educacional com as habilidades cognitivas foram os seguintes: os participantes do GE obtiveram avanÃos na compreensÃo das habilidades cognitivas, contudo, os sujeitos associados ao GC nÃo obtiveram avanÃos na compreensÃo das habilidades. Concluiu-se entÃo que, o computador à uma ferramenta que oferece recursos significativos para potencializar o ato de aprender, a descoberta e situaÃÃes de trabalhos em duplas no processo de aprendizagem. A intervenÃÃo realizada com o computador apresentou benefÃcios na aprendizagem e no desenvolvimento das habilidades cognitivas de seriaÃÃo, conservaÃÃo de quantidades e inclusÃo de classes em crianÃas e adolescentes com deficiÃncia mental.

The aim of this work is to introduce a new assessment method of children's cognitive abilities, the Cognitive Assessment System 2, to examine its criterion concurrent validity in a population of children with special educational needs and analyze the test profiles of these children. In the theoretical part of the work various assessment tools of children's cognitive abilities are presented. The Cognitive Assessment System 2 is also introduced. In the empirical part concurrent criterion validity of the CAS2 is examined via the correlation between the results of CAS2 and the results of other commonly used intelligence tests - it is examined on a sample of children with specific learning disabilities and children with below- average intelligence or mental retardation. The test profiles of children from both groups are analyzed. It was found that the overall scores in the method CAS2 highly correlate with total scores of the WISC-III in a group of children with a below-average intelligence and mental retardation, and with total scores of the WISC-III or the K-ABC in a group of children with specific learning disabilities. This is considered as evidence of the concurrent criterion validity of the CAS2. It was found that the children with a below-average intellect and mental retardation have balanced...