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definitions and examples of base knowledge, strategies, metacognitive understanding, and executive routines review research on superordinate cognition of categorically different children, and . . . identify methodological problems in this literature highlight interactions among subordinate and superordinate cognition, and suggest a theoretical integration of hypotheses about base knowledge, strategies, metacognitive understanding, and executive processes (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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theories of child development: Localized or general classifying special children / defining mental retardation / defining learning disability / defining giftedness comparative approaches to cognitive development (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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individual differences in processes that influence the manipulation and storage of information in short-term, or working, memory processes related to the retention of verbal material ways in which individual differences in working memory can, or cannot, account for differences between individuals on tasks that have ecological importance in everyday living (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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structure and process in semantic memory episodic memory and ability rival hypotheses about strategies and knowledge semantic processing deficits in learning-disabled children (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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three types of problem-solving tasks / transformation / inducing structure / arrangement problem-solving and mental retardation problem-solving and intellectual giftedness problem-solving and learning disabilities (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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my goal in the essay is to propose a general theory of intelligence that can explain, at some level and within a single conceptual framework, the psychological phenomena of retardation, disability and giftedness the remainder of the essay is divided into three parts / first, I shall seek to define the constructs for which an explanation is sought / second, I will present the rudiments of my "triarchic" theory of human intelligence, describing at each step of the presentation how the theory can be used to account for the various kinds of exceptional intelligence / finally, I will summarize and integrate the material in the earlier parts of the paper, and draw some conclusions about the nature of intellectual exceptionality (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)
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evidence from a variety of cognitive tasks for individuals differing in intelligence and reading ability has been examined common sources of differences in the speed and efficiency of elementary cognitive processes among retarded, gifted, and reading-disabled people (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)
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review [of] literature on metacognition and executive processes with a view to assessing the similarities or differences in psychological processes that operate in special children model of metacognition that serves as a framework for contrasting gifted, retarded, and learning-disabled children in terms of processing components that are essential for higher-order cognitive performance (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: chapter)