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Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests

Intelligence (Norwood), 2012-03, Vol.40 (2), p.123-138

2012

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Working Memory Training and Transfer in Older Adults: Effects of Age, Baseline Performance, and Training Gains

Developmental psychology, 2014-01, Vol.50 (1), p.304-315

2014

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Early Childhood Vigilance Test (ECVT) of Attention in Younger HIV-Exposed Ugandan Children Predicts Tests of Variables of Attention (TOVA) at School Age

Neuropsychology, 2022-03, Vol.36 (3), p.185-194

2022

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Woodcock-Johnson-III, Kaufman Adolescent and Adult Intelligence Test (KAIT), Kaufman Assessment Battery for Children (KABC), and Differential Ability Scales (DAS) Support Carroll but Not Cattell-Horn

Psychological assessment, 2017-08, Vol.29 (8), p.1001-1015

2017

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Neurocognitive testing in West African children 3–6 years of age: Challenges and implications for data analyses

Brain research bulletin, 2019-02, Vol.145, p.129-135

2019

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Neurocognitive development in isolated Robin sequence treated with the Tuebingen palatal plate

Clinical oral investigations, 2022-07, Vol.26 (7), p.4817-4823

2022

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The Efficacy of a Vocabulary Intervention for Dual-Language Learners with Language Impairment

Journal of speech, language, and hearing research, 2013-04, Vol.56 (2), p.748-765

2013

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Neurodevelopmental assessment at one year of age predicts neuropsychological performance at six years in a cohort of West African Children

Child neuropsychology, 2021-05, Vol.27 (4), p.548-571

2021

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Closing the gap in academic readiness and achievement: the role of early childcare

Journal of child psychology and psychiatry, 2010-12, Vol.51 (12), p.1359-1367

2010

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Cattell-Horn-Carroll abilities and cognitive tests: What we've learned from 20 years of research

Psychology in the schools, 2010-08, Vol.47 (7), p.635-650

2010

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Effects of Early Maternal Docosahexaenoic Acid Intake on Neuropsychological Status and Visual Acuity at Five Years of Age of Breast-Fed Term Infants

The Journal of pediatrics, 2010-12, Vol.157 (6), p.900-905

2010

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ASSESSING THE INCREMENTAL VALUE OF KABC-II LURIA MODEL SCORES IN PREDICTING ACHIEVEMENT: WHAT DO THEY TELL US BEYOND THE MPI?

Psychology in the schools, 2016-08, Vol.53 (7), p.677-689

2016

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Do the Kaufman Tests of Cognitive Ability and Academic Achievement Display Construct Bias Across a Representative Sample of Black, Hispanic, and Caucasian School-Age Children in Grades 1 Through 12?

Psychological assessment, 2016-08, Vol.28 (8), p.942-952

2016

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Assessment of cognition and language in the early diagnosis of autism spectrum disorder: usefulness of the Bayley Scales of infant and toddler development, third edition

Journal of intellectual disability research, 2016-05, Vol.60 (5), p.502-511

2016

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Do Hours Spent Viewing Television at Ages 3 and 4 Predict Vocabulary and Executive Functioning at Age 5?

Merrill-Palmer Quarterly, 2015-04, Vol.61 (2), p.264-289

2015

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Top Ten Standardized Tests Used Internationally With Children and Youth by School Psychologists in 64 Countries: A 24-Year Follow-Up Study

Journal of psychoeducational assessment, 2016-04, Vol.34 (2), p.166-176

2016

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Interpretation of KABC-II Scores: An Evaluation of the Incremental Validity of Cattell-Horn-Carroll (CHC) Factor Scores in Predicting Achievement

Psychological assessment, 2015-12, Vol.27 (4), p.1417-1426

2015

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APA handbook of intellectual and developmental disabilities: Foundations

2021

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Critical Issues in Specific Learning Disability Identification: What We Need to Know About the PSW Model

Learning disability quarterly, 2016-08, Vol.39 (3), p.159-170

2016

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Longitudinal Relations Between Theory of Mind and Metacognition and the Impact of Language

Journal of cognition and development, 2015-08, Vol.16 (4), p.559-586

Ebert, Susanne

2015

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Cognitive Development in Children with Migraine and Their Healthy Unaffected Siblings

Headache, 2002-09, Vol.42 (8), p.776-779

2002

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African American English-Speaking Students: An Examination of the Relationship between Dialect Shifting and Reading Outcomes

Journal of speech, language, and hearing research, 2009-08, Vol.52 (4), p.839

2009

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Does the KABC-II Display Ethnic Bias in the Prediction of Reading, Math, and Writing in Elementary School Through High School?

Assessment (Odessa, Fla.), 2017-09, Vol.24 (6), p.729-745

Scheiber, Caroline

2017

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The Influence of Fetal Growth Reference Standards on Assessment of Cognitive and Academic Outcomes of Very Preterm Children

The Journal of pediatrics, 2012-12, Vol.161 (6), p.1053-1058.e1

2012

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Self-Regulation Across Different Contexts: Findings in Young Albanian Children

Early education and development, 2015-07, Vol.26 (5-6), p.829-846

2015

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Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests

Working Memory Training and Transfer in Older Adults: Effects of Age, Baseline Performance, and Training Gains

Early Childhood Vigilance Test (ECVT) of Attention in Younger HIV-Exposed Ugandan Children Predicts Tests of Variables of Attention (TOVA) at School Age

Woodcock-Johnson-III, Kaufman Adolescent and Adult Intelligence Test (KAIT), Kaufman Assessment Battery for Children (KABC), and Differential Ability Scales (DAS) Support Carroll but Not Cattell-Horn

Neurocognitive testing in West African children 3–6 years of age: Challenges and implications for data analyses

Neurocognitive development in isolated Robin sequence treated with the Tuebingen palatal plate

The Efficacy of a Vocabulary Intervention for Dual-Language Learners with Language Impairment

Neurodevelopmental assessment at one year of age predicts neuropsychological performance at six years in a cohort of West African Children

Closing the gap in academic readiness and achievement: the role of early childcare

Cattell-Horn-Carroll abilities and cognitive tests: What we've learned from 20 years of research

Effects of Early Maternal Docosahexaenoic Acid Intake on Neuropsychological Status and Visual Acuity at Five Years of Age of Breast-Fed Term Infants

ASSESSING THE INCREMENTAL VALUE OF KABC-II LURIA MODEL SCORES IN PREDICTING ACHIEVEMENT: WHAT DO THEY TELL US BEYOND THE MPI?

Do the Kaufman Tests of Cognitive Ability and Academic Achievement Display Construct Bias Across a Representative Sample of Black, Hispanic, and Caucasian School-Age Children in Grades 1 Through 12?

Assessment of cognition and language in the early diagnosis of autism spectrum disorder: usefulness of the Bayley Scales of infant and toddler development, third edition

Do Hours Spent Viewing Television at Ages 3 and 4 Predict Vocabulary and Executive Functioning at Age 5?

Top Ten Standardized Tests Used Internationally With Children and Youth by School Psychologists in 64 Countries: A 24-Year Follow-Up Study

Interpretation of KABC-II Scores: An Evaluation of the Incremental Validity of Cattell-Horn-Carroll (CHC) Factor Scores in Predicting Achievement

APA handbook of intellectual and developmental disabilities: Foundations

Critical Issues in Specific Learning Disability Identification: What We Need to Know About the PSW Model

Longitudinal Relations Between Theory of Mind and Metacognition and the Impact of Language

Cognitive Development in Children with Migraine and Their Healthy Unaffected Siblings

African American English-Speaking Students: An Examination of the Relationship between Dialect Shifting and Reading Outcomes

Does the KABC-II Display Ethnic Bias in the Prediction of Reading, Math, and Writing in Elementary School Through High School?

The Influence of Fetal Growth Reference Standards on Assessment of Cognitive and Academic Outcomes of Very Preterm Children

Self-Regulation Across Different Contexts: Findings in Young Albanian Children

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