In search of correlates of learning underlying “learning disability” using a bio-ecological assessment system

Armour-Thomas, E., & Gopaul-McNicol, S. (in press). The bio-ecological approach to intellectual assessment.Cultural Diversity and Mental Health. Armour-Thomas, E. (1992). Intellectual assessment of children from culturally diverse backgrounds.School Psychology Review, 21, 552–565. Armour-Thomas, E. (1992). Assessment in the service of thinking and learning for low achieving students.The High School Journal, 75, 99–104. Armour-Thomas, E., & Gordon, E. (1992). Culture and cognitive development. InDirectors of development: Influences on the development of children's thinking. New York: Lawrence Erlbaum Associates. Banks, W. C., McQuater, G. V., & Hubbard, J. L. (1979). Toward a reconceptualization of social-cognitive bases of achievement orientations in blacks. In A. W. Boykin, A. J. Franklin, and J. F. Yates (Eds.),Research directions of black psychologists (pp. 284–311). New York: Russell Sage Press. Beers, C. S., & Beers, J. W. (1980). Early identification of learning disabilities: Facts and fallacies.The Elementary School Journal, 81, 67–76. Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.),Advances in instructional psychology (Vol. 1, pp. 77–165). Hillsdale, NJ: Lawrence Erlbaum Associates. Bouchard, T. J., Jr., & Segal, N. L. (1985). Environment and IQ. In B. B. Wolman (Ed.),Handbook of intelligence: Theories, measurements, and applications (pp. 391–464). New York: Wiley. Bouchard, T. J. (1984). Twins reared together and apart: What they tell us about human diversity. In S. W. Fox (Ed.),individuality and determinism (pp. 147–178). New York: Plenum Press. Campbell, S. B. (1976). Hyperactivity: Course and treatment. In A. Davids (Ed.),Child personality and psychopathology: Current topics (Vol. 3). New York: Wiley. Campione, J. C. (1991). Dynamic assessment: Potential for change as a metric of individual readiness. In G. Kulm and S. M. Malcom (Eds.),Science assessment in the service of reform. Washington, D.C.: American Association for the Advancement of Science. Campione, J. C., Brown, A. L., & Ferrara, R. A. (1982). Mental retardation and intelligence. In R. J. Sternberg (Ed.),Handbook of human intelligence. Cambridge, England: Cambridge University Press. Carroll, J. B. (1993).Human cognitive abilities. New York: Cambridge University Press. Cartwright, G. P., Cartwright, C. A., & Ward, M. E. (1984).Educating special learners. Belmont, CA: Wadsworth. Ceci, S. J. (1990).On intelligence…more or less: A bio-ecological treatise on intellectual development. Englewood Cliffs, NJ: Prentice Hall. Ceci, S. J., & Bronfenbrenner, U. (1986). Don't forget to take the cupcakes out of the oven: Strategic time monitoring, prospective memory and contest.Child Development, 56, 175–190. Chalfant, J. C. (1984).Identifying learning disabled students: Guidelines for decision making. Burlington, VT: Northeast Regional Resource Center. Cole, M., Sharp, D. W., & Lave, C. (1976). The cognitive consequences of education.Urban Review, 9, 218–233. Cole, M., Gay, J., Glick, J. A., & Sharp, D. W. (1971).The cultural context of learning and thinking. New York: Basic Books. Das, J. P. (1973). Structure of cognitive abilities: Evidence of simultaneous and successive processing.Journal of Educational Psychology, 65, 103–108. Downing, J., & Leong, C. K. (1982).Psychology of reading. New York: Macmillan. Eccles, J., & Leong, C. K. (1982). Teacher expectations and student motivation. In J. Dusek (Ed.),Teacher expectancies (pp. 185–226). Hillsdale, NJ: Lawrence Erlbaum. Federal Register (1977). 42(163) (August 23), 42477–42479. U.S. Office of Education, Washington, D.C. Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.),Children's oral communication skills (pp. 35–60). New York: Academic. Gardner, H. (1983).Frames of mind: The theory of multiple intelligence. New York: Basic Books. Gopaul-McNicol, S. (in press).A multicultural/multimodal/multisystems approach in working with immigrant families. Connecticut: Praeger, Greenwood. Gopaul-McNicol, S. (1993).Working with West Indian families. New York: Guilford Press. Gopaul-McNicol, S. (1992). Understanding and meeting the psychological and educational needs of African American and Spanish speaking students.School Psychology Review, 21, 529–601. Gordon, E. W., & Armour-Thomas, E. (1991). Culture and cognitive development. In L. Okagaki and R. J. Sternberg (Eds.),Directors of development: Influence of the development of children's thinking (pp. 83–90). Hillsdale, NJ: Lawrence Erlbaum. Hallahan, D. P., & Kauffman, J. M. (1994).Exceptional children: Introduction to special education (6th ed.). Boston: Allyn & Bacon. Hammill, D. D. (1990). On defining learning disabilities: An emerging consensus.Journal of Learning Disabilities 23, 74–85. Hatano, G. (1982). Cognitive consequences of practice in culture specific procedural skills.Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4, 15–17. Heward, W. L., & Orlansky, M. D. (1992).Exceptional children: An introductory survey of special education (4th ed.). Columbus, OH: Merrill. Horn, J. L. (1991). Measurement of intellectual capabilities: A review of theories. In K. S. McGrew, J. K. Werder, and R. W. Woodcock (Eds.),Woodcock-Johnson technical manual (pp. 197–232). Chicago: Riverside. Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. Grouws (Ed.),Handbook of research on mathematics teaching and learning (pp. 65–97). New York: Macmillan. Hunt, J. L. (1983). On the nature of intelligence.Science, 218, 141–146. Lave, J. (1977). Tailor-made experiments and evaluating the intellectual consequences of apprenticeship training.The Quarterly Newsletter of the Institute for Comparative Human Development, 1, 1–3. Mercer, C. (1992).Students with learning disabilities (4th ed.). Columbus: Merrill. Nichols, P. L., & Chen, T. C. (1981).Minimal brain dysfunction: A prospective study. Hillsdale, NJ: Erlbaum. Olsen, D. R. (1976). Culture, technology, and intellect. In: L. B. Resnick (Ed.),The nature of intelligence. Hillsdale, NJ: Erlbaum. Plomin, R. (1989). Environment and genes: Determinants of behavior.American Psychologist, 44, 105–111. Reynolds, C. R. Conceptual and technical problems in learning disability diagnosis. In C. R. Reynolds and R. W. Kamphaus (Eds.),Handbook of psychological and educational assessment of children intelligence and achievement. New York: Guilford Press. Rogoff, B., & Chavajay, P. (1996). What's become of research on the cultural basis of cognitive development?American Psychologist, 50, 859–877. Rogoff, B., & Wadell, K. J. (1982). Memory for information organized in a scene by children from two cultures.Child Development, 53, 1224–1228. Sarter, M., Bernston, G. G., & Cacioppo, J. T. (1996). Brain imaging and cognitive neuroscience.American Psychologist, 51, 13–21. Sattler, J. M. (1992).Assessment of children (3rd ed.). San Diego, CA: Jerome M. Sattler. Scribner, S., & Cole, M. (1981).The psychology of literacy. Cambridge, MA: Harvard University Press. Serpell, R. (1979). How specific are perceptual skills? A cross-cultural study of pattern reproduction.British Journal of Psychology, 70, 365–380. Siegler, R. S. (1982). In R. J. Sternberg (Ed.),The development of intelligence. Cambridge, England: Cambridge University Press. Sternberg, R. J. (1988).The triarchic mind: A new theory of human intelligence. New York: Viking. Torgesen, J. K. (1979). What shall we do with psychological processes?Journal of Learning Disabilities, 514–521. Vernon, P. A. (1989). The use of biological measures to estimate behavioral intelligence.Educational Psychologist, 25, 293–304. Vygotsky, L. S. (1978).Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wilson, R. S. (1983). The Louisville Twin Study: Developmental synchronies in behavior.Child Development, 54, 298–316.