Ανδρέας Δημητρίου
Biographic Data
| ID | 4889990 |
|---|---|
| NAME | Ανδρέας Δημητρίου |
| GIVEN NAMES | Ανδρέας |
| FAMILY NAME | Δημητρίου |
| SIGNATURE | ΔΗΜΗΤΡΊΟΥ Α |
| AFFILIATIONS | University of Cyprus |
| ORCID | 0000-0002-3773-4601 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Is intelligence of preterm children different from full‐term children? Commentary on Rapuc et al. (2023)
Rapuc et al. ( Journal of Child Psychology and Psychiatry , 2023) found that Full‐Scale IQ of preterm children is significantly lower than full‐term children. Also, although the structure of intelligence appeared to involve the same clusters of cognitive ability, relations between abilities were stronger in preterm children, implying that abilities are more differentiated in full‐term than in preterm children. This commentary examined if these fi…
Executive function
Bridging the Twenty-first Century Gap in Education – History, Causation, and Solutions
This article discusses the gaps in the cognitive demands of education as higher levels of education became socially and culturally necessary. These gaps are related to major transitions between education levels, such as the transition from preschool to primary school, from primary to secondary, or from secondary to tertiary education. Gaps reflect deviations between the concepts and skills prescribed for learning by a specific population and the …
Mapping the Dimensions of General Intelligence
We present a theory of mental architecture and development focusing on general intelligence (g). The theory integrates psychometric and developmental theories of intelligence into an overarching framework. The paper first focuses on the composition of g. It is shown that g involves attention control, flexibility, working memory, cognizance of mental processes, and inference. We then present a model of intellectual development involving four cycle…
In Defense of a Developmental Theory of Intelligence
Intelligence in Cultural, Social and Educational Context
A longitudinal study of cyberbullying
The objective of the current study was to examine possible risk (school-bullying and victimization, exposure to media violence, callous-unemotional traits, impulsivity and narcissism) and protective (family, peer and school social support) factors that might be associated with cyberbullying and cyber-victimization by employing a longitudinal, two-wave design. The sample consisted of 1,416 (50.1% girls) adolescents living in Cyprus. The findings s…
Dimensionality of Coping
The construct of coping has received increasing attention over the past years in relation to psychological and physical health, yet its dimensional and conceptual understanding is not consistent across theoretical models. The present study investigates the dimensionality of coping in a sample of 1127 Greek-speaking adults using the Brief-COPE. Both exploratory and confirmatory factor analyses revealed a structure comprised of eight factors, four …
The functional and developmental organization of cognitive developmental sequences
This study examines the organization and development of 5 domains of reasoning (categorical, quantitative, spatial, causal, and propositional) and the construct validity of a test designed to measure development from early adolescence to early adulthood. The theory underlying the test is first summarized and the conceptual design of the test is then illustrated. Each domain was addressed by tasks tapping abilities known to be acquired in this age…
The missing link in the relations between intelligence and personality
Interactions, Computations, and Experience
Modeling the Developing Mind
Parental criticism and young adolescent self-disclosure
Dimensionality of Coping
The construct of coping has received increasing attention over the past years in relation to psychological and physical health, yet its dimensional and conceptual understanding is not consistent across theoretical models. The present study investigates the dimensionality of coping in a sample of 1127 Greek-speaking adults using the Brief-COPE. Both exploratory and confirmatory factor analyses revealed a structure comprised of eight factors, four …
The missing link in the relations between intelligence and personality
Parental criticism and young adolescent self-disclosure
The functional and developmental organization of cognitive developmental sequences
This study examines the organization and development of 5 domains of reasoning (categorical, quantitative, spatial, causal, and propositional) and the construct validity of a test designed to measure development from early adolescence to early adulthood. The theory underlying the test is first summarized and the conceptual design of the test is then illustrated. Each domain was addressed by tasks tapping abilities known to be acquired in this age…
Parental criticism and young adolescent self-disclosure
Interactions, Computations, and Experience
Modeling the Developing Mind
The missing link in the relations between intelligence and personality
The functional and developmental organization of cognitive developmental sequences
This study examines the organization and development of 5 domains of reasoning (categorical, quantitative, spatial, causal, and propositional) and the construct validity of a test designed to measure development from early adolescence to early adulthood. The theory underlying the test is first summarized and the conceptual design of the test is then illustrated. Each domain was addressed by tasks tapping abilities known to be acquired in this age…
Dimensionality of Coping
The construct of coping has received increasing attention over the past years in relation to psychological and physical health, yet its dimensional and conceptual understanding is not consistent across theoretical models. The present study investigates the dimensionality of coping in a sample of 1127 Greek-speaking adults using the Brief-COPE. Both exploratory and confirmatory factor analyses revealed a structure comprised of eight factors, four …
A longitudinal study of cyberbullying
The objective of the current study was to examine possible risk (school-bullying and victimization, exposure to media violence, callous-unemotional traits, impulsivity and narcissism) and protective (family, peer and school social support) factors that might be associated with cyberbullying and cyber-victimization by employing a longitudinal, two-wave design. The sample consisted of 1,416 (50.1% girls) adolescents living in Cyprus. The findings s…
Intelligence in Cultural, Social and Educational Context
Mapping the Dimensions of General Intelligence
We present a theory of mental architecture and development focusing on general intelligence (g). The theory integrates psychometric and developmental theories of intelligence into an overarching framework. The paper first focuses on the composition of g. It is shown that g involves attention control, flexibility, working memory, cognizance of mental processes, and inference. We then present a model of intellectual development involving four cycle…
In Defense of a Developmental Theory of Intelligence
Bridging the Twenty-first Century Gap in Education – History, Causation, and Solutions
This article discusses the gaps in the cognitive demands of education as higher levels of education became socially and culturally necessary. These gaps are related to major transitions between education levels, such as the transition from preschool to primary school, from primary to secondary, or from secondary to tertiary education. Gaps reflect deviations between the concepts and skills prescribed for learning by a specific population and the …
Is intelligence of preterm children different from full‐term children? Commentary on Rapuc et al. (2023)
Rapuc et al. ( Journal of Child Psychology and Psychiatry , 2023) found that Full‐Scale IQ of preterm children is significantly lower than full‐term children. Also, although the structure of intelligence appeared to involve the same clusters of cognitive ability, relations between abilities were stronger in preterm children, implying that abilities are more differentiated in full‐term than in preterm children. This commentary examined if these fi…
Executive function
Psychology (13 works) · Developmental psychology (9 works) · Cognition (7 works) · Cognitive Abilities and Testing (7 works) · Cognitive psychology (7 works) · Cognitive science (6 works) · Computer Science (4 works) · Epistemology (4 works) · Child and Animal Learning Development (3 works) · Cognitive and developmental aspects of mathematical skills (3 works)