Ronald F Jarman
Biographic Data
| ID | 5709449 |
|---|---|
| NAME | Ronald F Jarman |
| GIVEN NAMES | Ronald F |
| FAMILY NAME | Jarman |
| SIGNATURE | JARMAN R F |
| AFFILIATIONS | University of British Columbia |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 1978 |
| H-INDEX | 1 |
Level I and Level II abilities
Some of the major assumptions and premises of the theory of Level I and Level II abilities are examined using a recent model of cognitive abilities known as simultaneous and successive syntheses. It is found that the empirical evidence for Level I and Level II abilities can be interpreted parsimoniously using the simultaneous‐successive model. The result of these reinterpretations is both increased clarification of some previously vague aspects o…
A Note on Jensen's Theory of Level 1 Ability and Recent Research on Human Memory
S ummary . The assumptions of Jensen's theory of Level 1 ability are examined in the light of recent research on memory. Experimental studies of organisation in both serial and free recall, as well as factor analytic investigations of sequential memory indicate that the current theory requires revision in order to accommodate recent findings. Any revision should include the effects of subject‐initiated learning strategies, and give more considera…
Simultaneous and successive synthesis
Current theories of the structure of cognitive abilities are critically examined and found to lack adequate description of the processes underlying the abilities. An alternative model, Luria's theory of simultaneous and successive syntheses, is presented and discussed. This model of information processing is supported by a number of factor analytic studies of cognitive abilities and then related to data from studies of memory, imagery, and langua…
Simultaneous and successive synthesis
Current theories of the structure of cognitive abilities are critically examined and found to lack adequate description of the processes underlying the abilities. An alternative model, Luria's theory of simultaneous and successive syntheses, is presented and discussed. This model of information processing is supported by a number of factor analytic studies of cognitive abilities and then related to data from studies of memory, imagery, and langua…
A Note on Jensen's Theory of Level 1 Ability and Recent Research on Human Memory
S ummary . The assumptions of Jensen's theory of Level 1 ability are examined in the light of recent research on memory. Experimental studies of organisation in both serial and free recall, as well as factor analytic investigations of sequential memory indicate that the current theory requires revision in order to accommodate recent findings. Any revision should include the effects of subject‐initiated learning strategies, and give more considera…
Simultaneous and successive synthesis
Current theories of the structure of cognitive abilities are critically examined and found to lack adequate description of the processes underlying the abilities. An alternative model, Luria's theory of simultaneous and successive syntheses, is presented and discussed. This model of information processing is supported by a number of factor analytic studies of cognitive abilities and then related to data from studies of memory, imagery, and langua…
A Note on Jensen's Theory of Level 1 Ability and Recent Research on Human Memory
S ummary . The assumptions of Jensen's theory of Level 1 ability are examined in the light of recent research on memory. Experimental studies of organisation in both serial and free recall, as well as factor analytic investigations of sequential memory indicate that the current theory requires revision in order to accommodate recent findings. Any revision should include the effects of subject‐initiated learning strategies, and give more considera…
Level I and Level II abilities
Some of the major assumptions and premises of the theory of Level I and Level II abilities are examined using a recent model of cognitive abilities known as simultaneous and successive syntheses. It is found that the empirical evidence for Level I and Level II abilities can be interpreted parsimoniously using the simultaneous‐successive model. The result of these reinterpretations is both increased clarification of some previously vague aspects o…
Cognition (3 works) · Cognitive psychology (3 works) · Psychology (3 works) · Cognitive Abilities and Testing (2 works) · Neuroscience (2 works) · Cognitive science (1 work) · Cognitive Science and Mapping (1 work) · Computer Science (1 work) · Developmental psychology (1 work) · Educational and Psychological Assessments (1 work)