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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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ERIC Number: EJ803227
Record Type: Journal
Publication Date: 2007
Pages: 12
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0734-2829
Creativity Lost: The Importance of Testing Higher-Level Executive Functions in School-Age Children and Adolescents
Delis, Dean C.; Lansing, Amy; Houston, Wes S.; Wetter, Spencer; Han, S. Duke; Jacobson, Mark; Holdnack, James; Kramer, Joel
Journal of Psychoeducational Assessment, v25 n1 p29-40 2007
In school settings, students are typically evaluated using group achievement tests, IQ scales, and college entrance exams that focus more on rote-verbal skills (e.g., vocabulary, mathematical facts) than on higher level executive functions (e.g., abstract thinking, problem solving). However, recent neuropsychological findings suggest that rote-knowledge skills and executive functions are divergent cognitive domains that can be dissociated in both adults with frontal lesions and children with neurodevelopmental disorders. New correlational findings obtained from 470 children and adolescents provide additional support for the divergent nature of these cognitive domains and the existence of subgroups of students who exhibit either strengths in abstract, creative thinking with relative weaknesses in rote-verbal skills or vice versa. The results suggest that current school assessment practices may result in academic roadblocks for those students who have strengths in abstract, creative thinking but whose relative weaknesses in rote-verbal skills may hinder their ability to take college entrance exams. (Contains 6 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A