[1]
|
UNESCO, “Education for All. Global Monitoring Report,” Oxford University Press, Paris, 2010.
|
[2]
|
A. Grotlüschen and W. Riekmann, “Leo.—Level-One Studie. Literalit?t von Er-wachsenen auf den Unteren Kompetenzniveaus,” Presseheft, 2011, pp. 1-13.
|
[3]
|
S. Landgraf, R. Beyer, I. Hild, N. Schneider, E. Horn, G. Schaadt, M. Foth, A. Pannekamp and E. van der Meer, “Impact of Phonological Processing Skills on Written Language Acquisition in Illiterate Adults,” Develop- mental Cognitive Neuroscience, in press.
|
[4]
|
A. D. Baddeley, N. Thomson and J. A. Buchanan, “Word Length and the Structure of Short-Term Memory,” Journal of Verbal Learning and Verbal Behavior, Vol. 14, No. 6, 1975, pp. 575-589.
doi:10.1016/S0022-5371(75)80045-4
|
[5]
|
A. D. Baddeley, “The Episodic Buffer: A New Component of Working Memory?” Trends in Cognitive Science, Vol. 4, No. 11, 2000, pp. 417-423.
doi:10.1016/S1364-6613(00)01538-2
|
[6]
|
D. Z. Hambrick, J. E. Pink, E. J. Meinz, J. C. Pettibone and F. L. Oswald, “The Roles of Ability, Personality, and Interests in Acquiring Current Events Knowledge: A Longitudinal Study,” Intelligence, Vol. 36, No. 2, 2008, pp. 261-278. doi:10.1016/j.intell.2007.06.004
|
[7]
|
E. Tamez, J. Myerson and S. Hale, “Learning, Working Memory, and Intelligence Revisited,” Behavioral Processes, Vol. 78, No. 2, 2008, pp. 240-245.
doi:10.1016/j.beproc.2008.01.008
|
[8]
|
M. W. Watkins, P. Lei and G. L. Canivaz, “Psychometric Intelligence and Achievement: A Cross-Lagged Panel Analysis,” Intelligence, Vol. 35, No. 1, 2007, pp. 59-68.
doi:10.1016/j.intell.2006.04.005
|
[9]
|
B. A. Williams and S. L. Pearlberg, “Learning of Three-Term Contingencies Correlates with Raven Scores, but Not with Measures of Cognitive Processing,” Intelligence, Vol. 34, No. 2, 2006, pp. 177-191.
doi:10.1016/j.intell.2005.03.007
|
[10]
|
M. Rosselli, A. Ardila and P. Rosas, “Neuropsychological Assessment in Illiterates. II. Language and Praxic Abilities,” Brain and Cognition, Vol. 12, No. 2, 1990, pp. 281-296.
doi:10.1016/0278-2626(90)90020-O
|
[11]
|
S. W. Cornelius and A. Caspi, “Everyday Problem Solving in Adulthood and Old Age,” Psychological Aging, Vol. 2, No. 2, 1987, pp. 144-153.
doi:10.1037/0882-7974.2.2.144
|
[12]
|
V. A. Mann and I. Y. Liberman, “Phonological Awareness and Verbal Short-Term Memory,” Journal of Learning Disabilities, Vol. 17, No. 10, 1984, pp. 592-599.
doi:10.1177/002221948401701005
|
[13]
|
P. de Jonge and P. F. de Jong, “Working Memory, Intelligence and Reading Ability in Children,” Personality and Individual Differences, Vol. 21, No. 6, 1996, pp. 1007-1020.
doi:10.1016/S0191-8869(96)00161-4
|
[14]
|
K. E. Stanovich, A. E. Cunningham and D. J. Feeman, “Intelligence, Cognitive Skills, and Early Reading Progress,” Reading Research Quar-terly, Vol. 19, No. 3, 1984, pp. 278-303. doi:10.2307/747822
|
[15]
|
J. T. Guthrie, “Models of Reading and Reading Disability,” Journal of Educational Psychology, Vol. 65, No. 1, 1973, pp. 9-18. doi:10.1037/h0034799
|
[16]
|
M. K. Bleckley, F. T. Durso, J. M. Crutchfield, R. W. Engle and M. M. Khanna, “Individual Differences in Working Memory Capacity Predict Visual Attention Allocation,” Psychonomic Bulletin & Review, Vol. 10, No. 4, 2003, pp. 884-889. doi:10.3758/BF03196548
|
[17]
|
K. E. Stanovich and A. E. Cunningham, “What Reading Does for the Mind,” Journal of Direct Instructions, Vol. 1, No. 2, 2001, pp. 137-149.
|
[18]
|
E. van der Meer, et al., “Resource Allocation and Fluid Intelligence: Insights from Pupillometry,” Psychophysiology, Vol. 47, No. 1, 2010, pp. 158-169.
doi:10.1111/j.1469-8986.2009.00884.x
|
[19]
|
R. B. Cattell, “Theory of Fluid and Chrystalized Intelligence: A Critical Ex-periment,” Journal of Educational Psychology, Vol. 54, No. 1, 1963, pp. 1-22.
doi:10.1037/h0046743
|
[20]
|
A. V. Kvist and J. Gustafsson, “The Relation between Fluid Intelligence and the General Factor as a Function of Cultural Background: A Test of Cattell’s Investment Theory,” Intelligence, Vol. 36, 2008, pp. 422-436.
|
[21]
|
M. C. Voelkle, W. W. Wittmann and P. L. Ackermann, “Abilities and Skill Acquisition: A Latent Growth Curve Approach,” Learning and Individual Differences, Vol. 16, No. 4, 2006, pp. 303-319.
doi:10.1016/j.lindif.2006.01.001
|
[22]
|
K. S. McGrew, “CHC Theory and the Human Cognitive Abilities Project: Standing on the Shoulders of the Giants of Psychometric Intelligence Research,” Intelligence, Vol. 37, No. 1, 2009, pp. 1-22.
doi:10.1016/j.intell.2008.08.004
|
[23]
|
R. B. Cattell, “Abilities, Their Structure, Growth, and Action,” Houghton Mifflin, Boston, 1971.
|
[24]
|
J. J. McArdle, F. Hamagami, W. Meredith and K. P. Bradway, “Modeling the dynamic hypotheses of Gf–Gc theory using longitudinal life-span data,” Learning and Individual Differences, Vol. 12, 2000, pp. 53-79.
doi:10.1016/S1041-6080(00)00036-4
|
[25]
|
P. L. Ackerman, and A. T. Cianciolo, “Ability and Task Constraint Determinants of Complex Task Performance,” Journal of Experimental Psychology Applied, Vol. 8, No. 3, 2002, pp. 194-208. doi:10.1037/1076-898X.8.3.194
|
[26]
|
C. D. Schnitzler, “Pho-nologische Bewusstheit und Schrifts- pracherwerb,” Thieme, Stuttgart, 2008.
|
[27]
|
J. C. Lenel and J. H. Cantor, “Rhyme Recognition and Phonemic Perception in Young Children,” Cognition, Vol. 10, No. 1, 1981, pp. 57-67. doi:10.1007/BF01067361
|
[28]
|
L. Bradley and P. E. Bryant, “Categorizing Sounds and Learning to Read: A Causal Con-nection,” Cognition, Vol. 301, No. 5899, 1983, pp. 419-421. doi:10.1038/301419a0
|
[29]
|
I. Y. Liberman, D. Shankweiler, F. W. Fisher and B. Carter, “Explicit Syllable and Phoneme Segmentation in the Young Child,” Cognition, Vol. 18, No. 2, 1974, pp. 201- 212. doi:10.1016/0022-0965(74)90101-5
|
[30]
|
H. Jansen, G. Mannhaupt, H. Marx and H. Skowronek, “Bielefelder Screening zur Früherkennung von Lese- Rechschreibschwierigkeiten (BISC),” Hogrefe, G?ttingen, 2002.
|
[31]
|
H. S. Scaraborough, L. C. Ehri, R. K. Olson and A. E. Fowler, “The Fate of Phone-mic Awareness beyond the Elementary School Years,” Scien-tific Studies of Reading, Vol. 2, No. 2, 1998, pp. 115-142.
doi:10.1207/s1532799xssr0202_2
|
[32]
|
J. Horn, “Measurement of Intellectual Capabilities: A Review of Theory,” In: K. S. McGrew, J. K. Werder and R. W. Woodcock, Eds., WJ-R Technical Manual, Riverside, Chicago, 1991.
|
[33]
|
H. Rindermann, C. Flores-Mendoza and M. Mansur-Alves, “Reciprocal Effects between Fluid and Crystallized Intelligence and Their Dependence on Parents’ Socioeconomic Status and Education,” Learning and Individual Differences, Vol. 20, No. 5, 2010, pp. 544-548.
doi:10.1016/j.lindif.2010.07.002
|
[34]
|
H. J. Markowitch and H. Welzer, “Das Autobiographische Ged?chtnis,” Klett Cotta, Stuttgart, 2005.
|
[35]
|
K. W. Schaie, “Developmental Influences on Adult Intelligence: The Seattle longitudinal Study,” Oxford University Press, New York, 2005.
|
[36]
|
K. Wilmes, “St?rungen der Zahlenverarbeitung,” In: W. Hartje and K. Poeck, Eds., Klinische Neuropsychologie, de Gruyter, Berlin, 2006.
|
[37]
|
G. Wood, H. C. Nuerk, P. Freitas, G. Freitas and K. Willmes, “What Do Semi-Illiterate Adults Know about 2-Digit Arabic Numbers?” Cortex, Vol. 42, No. 1, 2006, pp. 48-56. doi:10.1016/S0010-9452(08)70321-6
|
[38]
|
A. Castro-Caldas, A. Reis and M. Guerreiro, “Neuropsychological Aspects of Illiteracy,” Neuropsychological Rehabilitation; Vol. 7, No. 4, 1997, pp. 327-338.
doi:10.1080/713755546
|
[39]
|
G. Deloche, L. Souza, L. W. Braga and G. Dellatolas, “A Calculation and Number Processing Battery for Clinical Application in Illiterates and Semi-Literates,” Cortex, Vol. 35, No. 4, 1999, pp. 503-521.
doi:10.1016/S0010-9452(08)70815-3
|
[40]
|
R. Brickenkamp and E. Zillmer. “The d2 Test of Attention,” Hogrefe & Huber, G?ttingen, 2002.
|
[41]
|
R. H. Weiss, “Grundintelligenztest Skala 2,” Hogrefe, G?ttingen, 2006.
|
[42]
|
P. B. Baltes, U. Lin-denberger and U. M. Staudinger, “Die zwei Gesichter der Intel-ligenz im Alter. [Intelligence and Aging—Two Sides of the Coin],” Spektrum der Wissen-schaft, Vol. 10, 1995, pp. 52-61.
|
[43]
|
K. W. Schaie and S. L. Willis, “Age Difference Patterns of Psychometric Intelligence in Adulthood: Generaliza-bility within and across Ability Domains,” Psychology & Aging, Vol. 8, No. 1, 1993, pp. 44-55.
doi:10.1037//0882-7974.8.1.44
|
[44]
|
U. M. Staudinger, J. Smith and P. B. Baltes, “Wisdom-Related Knowledge in a Life Review Task: Age Differences and the Role of Professional Specialization,” Psychology & Aging, Vol. 7, No. 2, 1992, pp. 271-281.
doi:10.1037//0882-7974.7.2.271
|
[45]
|
F. Ostrosky-Solis, M. Ramirez and A. Ardila, “Effects of Culture and Education on Neuropsychological Testing: A Preliminary Study with Indigenous and Nonindigenous Population,” Applied Neuropsy-chology, Vol. 11, No. 4, 2004, pp. 188-195.
|
[46]
|
R. Serpell, “How Specific Are Perceptual Skills? A Cross-Cultural Study of Pattern Reproduction,” British Journal of Psychology, Vol. 70, No. 3, 1979, pp. 365-380.
doi:10.1111/j.2044-8295.1979.tb01706.x
|
[47]
|
R. Serpell, “The Cultural Construction of Intelligence,” In: W. J. Lonner and R. Halpas, Eds., Psychology and Culture, Allyn & Bacon, Boston, 1994, pp. 157-163.
|
[48]
|
D. Miller-Jones, “Culture and Test-ing,” American Psychology, Vol. 44, No. 2, 1989, pp. 360-366.
|
[49]
|
K. J. Klauer and G. D. Phye, “Inductive Reasoning: A Training Approach,” Review of Educational Re-search, Vol. 78, No. 1, 2008, pp. 85-123.
doi:10.3102/0034654307313402
|
[50]
|
K. A. Ericsson, R. T. Krampe and C. Tesch-R?mer, “The Role of Deliberate Practice in the Acquisition of Expert Performance,” Psychological Review, Vol. 100, No. 3, 1993, pp. 363-406. doi:10.1037/0033-295X.100.3.363
|
[51]
|
G. Dellatolas, et al., “Cognitive Consequences of Early Phase of Literacy,” Journal of the International Neuropsychological Society, Vol. 9, No. 5, 2003, pp. 771-782.
doi:10.1017/S1355617703950107
|
[52]
|
J. J. Manly, et al., “Ef-fect of Literacy on Neuropsychological Test Performance in Nondemented, Education-Matched Elders,” Journal of the International Neuropsychological Society, Vol. 5, No. 3, 1999, pp. 191- 202.
doi:10.1017/S135561779953302X
|
[53]
|
A. Ardila, M. Rosselli and P. Rosas, “Neuropsychological Assessment in Illiterates: Visuospatial and Memory Abilities,” Brain and Cognition, Vol. 11, No. 2, 1989, pp. 147-166. doi:10.1016/0278-2626(89)90015-8
|
[54]
|
A. R. Lecours, et al., “Illiteracy and Brain Damage. 2. Manifestations of Unilateral Neglect in Testing “Auditory Comprehension” with Icono-graphic Materials,” Brain and Cognition, Vol. 6, No. 3, 1987, pp. 243-265.
doi:10.1016/0278-2626(87)90126-6
|
[55]
|
A. R. Lecours, et al., “Illiteracy and Brain Damage. 3: A Contribution to the Study of Speech and Language Disorders in Illiterates with Unilateral Brain Damage (Initial testing),” Neuropsychologia, Vol. 26, No. 4, 1988, pp. 575-589.
doi:10.1016/0028-3932(88)90114-5
|
[56]
|
F. Ostrosky, A. Ardila, M. Rosselli, G. Lopez-Arango and V. Uriel-Mendoza, “Neuropsychological Test Perfor- mance in Illiterates,” Archives of Clinical Neuropsychology, Vol. 13, No. 7, 1998, pp. 645-660.
doi:10.1093/arclin/13.7.645
|