Age-related differentiation of cognitive abilities in ages 3–7

One important issue in the study of individual differences in cognitive abilities has been the question whether abilities tend to become more differentiated with increasing age. The present study examines age-related differentiation in the structure of cognitive abilities among children 3–7 years of age, using data from the recently undertaken Swedish standardisation of the Wechsler Preschool and Primary Scale of Intelligence-Revised. A confirmatory factor analytic modelling approach is applied. Models of different factor structure are built, evaluated and tested against empirical data using the LISREL 8 and the Mplus2 programs run under the STREAMS modelling environment. The results provide support for the notion that cognitive abilities show increasing differentiation with increasing age.     

A Sort of Prologue: Philosophical Investigations §§1–7

§§1–7 of the Investigations should be taken at face value and not read against the grain. Wittgenstein is best understood as saying what he means and meaning what he says, and it is a mistake to suppose the examples of the shopkeeper and builders in §§1–2 cannot be read straightforwardly. The seven sections function as a prologue alerting the reader to the type of problem he intends to tackle and the type of approach he intends to pursue.