Commentary on two articles concerning generalized and specific cognitive deficits.
This is a commentary on essays in this journal issue by M. E. Strauss (2001) and R. A. Knight and S. M. Silverstein (2001) on research methodology for studying cognitive deficits. Concentrating mostly on Knight and Silverstein's article, the authors review the psychometric issues in the matched-task design, analyze Knight and Silverstein's "process-oriented" objections to that design, and scrutinize their methods for studying cognitive deficits, examining 2 of their empirical studies as examples of those methods.
University of Wisconsin-Madison, USA. ljchapm1@facstaff.wisc.edu
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Chapman
D016022:Case-Control Studies; D003072:Cognition Disorders / Q000175:diagnosis* / Q000523:psychology; D003627:Data Interpretation, Statistical; D006801:Humans; D015233:Models, Statistical; D009483:Neuropsychological Tests / Q000592:standards*; D011594:Psychometrics / Q000379:methods*; D012107:Research Design / Q000592:standards; D012565:Schizophrenic Psychology