Return to References: Speed of Processing factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Woodcock Johnson Tests of Cognitive Abilities: (Schrank, Mather, & McGrew, 2014): Contains three subtests that examine Speed of Processing: Number-Pattern Matching, Pair Cancellation, and Letter-Pattern Matching
Braaten, E. B., Ward, A. K., Forchelli, G., Vuijk, P. J., Cook, N. E., McGuinness, P., ... & Doyle, A. E. (2020). Characteristics of child psychiatric outpatients with slow processing speed and potential mechanisms of academic impact. European Child & Adolescent Psychiatry, 29, 1453-1464.
Cepeda, N. J., Blackwell, K. A., & Munakata, Y. (2013). Speed isn't everything: Complex processing speed measures mask individual differences and developmental changes in executive control. Developmental Science, 16(2), 269-286.
Clark, C. A., Nelson, J. M., Garza, J., Sheffield, T. D., Wiebe, S. A., & Espy, K. A. (2014). Gaining control: changing relations between executive control and processing speed and their relevance for mathematics achievement over the course of the preschool period. Frontiers in Psychology, 5, 107.
Forchelli, G. A., Vuijk, P. J., Colvin, M. K., Ward, A. K., Koven, M. R., Dews, A., ... & Braaten, E. B. (2022). What is a processing speed weakness? Importance of cognitive ability when defining processing speed in a child psychiatric population. Child Neuropsychology, 28(2), 266-286.
Fry, A., & Hale, S. (1996). Processing speed, working memory, and fluid intelligence: Evidence for developmental cascade. Psychological Science, 7(4), 237-241.
Goth-Owens, T. L., Martinez-Torteya, C., Martel, M. M., & Nigg, J. T. (2010). Processing speed weakness in children and adolescents with non-hyperactive but inattentive ADHD (ADD). Child Neuropsychology, 16(6), 577-591.
Harrison, A. G., & Stewart, M. (2019). Diagnostic implications of the double deficit model for young adolescents with dyslexia. Dyslexia, 25(4), 345-359.
Kail, R. (1993). The role of a global mechanism in developmental change in speed of processing. Emerging Themes in Cognitive Development: Volume I: Foundations, 97-119.
Kail, R., & Salthouse, T. A. (1994). Processing speed as a mental capacity. Acta Psychologica, 86(2-3), 199–225.
Kail, R. (2000). Speed of information processing: Developmental change and links to intelligence. Journal of School Psychology, 38(1), 51-61.
Kail, R. V., & Ferrer, E. (2007). Processing speed in childhood and adolescence: Longitudinal models for examining developmental change. Child Development, 78(6), 1760-1770.
Kail, R. V., & Miller, C. A. (2006). Developmental change in processing speed: Domain specificity and stability during childhood and adolescence. Journal of Cognition and Development, 7(1), 119-137.
Kail, R. V., Lervåg, A., & Hulme, C. (2016). Longitudinal evidence linking processing speed to the development of reasoning. Developmental Science, 19(6), 1067-1074.
Kail, R. V. (2007). Longitudinal evidence that increases in processing speed and working memory enhance children's reasoning. Psychological Science, 18(4), 312-313.
Kira, I. A., Lewandowski, L., Ashby, J. S., Somers, C., Chiodo, L., & Odenat, L. (2014). Does bullying victimization suppress IQ? The effects of bullying victimization on IQ in Iraqi and African American adolescents: A traumatology perspective. Journal of Aggression, Maltreatment & Trauma, 23(5), 431-453.
Koenig, A., Arunachalam, S., & Saudino, K. J. (2020). Lexical processing of nouns and verbs at 36 months of age predicts concurrent and later vocabulary and school readiness. Journal of Cognition and Development, 21(5), 670-689.
Koponen, T., Salmi, P., Eklund, K., & Aro, T. (2013). Counting and RAN: Predictors of arithmetic calculation and reading fluency. Journal of Educational Psychology, 105(1), 162-175.
Kraft, J. N., & Woods, A. J. (2022). Speed of Processing. In Encyclopedia of Gerontology and Population Aging (pp. 4734-4738). Cham: Springer International Publishing.
McAuley, T., & White, D. A. (2011). A latent variables examination of processing speed, response inhibition, and working memory during typical development. Journal of Experimental Child Psychology, 108(3), 453-468.
McGivern, R. F., Andersen, J., Byrd, D., Mutter, K. L., & Reilly, J. (2002). Cognitive efficiency on a match to sample task decreases at the onset of puberty in children. Brain and Cognition, 50(1), 73–89.
Mizuno, K., Tanaka, M., Fukuda, S., Yamano, E., Shigihara, Y., Imai-Matsumura, K., & Watanabe, Y. (2011). Low visual information-processing speed and attention are predictors of fatigue in elementary and junior high school students. Behavioral and Brain Functions, 7(1), 1-7.
Nettelbeck, T., & Burns, N. R. (2010). Processing speed, working memory and reasoning ability from childhood to old age. Personality and Individual Differences, 48(4), 379-384.
Papadopoulos, T. C., Georgiou, G. K., Deng, C., & Das, J. P. (2018). The structure of speed of processing across cultures. Advances in Cognitive Psychology, 14(3), 112.
Reigal, R. E., Hernández-Mendo, A., Juárez-Ruiz de Mier, R., & Morales-Sánchez, V. (2020). Physical exercise and fitness level are related to cognitive and psychosocial functioning in adolescents. Frontiers in Psychology, 11, 1777.
Ren, X., Tong, Y., Peng, P., & Wang, T. (2020). Critical thinking predicts academic performance beyond general cognitive ability: Evidence from adults and children. Intelligence, 82, 101487.
Rindermann, H., & Neubauer, A. C. (2004). Processing speed, intelligence, creativity, and school performance: Testing of causal hypotheses using structural equation models. Intelligence, 32(6), 573-589.
Schrank, F. A., McGrew, K. S., Mather, N., Wendling, B. J., & LaForte, E. M. (2014). Woodcock-Johnson IV tests of cognitive abilities. Riverside.
Sheppard, L. D., & Vernon, P. (2008). Intelligence and speed of information- processing: A review of 50 years of research. Personality and Individual Differences, 44(3), 535-551.
Simmons, F. R., & Singleton, C. (2008). Do weak phonological representations impact on arithmetic development? A review of research into arithmetic and dyslexia. Dyslexia, 14(2), 77-94.
Sternberg, R. J. (1996). Cognitive psychology. Fort Worth: Harcourt Brace College Publishers.
Turkstra, L. S., & Byom, L. J. (2010). Executive functions and communication in adolescents. The ASHA Leader, 15(15), 8-11.
2018 Physical Activity Guidelines Advisory Committee. (2018). 2018 Physical Activity Guidelines Advisory Committee Scientific Report. Health.gov.