The kinds of errors that children and adolescents make on phonological processing tasks were studied with a large sample between ages 4 and 19 (N = 3,842) who were tested on the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Principal component analysis identified two phonological processing factors: Basic Phonological Awareness and Advanced Phonological Processing. Canonical analysis and correlation analysis were conducted to determine how each factor related to reading, writing, and oral language across the wide age range. Results of canonical correlation analysis indicated that the advanced error factor was more responsible for reading, writing, and oral language skills than the basic error factor. However, in the correlation analysis, both the basic and advanced factors related about equally to different aspects of achievement-including reading fluency and rapid naming-and there were few age differences.

The Amusement Park Theory of Creativity, which represents both domain‐specific and domain‐general perspectives of creativity, calls for more research on how individual difference constructs are related to creativity at all ends of the domain‐specificity and general spectrum. Toward this goal, this study examined emotional intelligence (using the Emotional Intelligence Scale) in relationship with both a domain‐general measure (the Abbreviated Torrance Test for Adults) and a domain‐specific measure (Kaufman Domains of Creativity Scale) in a sample of 281 Chinese undergraduates. Although emotional intelligence demonstrated no relationship with divergent thinking, it did positively predict all five domains of creativity on the self‐report measure (ranging from .52 to .77). These findings add to the nuanced relationship between emotional intelligence and creativity and serve as a call for more work of this nature.

Children's oral language skills typically begin to develop sooner than their written language skills; however, the four language systems (listening, speaking, reading, and writing) then develop concurrently as integrated strands that influence one another. This research explored relationships between students' errors in language comprehension of passages across oral and written modalities (listening and reading) and in language expression across oral and written modalities (speaking and writing). The data for this study were acquired during the standardization of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Correlational analyses from the total sample (n = 2,443-3,552) and within grade bands revealed low to moderate correlations (.26-.50). No evidence of convergent or divergent validity was found when comparing correlations of "same-name" error types (e.g., inferential errors across modalities) with correlations of "different-name" error types. These results support previous research findings and hypotheses that language by ear, eye, hand, and mouth are separable but interacting systems that differ in more ways than modality of input/output.

What, if any, benefit might there be to applying creativity research to cooking? The purpose of this paper was to address this question. Specifically, we draw on concepts and theories from creativity research to help clarify what is meant by creative cooking. This includes exploring creative cooking through the lens of the 4-C and Propulsion models of creativity. We close with a brief discussion of why applying creativity research to cooking is both beneficial and an area in need of further work.

This study investigated the relationship between specific cognitive patterns of strengths and weaknesses (PSWs) and the errors children make in reading, writing, and spelling tests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3).