LEADER 05540nam 22007574a 450 001 9910465128103321 005 20200520144314.0 010 $a1-4237-5690-8 010 $a0-19-803560-8 010 $a1-280-50257-6 010 $a1-4337-0031-X 010 $a9786610502578 035 $a(CKB)2560000000299357 035 $a(EBL)3052071 035 $a(OCoLC)191036848 035 $a(SSID)ssj0000086314 035 $a(PQKBManifestationID)11118974 035 $a(PQKBTitleCode)TC0000086314 035 $a(PQKBWorkID)10025441 035 $a(PQKB)11107731 035 $a(StDuBDS)EDZ0000073380 035 $a(MiAaPQ)EBC3052071 035 $a(MiAaPQ)EBC279764 035 $a(Au-PeEL)EBL3052071 035 $a(CaPaEBR)ebr10142383 035 $a(CaONFJC)MIL50257 035 $a(Au-PeEL)EBL279764 035 $a(EXLCZ)992560000000299357 100 $a20031030d2005 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDevelopmental influences on adult intelligence$b[electronic resource] $ethe Seattle longitudinal study /$fK. Warner Schaie 205 $a[Update]. 210 $aNew York $cOxford University Press$d2005 215 $a1 online resource (507 p.) 300 $aRev. ed. of: Intellectual development in adulthood. 311 $a0-19-515673-0 311 $a0-19-978681-X 320 $aIncludes bibliographical references (p. 455-479) and indexes. 327 $aContents; 1. Introduction and Preview; Origin of the Seattle Longitudinal Study; Some Caveats; Why Study Intelligence in Adulthood?; A Theoretical Framework for Understanding Adult Intellectual Development; History of the Seattle Longitudinal Study; Objectives of the Seattle Longitudinal Study; Plan for the Volume; Chapter Summary; 2. Methodological Issues; Cross-Sectional and Longitudinal Data; Threats to the Internal and External Validity of Developmental Studies; Structural Equivalence; The Differentiation-Dedifferentiation Hypothesis; The Role of Postdiction in Longitudinal Studies 327 $aChapter Summary 3. The Database; The Participant Population; Characteristics of the Base Population; The Measurement Battery; Chapter Summary; 4. Cross-Sectional Studies; The Pilot Studies; The 1956 Baseline Study; Cross-Sectional Replications; Practical Intelligence Data; Chapter Summary; 5. Longitudinal Studies; Basic Cognitive Data; Expanded Cognitive Data; Practical Intelligence Data; Cognitive Style Data; Chapter Summary; 6. Studies of Cohort and Period Differences; Studies of Cohort Differences; Studies of Period (Time-of-Measurement) Differences 327 $aInterpretation and Application of Period Effect Estimates Chapter Summary; 7. Intervention Studies; Remediation Versus New Learning; The 1983-1984 Cognitive Training Study; Replication of Cognitive Training Effects; Maintenance of Training; The Role of Strategy Use in Training Success; Chapter Summary; 8. Methodological Studies; Changing From Sampling Without Replacement to Sampling With Replacement (1974 Collateral Study); The Aging of Tests (1975 Study); Effects of Monetary Incentives; Effects of Experimental Mortality: The Problem of Participant Attrition 327 $aEffects of Practice in Repeated Testing Controlling for Effects of Attrition and Practice by an Independent Random Sampling Design; Structural Equivalence; Chapter Summary; 9. The Relationship Between Cognitive Styles and Intellectual Functioning; Does Flexibility-Rigidity Represent an Independent Domain?; Does Rigidity-Flexibility Affect the Maintenance of Intellectual Abilities Into Old Age?; Relationships Between the Latent Ability Constructs and the Cognitive Style Measures; Chapter Summary; 10. Health and Maintenance of Intellectual Functioning; The Analysis of Health Histories 327 $aAge and Health Histories Diseases That Affect Maintenance of Cognitive Functioning; More Comprehensive Analyses of the Effects of Disease on Cognition; The Study of Health Behaviors; Intellectual Functioning as a Predictor of Physical Health; Effects of Social Support on Illness; Effects of Cognition on Medication Use; Cognitive Decline and the Prediction of Mortality; Chapter Summary; 11. Lifestyle Variables That Affect Intellectual Functioning; Lifestyle Characteristics and Cognitive Functioning: Initial Analyses; Lifestyle Characteristics and Cognitive Functioning: More Recent Analyses 327 $aFamily Similarity in Lifestyle Characteristics 330 8 $aIn 'Developmental Influences on Adult Intelligence', Warner Schaie lays out the reasons why we should continue to study cognitive development in adulthood, and presents the history latest data, and results from the Seattle Longitudinal Study (SLS), which now extends to over 45 years. 606 $aCognition$xAge factors$vLongitudinal studies 606 $aAdulthood$xPsychological aspects$vLongitudinal studies 606 $aAging$xPsychological aspects$vLongitudinal studies 608 $aElectronic books. 615 0$aCognition$xAge factors 615 0$aAdulthood$xPsychological aspects 615 0$aAging$xPsychological aspects 676 $a155.6 700 $aSchaie$b K. Warner$g(Klaus Warner),$f1928-$01028293 701 $aSchaie$b K. Warner$g(Klaus Warner),$f1928-$01028293 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910465128103321 996 $aDevelopmental influences on adult intelligence$92472319 997 $aUNINA LEADER 01992nam 2200433 450 001 9910669028803321 005 20170620144120.0 010 $a1-74224-802-0 010 $a1-74224-257-X 035 $a(CKB)3710000000869126 035 $a(MiAaPQ)EBC4800365 035 $a(EXLCZ)993710000000869126 100 $a20170220h20162016 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aDivas $eMathilde Marchesi and her pupils /$fRoger Neill 210 1$aSydney, New South Wales :$cNew South,$d2016. 210 4$dİ2016 215 $a1 online resource (465 pages) 311 $a1-74223-524-7 320 $aIncludes bibliographical references and index. 330 $a"The incredible story of singing teacher extraordinaire Mathilde Marchesi who trained more international opera stars than anyone before or since. Who was Mathilde Marchesi? How did she become a byword internationally for vocal excellence and operatic success? What was her formula? And how did she produce prima donnas on such a consistent basis? From nineteenth-century Vienna to Paris high society, Roger Neill traces Marchesi's extraordinary five-decade career and introduces a remarkable cast of characters - Felix Mendelssohn, Franz Liszt and the pupils who crossed the globe to study with her, including Dame Nellie Melba. He reveals the phenomenally successful singing method that is her legacy, with Joan Sutherland, Kiri Te Kanawa and Meryl Streep all taught by pupils of Marchesi"--$cSource other than Library of Congress. 606 $aSingers$vBiography 606 $aVoice teachers$vBiography 608 $aElectronic books. 615 0$aSingers 615 0$aVoice teachers 676 $a782.10922 700 $aNeill$b Roger$01161560 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910669028803321 996 $aDivas$92710292 997 $aUNINA