ABSTRACT
The previous chapters in this volume have addressed a wide spectrum of topics relating to applied cognitive research in educational settings serving young children. Hopefully, the depth and breadth of these chapters have provided the reader with insights that will be useful in conducting applied cognitive research with this population. In spite of the thorough exploration of the central theme of this volume presented by the earlier chapters, there remain several issues and concerns that must be considered as cognitive research is designed and implemented in applied settings. These issues and concerns tend to crosscut the various topics covered in this volume, and moreover have theoretical as well as practical and methodological implications for conducting this type of research. The purpose of this chapter is to discuss the following issues and concerns, and to illuminate their implications for conducting cognitive research in applied educational settings: 1) individual difference, 2) ecological validity, 3) treatment integrity/fidelity, 4) assessment and intervention, and 5) interrelationship of abilities.
