Article: A new iOS game looks to kickstart neuroscience education

A new iOS game looks to kickstart neuroscience education
http://pandodaily.com/2013/05/22/a-new-ios-game-looks-to-kickstart-neuroscience-education/

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A useful taxonomy for classifying Gf tests: Oliver Wilhelm chapter

This is a post made early in the history of this blog.  Still relevant and important.

In a prior post I summarized a taxonomic lens for analyzing performance on figural/spatial matrix measures of fluid intelligence (Gf). Since then I have had the opportunity to read “Measuring Reasoning Ability” by Oliver Wilhelm (see early blog post on recommended books to read – this chapter is part of the Handbook of Understanding and Measuring Intelligence by Wilhelm and Engle). Below are a few select highlights.

The need for a more systematic framework for understanding Gf measures

As noted by Wilhelm, “there is certainly no lack of reasoning measures” (p. 379). Furthermore, as I learned when classifying tests as per CHC theory with Dr. Dawn Flanagan, the classificaiton of Gf tests as measures of general sequential (deductive) reasoning (RG) inductive reasoning (I), and quantitative reasoning (QR) is very difficult. Kyllonen and Christal’s 1990 statement (presented in the Wilhelm chapter) that the “development of good tests of reasoning ability has been almost an art form, owing more to empirical trial-and-error than to systematic delineation of the requirements which such tests must satisfy” (p.446 in Kyllonen and Christal; p. 379 in Wilhelm). It thus follows that the logical classification of Gf tests is often difficult…or, as we used to say when I was in high school..”no sh____ batman!!!!”

As a result, “scientists and practitioners are left with little advice from test authors as to why a specific test has the form it has. It is easy to find two reasoning tests that are said to measure the same ability but that are vastly different in terms of their features, attributes, and requirements” (p. 379).

Wilhelm’s system for formally classifying reasoning measures

Wilhelm articulates four aspects to consider in the classification of reasoning measures. These are:

• Formal operation task requirements – this is what most CHC assessment professionals have been encouraged to examine via the CHC lens. Is a test a measure of RG, I, RQ, or a mixture of more than one narrow ability?

• Content of tasks – this is where Wilhelm’s research group has made one of its many significant contributations during the past decade. Wilhelm et al. have reminded us that just because the Rubik’s cube model of intelligence (Guilford’s SOI model) was found seriously wanting, the analyses of intelligence tests by operation (see above) and content facets is theoretically and empirically sound. I fear that many psychologists, having been burned by the unfulfilled promise of the SOI interpretative framework, have often thrown out the content facet with the SOI bath water. There is clear evidence (see my prior post that presents evidence for content facets based on the analysis of 50 CHC designed measures via a Carroll analyses of the data) that most psychometric tests can be meaningfully classified as per stimulus content – figural, verbal, and quantitative.

• The instantiation of the reasoning tasks/problems – what is the formal underlying structure of the reasoning tasks? Space does not allow a detailed treatment here, but Wilhelm provides a flavor of this feature when he suggests that one must go through a “decision tree” to ascertain if the problems are concrete vs. abstract. Following the abstract branch, further differentiation might occur vis-à-vis the distinction of “nonsense” vs. “variable” instantiation. Following the concrete branch decision tree, reasoning problem instantiation can be differentiated as to whether they require prior knowledge or not. And so on.

• As noted by Wilhelm, “it is well established that the form of the instantiation has substantial effects on the difficulty of structurally identical reasoning tasks” (p. 380).

• Vulnerability of task to reasoning ‘strategies” – all good clinicians know, and have seen, that certain examinees often change the underlying nature of a psychometric task via the deployment of unique metacognitive/learning strategies. I often call this the “expansion of a tests specificity by the examinee.” According to Wilhelm, “if a subgroup of participants chooses a different approach to work on a given test, the consequence is that the test is measuring different abilities for different subgroups…depending on which strategy is chosen, different items are easy and hard, respectively” (p, 381). Unfortunately, research-based protocols for ascertaining which strategies are used during reasoning task performance are more-or-less non-existent.

Ok…that’s enough for this blog post. Readers are encouraged to chew on this taxonomic framework. I do plan (but don’t hold me to the promise…it is a benefit of being the benevolent blog dictator) to summarize additional information from this excellent chapter. Whilhelm’s taxonomy has obvious implications for those who engage in test development. Wilhelm’s framework suggests a structure from which to systematically design/specify Gf tests as per the four dimensions.

On the flip side (applied practice), Whilhelm’s work suggests that our understanding of the abilities measured by existing Gf tests might be facilitated via the classification of different Gf tests as per these dimensions. Work on the “operation” characteristic has been going strong since the mid 1990’s as per the CHC narrow ability classification of tests.

Might not a better understanding of Gf measures emerge if those leading the pack on how to best interpret intelligence tests add (to the CHC operation classifications of Gf tests) the analysis of tests as per the content and instantiation dimensions, as well as identifying the different types of cognitive strategies that might be elicited by different Gf tests by different individuals?

I smell a number of nicely focused and potentially important doctoral dissertations based on the administration of a large collection of available practical Gf measures (e.g., Gf tests from WJ III, KAIT, Wechslers, DAS, CAS, SB5, Ravens, and other prominent “nonverbal” Gf measures) to a decent sample, followed by exploratory and/or confirmatory factor analyses and multidimensional scaling (MDS). Heck….doesn’t someone out there have access to that ubiquitous pool of psychology experiment subjects --- viz., undergraduates in introductory psychology classes? This would be a good place to start.

On Serendipity in Science: Recommended book

A number of years ago I  read Merton ("On the shoulders of giants") and Barber's (2004) The travels and adventures of serendipity. Not an easy read, but a very insightful book that deals with the origins of the word "serendipity"......something that is often present in significant scientific discovers. Below is my favorite quote from the book.

I recommend this book to blogsters who have a historical interest in the development of ideas, words, and "happy accidents" in scientific discovers.

• "Many a scientific adventurer sails the uncharted seas and sets his course for a certain objectives only to find unknown land and unsuspected ports in strange parts. To reach such harbors, he must ship and sail, do and dare; he must quest and question. These chance discoveries are called “accidental” but there is nothing fortuitous about them, for laggards drift by a haven that may be a heaven. They pass by ports of opportunity. Only the determined sailor, who is not afraid to seek, to work, to try, who is inquisitive and alert to find, will come back to his home port with discovery in his cargo" (p.177)

Quote to note: Measurement

"Measure what is measurable, and make measurable what is not so"

• Gottlob Frege (1848 - 1925) Quoted in H. Wey, "Mathematics and the Laws of Nature" in Gordon and S. Sorkin (eds.) The Armchair Science Reader, New York: Simon and Schuster, 1959

Happy Memorial Day Weekend. Be safe

Article Alert: Classification Discrepancies in Two Intelligence Tests: Forensic Implications for Persons with Developmental Disabilities

Classification Discrepancies in Two Intelligence Tests: Forensic Implications for Persons with Developmental Disabilities

Authors:
Cavagnaro, AT; Shuster, S; Colwell, K

Source:
*JOURNAL OF FORENSIC PSYCHOLOGY PRACTICE*, 13 (1):49-67; JAN 1 2013

Abstract:
Accurate measurement of intellectual abilities of adults with
developmental disabilities impacts key legal issues, including
adjudicative competence, civil commitment, and death penalty litigation.
This research compared standardized measures of intelligence in a
multicultural sample of adults with developmental disabilities. Within
subjects ANOVA revealed significantly higher Wechsler Adult Intelligence
Scale-Third Edition IQs compared to Wide Range Intelligence Test (WRIT)
IQs, with a median difference of 13.0 points. Underestimates provided by
the WRIT could lead to adverse legal decisions, including exacerbation
of malingered cognitive dysfunction cases and permitting individuals
guilty of criminal acts to escape sentences. Policy implications exist
for the methodology of intellectual assessment given that instruments
yield discrepancies. We suggest utilizing standardized measures with
strong psychometric integrity in Atkins hearings and incorporating
relevant collateral information when generating clinical case
formulations. This will give clinicians additional relevant data and
afford greater precision in forming clinical judgments regarding
diagnosis and cognitive level in forensic cases.

Journal Alert: Journal of Psychoeducational Assessment Table of Contents for 1 June 2013; Vol. 31, No. 3

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Journal of Psychoeducational Assessment Online Table of Contents Alert

A new issue of Journal of Psychoeducational Assessment is available online:

June 2013; Vol. 31, No. 3

The below Table of Contents is available online at: http://jpa.sagepub.com/content/vol31/issue3/?etoc

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Articles

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The Development of a School-Based Measure of Child Mental Health

Jessica Deighton, Peter Tymms, Panos Vostanis, Jay Belsky, Peter Fonagy, Anna Brown, Amelia Martin, Praveetha Patalay, and Miranda Wolpert

Journal of Psychoeducational Assessment 2013;31 247-257
http://jpa.sagepub.com/cgi/content/abstract/31/3/247

Concurrent Validity of the Classroom Strategies Scale for Elementary School—Observer Form

Linda A. Reddy, Gregory A. Fabiano, and Christopher M. Dudek

Journal of Psychoeducational Assessment 2013;31 258-270
http://jpa.sagepub.com/cgi/content/abstract/31/3/258

The Structural Consistency of a Six-Factor Model of Academic Self-Concept Among Culturally Diverse Preadolescents in the United States

Gary J. Ockey and Sara Abercrombie

Journal of Psychoeducational Assessment 2013;31 271-283
http://jpa.sagepub.com/cgi/content/abstract/31/3/271

Achievement Goal Validation Among African American High School Students: CFA and Rasch Results

Caroline O. Hart, Christian E. Mueller, Kenneth D. Royal, and Martin H. Jones

Journal of Psychoeducational Assessment 2013;31 284-299
http://jpa.sagepub.com/cgi/content/abstract/31/3/284

A Psychometric Evaluation of the STAI-Y, BDI-II, and PAI Using Single and Multifactorial Models in Young Adults Seeking Psychoeducational Evaluation

Benjamin D. Hill, Mandi Musso, Glenn N. Jones, Russell D. Pella, and Wm. Drew Gouvier

Journal of Psychoeducational Assessment 2013;31 300-312
http://jpa.sagepub.com/cgi/content/abstract/31/3/300

A Comprehensive Evaluation of the Supreme Court's Forest Grove Decision?

Perry A. Zirkel

Journal of Psychoeducational Assessment 2013;31 313-317
http://jpa.sagepub.com/cgi/content/abstract/31/3/313

Forest Grove v. T.A. Rejoinder to Zirkel: An Attempt to Profit From Malfeasance?

Peter W. D. Wright, James B. Hale, Erica M. Backenson, Eleazar C. Eusebio, and Shauna G. Dixon

Journal of Psychoeducational Assessment 2013;31 318-325
http://jpa.sagepub.com/cgi/content/abstract/31/3/318

Effects of Extended Time Allotments on Reading Comprehension Performance of College Students With and Without Learning Disabilities

Lawrence Lewandowski, Justin Cohen, and Benjamin J. Lovett

Journal of Psychoeducational Assessment 2013;31 326-336
http://jpa.sagepub.com/cgi/content/abstract/31/3/326

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Test Review

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Review of the Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II)

Adam W. McCrimmon and Amanda D. Smith

Journal of Psychoeducational Assessment 2013;31 337-341
http://jpa.sagepub.com/cgi/reprint/31/3/337

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Book Review

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Book Review: LINKing Authentic Assessment & Early Childhood Intervention: Best Measures for Best Practices

Suzanne M. Winter

Journal of Psychoeducational Assessment 2013;31 342-345
http://jpa.sagepub.com/cgi/reprint/31/3/342

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Article alert: Numerical Architecture

PT J
AU Mandelbaum, E
AF Mandelbaum, Eric
TI Numerical Architecture
SO TOPICS IN COGNITIVE SCIENCE
AB The idea that there is a Number Sense (Dehaene, 1997) or Core Knowledge
of number ensconced in a modular processing system (Carey, 2009) has
gained popularity as the study of numerical cognition has matured.
However, these claims are generally made with little, if any, detailed
examination of which modular properties are instantiated in numerical
processing. In this article, I aim to rectify this situation by
detailing the modular properties on display in numerical cognitive
processing. In the process, I review literature from across the
cognitive sciences and describe how the evidence reported in these works
supports the hypothesis that numerical cognitive processing is modular.
I outline the properties that would suffice for deeming a certain
processing system a modular processing system. Subsequently, I use
behavioral, neuropsychological, philosophical, and anthropological
evidence to show that the number module is domain specific,
informationally encapsulated, neurally localizable, subject to specific
pathological breakdowns, mandatory, fast, and inaccessible at the person
level; in other words, I use the evidence to demonstrate that some of
our numerical capacity is housed in modular casing.
PD APR
PY 2013
VL 5
IS 2
BP 367
EP 386
ER

Article alert: Distinguishing How From Why the Mind Wanders: A Process-Occurrence Framework for Self-Generated Mental Activity

More on mind wandering.

PT J
AU Smallwood, J
AF Smallwood, Jonathan
TI Distinguishing How From Why the Mind Wanders: A Process-Occurrence
Framework for Self-Generated Mental Activity
SO PSYCHOLOGICAL BULLETIN
AB Cognition can unfold with little regard to the events taking place in
the environment, and such self-generated mental activity poses a
specific set of challenges for its scientific analysis in both cognitive
science and neuroscience. One problem is that the spontaneous onset of
self-generated mental activity makes it hard to distinguish the events
that control the occurrence of the experience from those processes that
ensure the continuity of an internal train of thought once initiated.
This review demonstrates that a distinction between process and
occurrence (a) provides theoretical clarity that has been absent from
current discussions of self-generated mental activity, (b) affords
conceptual leverage on seemingly disparate results associating the state
with both domain-general processes and task error, and (c) draws
attention to important questions for understanding unconstrained thought
in contexts such as psychopathology and education. It is suggested that
identifying the moment that self-generated mental events begin is a
necessary next step in moving toward a testable account of why the mind
has evolved to neglect the present in favor of ruminations on the past
or imaginary musings of what may yet come to pass.
PD MAY
PY 2013
VL 139
IS 3
BP 519
EP 535
ER

Article alert: Neuropsychological test performance of Spanish speakers: Is performance different across different Spanish-speaking subgroups?

PT J
AU Bure-Reyes, A
Hidalgo-Ruzzante, N
Vilar-Lopez, R
Gontier, J
Sanchez, L
Perez-Garcia, M
Puente, AE
AF Bure-Reyes, Annelly
Hidalgo-Ruzzante, Natalia
Vilar-Lopez, Raquel
Gontier, Javier
Sanchez, Laura
Perez-Garcia, Miguel
Puente, Antonio E.
TI Neuropsychological test performance of Spanish speakers: Is performance
different across different Spanish-speaking subgroups?
SO JOURNAL OF CLINICAL AND EXPERIMENTAL NEUROPSYCHOLOGY
AB Even though theories and research have pointed out the importance of
variables such as age, gender, or education on neuropsychological
assessment, much less emphasis has been placed on language and culture.
With the increasing population of Spanish speakers in North America and
the limited amount of clinical and scholarly information currently
available, neuropsychological assessment of this group has similarly
become of increasing importance. Though several studies have been
published over the last two decades, an assumption exists that all
Spanish speakers, holding education and age constant, would perform
similarly regardless of their origin. To address this assumption, a
sample of 126 participants was tested from four different countries
(Chile, Dominican Republic, Puerto Rico, and Spain). Participants were
compared on the following commonly used neuropsychological tests: Verbal
Serial Learning Curve, Rey Osterrieth Complex Figure Test, Verbal
Phonemic Fluency Test, the Stroop Color and Word Test, and the Trail
Making Test. Analyses revealed significant differences across the groups
in two of the five tests administered. Significant differences were
observed in the delayed recall of the Serial Learning Test and in the
Verbal Fluency Test. The findings highlight the importance of
within-group differences between Spanish speakers.
PD APR
PY 2013
VL 35
IS 4
BP 404
EP 412
ER

Article alert : On an Approach to Testing and Modeling Competence

PT J
AU Shavelson, RJ
AF Shavelson, Richard J.
TI On an Approach to Testing and Modeling Competence
SO EDUCATIONAL PSYCHOLOGIST
AB E. L. Thorndike contributed significantly to the field of educational
and psychological testing as well as more broadly to psychological
studies in education. This article follows in his testing legacy. I
address the escalating demand, across societal sectors, to measure
individual and group competencies. In formulating an approach to
measuring competence, I draw on measurement research I have done over my
career; the Thorndike lecture is to be as much autobiographical as
substantive and/or methodological. I present an approach to defining,
measuring, and statistically modeling competency measurements. The
article unpacks Hartig etal.'s (2008) definition of competence as a
complex ability construct closely related to real-life-situated
performance. The intent is to make the construct, competence, amenable
to measurement. Once unpacked, criteria for building competence
measurements are set forth and exemplified by research from business,
military, and education sectors. Generalizability theory, a statistical
theory for modeling and evaluating the dependability of competence
scores, is applied to several of these examples. The article then pulls
together the threads into a general competency measurement model and
concludes by noting its limitations.
PD APR
PY 2013
VL 48
IS 2
BP 73
EP 86
ER

Article alert: Predicting individual differences in low-income children's executive control from early to middle childhood

PT J
AU Raver, CC
Mccoy, DC
Lowenstein, AE
Pess, R
AF Raver, C. Cybele
McCoy, Dana Charles
Lowenstein, Amy E.
Pess, Rachel
TI Predicting individual differences in low-income children's executive
control from early to middle childhood
SO DEVELOPMENTAL SCIENCE
AB The present longitudinal study tested the roles of early childhood
executive control (EC) as well as exposure to poverty-related adversity
at family and school levels as key predictors of low-income children's
EC in elementary school (n=391). Findings suggest that children's EC
difficulties in preschool and lower family income from early to middle
childhood are robust predictors of later EC difficulties as rated by
teachers in 2nd and 3rd grades. Findings also suggest enrollment in
unsafe elementary schools is significantly predictive of higher levels
of teacher-rated EC difficulty, but only for those children who showed
initially elevated levels of EC difficulty in early childhood.
Implications for scientific models of cognitive development and
poverty-related adversity are discussed.
PD MAY
PY 2013
VL 16
IS 3
BP 394
EP 408
ER

Article alert: Cultural differences in the development of processing speed

AU Kail, RV
McBride-Chang, C
Ferrer, E
Cho, JR
Shu, H
AF Kail, Robert V.
McBride-Chang, Catherine
Ferrer, Emilio
Cho, Jeung-Ryeul
Shu, Hua
TI Cultural differences in the development of processing speed
SO DEVELOPMENTAL SCIENCE
AB The aim of the present work was to examine cultural differences in the
development of speed of information processing. Four samples of US
children (N=509) and four samples of East Asian children (N=661)
completed psychometric measures of processing speed on two occasions.
Analyses of the longitudinal data indicated that, although processing
speed was comparable among US and East Asian children at the youngest
age (similar to 4.5years), it developed more rapidly in some but not all
of the East Asian samples. Results are discussed in terms of factors
that may promote more rapid development of processing speed in some East
Asian cultures.
PD MAY
PY 2013
VL 16
IS 3
BP 476
EP 483
ER

IQs Corner Recent Literature of Interest: 5-22-13

 

Here is over two weeks of recent publications of interest (with abstracts). Enjoy. So much to read...so little time.

 

Posted with Blogsy

Article: Does brain training work? Yes, if it meets these 5 conditions

Does brain training work? Yes, if it meets these 5 conditions
http://sharpbrains.com/blog/2013/05/22/does-brain-training-work-yes-if-it-meets-these-5-conditions/

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Article: Frontiers | Distraction and Mind-Wandering Under Load

Frontiers | Distraction and Mind-Wandering Under Load
http://www.frontiersin.org/Cognition/10.3389/fpsyg.2013.00283/abstract

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Cluster analysis of the WJ III/WISC-III intelligence tests: OBG post

This is a OBG (oldie but goodie) post that has new updated links

In a prior shameless plug, I briefly summarized the results of a recently published CHC-based confirmatory factor analysis study of a WJ-III/WISC-III cross-battery data set (Phelps, McGrew, Knopik & Ford, 2005). Following a favorite quantoid mantra ("there is more than one way to explore a data set"), I couldn't resist but conduct a more loosey-goosey (sp?) exploratory analysis of the data.

One of my favorite exploratory tools, given the Gv presentation of the multivariate structure of the data, is hierarchical cluster analysis (sometimes referred to as the "poor man's" factor analysis). Without going into detail, I subjected the data set previously described to Ward's clustering algorithm. As a word of caution, it is important to note that cluster analysis will provide neat looking cluster dendograms for random data....so one must be careful not to over-interpret the results. Yet, I find the looser constraints of cluster analysis and, in particular, the continued collapsing of clusters of tests (and lower-order clusters) into ever increasing broad higher-order clusters very thought provoking---the results often suggest different broad (stratum II) or intermediate level strata (as per Carroll's 3-stratum model).

I present the current results "as is" (click here to view or download). Blogsters will need to consult prior posts to glean the necessary pieces of information to interpret the CHC factor codes and names, the abilities measured by the WJ III tests, etc.

To say the least, some interesting hypothesis are suggested. In particular, I continue to be intrigued by the possibility of a higher-order dual cognitive processing model structure (within the CHC taxonomy) --that is, a distinction between automatic vs controlled/deliberate processing

Stanford-Binet 5 post publication resources: 5-20-13

This is an update of a post made a number of years ago...with new information

Stanford Binet 5 Assessment Service Bulletins (info from Riverside Publishing web page)

• SB5 Assessment Service Bulletin #1: History of the Stanford-Binet Intelligence Scales: Content and Psychometrics
• SB5 Assessment Service Bulletin #2: Accommodations on the Stanford-Binet Intelligence Scales, Fifth Edition
• SB5 Assessment Service Bulletin #3: Use of the Stanford-Binet Intelligence Scales, Fifth Edition in the Assessment of High Abilities
• SB5 Assessment Service Bulletin #4: Special Composite Scores for the Stanford-Binet Intelligence Scales, Fifth Edition
• Quality of Performance and Change - Sensitive Assessment for Cognitive Ability by Gale H. Roid
• Technical Brief - Interpretation of SB5/Early SB5 Factor Index Scores by Gale H. Roid

Article: Jon Lieff YouTube Channel

Jon Lieff YouTube Channel
http://jonlieffmd.com/blog/jon-lieff-youtube-channel

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Article: Complexity in Searching for the Neural Code

Complexity in Searching for the Neural Code
http://jonlieffmd.com/blog/complexity-in-searching-for-the-neural-code

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Video tutorial: Estimating latent WISC-IV and WAIS-IV scores for individuals--Dr. Joel Schneider

Dr. Joel Schneider has done it again.  A brilliant video tutorial demonstrating how latent factor scores can be used, via Excel templates he provides, to interpret scores on the WISC-IV and WAIS-IV.  This is complex material but his beautiful visual video tutorial makes it easier to understand the complex constructs.  Dr. Schneider continues to push the envelope on psychometric based IQ test score interpretation.

Article: Could a brain scan tell you how smart you are? Research shows intelligence linked to strength of neural connections

Could a brain scan tell you how smart you are? Research shows intelligence linked to strength of neural connections
http://www.dailymail.co.uk/sciencetech/article-2182624/Could-brain-scan-tell-smart-Research-shows-intelligence-linked-strength-neural-connections.html

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Article: Shocks to the Brain Improve Mathematical Abilities

Shocks to the Brain Improve Mathematical Abilities
http://www.scientificamerican.com/article.cfm?id=shocks-to-the-brain-improve-mathematical-abilities

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Article: Brain Science Upstages DSM-V, So-Called Mental Health 'Bible'

Brain Science Upstages DSM-V, So-Called Mental Health 'Bible'
http://abcnews.go.com/Health/brain-science-upstages-dsm-mental-health-bible/story?id=19170123

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Update to Flynn Effect MR/ID Capital Punishment Archive Project (v10; 5-15-13)

I am pleased to announce a long overdue update to the Flynn Effect MR/ID Capital Punishment Archive Project (v10).  For those unfamiliar with the Flynn Effect, it concerns the issue of norm obsolescence, primarily on IQ tests, which results in inaccurate and inflated IQ scores as a function of how out-of-date an IQ test norms are--at the time the test is administered to an individual.  The topic is also referred to as the secular increase in intelligence scores over time.

Click on the link  above to visit the launch page--where the project is described.  Three different types of access links are provided at this page.  The archive includes approximately 170 references with links to copies of most of the publications.  The update includes 37 new or updated references/articles since the last update.

A particular thanks to Dr. Dale Watson for sending me a boatload of articles that I had not previously included in the archive.

Picture: Brain grows till early 20s!

Brain grows till early 20s!
http://twitter.com/JNNP_BMJ/status/334611111167029248/photo/1

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Article: A Randomized Controlled Trial of Cognitive Training Using a Visual Speed of Processing Intervention in Middle Aged and Older Adults

A Randomized Controlled Trial of Cognitive Training Using a Visual Speed of Processing Intervention in Middle Aged and Older Adults
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0061624

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Article: Visualizing the Connectome : Neuroskeptic

Visualizing the Connectome : Neuroskeptic
http://blogs.discovermagazine.com/neuroskeptic/2013/05/12/visualizing-the-connectome/

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