Research Byte: Development of #Arithmetic Across the #Lifespan: A Registered Report. - #Gq #CHC #Gwm #EF #Gs #schoolpsychology #SPED #SLD

Click on image to enlarge for easy viewing

Development of Arithmetic Across the Lifespan: A Registered Report.  

Open access paper available at Developmental Psychology journal.  Click here to access

Abstract

 

Arithmetic skills are needed at any age. In everyday life, children to older adults calculate and deal with numbers. The processes underlying arithmetic seem to change with age. From childhood to younger adulthood, children get better in domain-specific numerical skills such as place-value processing. From younger to older adulthood, domain-general cognitive skills such as working memory decline. These skills are needed for complex arithmetic such as addition with carrying and subtraction with borrowing. This study investigates how the domain-specific (number magnitude, place-value processing) and domain-general (working memory, processing speed, inhibition) processes of arithmetic change across the lifespan. Thereby, arithmetic effects (carry and borrow effects), numerical effects (distance and compatibility effects), and cognitive skills were assessed in children, younger and older adolescents, and younger, middle-aged and older adults. The results showed that numerical and arithmetic skills improve from childhood to young adulthood and remain relatively stable throughout adulthood, even though domain-general pro-cesses, particularly working memory and processing speed, decline with age. While number magnitude and place-value processing both develop until adulthood, number magnitude processing shows deficits during aging, whereas place-value processing remains intact even in old age. The carry effect shifts from a categorical all-or-none decision (whether or not a carry operation is needed) to a more continuous magnitude process in adulthood, reflecting increasing reliance on domain-specific skills. In contrast, the borrow effect remains largely categorical across all age groups, depending on general cognitive processes. These results provide critical insights into how arithmetic skills change over the lifespan, relying on both domain-specific and domain-general processes.

Public Significance Statement 

Numerical and arithmetic skills improve significantly during school and are mostly preserved throughout adulthood—despite a decline in cognitive skills such as working memory and processing speed during aging. When facing complex arithmetic, all—from children up to older adults—need longer to calculate, but lifelong experience helps in dealing with arithmetic complexity. Throughout the lifespan, arithmetic requires both cognitive skills as well as numeric skills.

Research Byte: Conjectures and refutations in #cognitive ability #structuralvalidity research [with #WISC-V]: Insights from Bayesian structural equation modeling - #schoolpsychology #IQ #intelligence #Wechslers #WISC-V

Conjectures and refutations in cognitive ability structural validity research [with #WISC-V]: Insights from Bayesian structural equation modeling

Click here to view Journal of Psychology of School Psychology source of publication - not open access.

Abstract

The use of Bayesian structural equation modeling (BSEM) provided additional insight into the WISC–V theoretical structure beyond that offered by traditional factor analytic approaches (e.g., exploratory factor analysis and maximum likelihood confirmatory factor analysis) through the specification of all cross loadings and correlated residual terms. The results indicated that a five-factor higher-order model with a correlated residual between the Visual-Spatial and Fluid Reasoning group factors provided a superior fit to the four bifactor model that has been preferred in prior research. There were no other statistically significant correlated residual terms or cross loadings in the measurement model. The results further suggest that the WISC–V ten subtest primary battery readily attains simple structure and its index level scores may be interpreted as suggested in the WISC–V's scoring and interpretive manual. Moreover, BSEM may help to advance IQ theory by providing contemporary intelligence researchers with a novel tool to explore complex interrelationships among cognitive abilities—relationships that traditional structural equation modeling methods may overlook. It can also help attenuate the replication crises in school psychology within the area of cognitive assessment structural validity research through systematic evaluation of complex structural relationships obviating the need for CFA based post hoc specification searches which can be prone to confirmation bias and capitalization on chance.

Research Byte: Reevaluating the #Flynneffect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces #intelligence scores

 

Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores

Open access PDF available from journal Intelligence…click here.

Abstract

Since 1954, the Norwegian Armed Forces have annually administered an unchanged general mental ability test to male cohorts, comprising figure matrices, word similarities, and mathematical reasoning tests. These stable and representative data have supported various claims about shifts in general mental ability (GMA) levels, notably the Flynn effect and its reversal, influencing extensive research linking these scores with health and other outcomes. This study examines whether observed temporal trends in scores reflect changes in latent intelligence or are confounded by evolving test characteristics and specific test-taking abilities in numerical reasoning, word comprehension, and figure matrices reasoning. Our findings, using multiple-group factor analysis and multiple indicator multiple cause (MIMIC) models, indicate that while there was a general upward trend in observed scores until 1993, this was predominantly driven by enhancements in the fluid intelligence task, specifically figure matrices reasoning. Notably, these gains do not uniformly translate to a rise in underlying GMA, suggesting the presence of domain-specific improvements and test characteristic changes over time. Conversely, the observed decline is primarily due to decreases in word comprehension and numerical reasoning tests, also reflecting specific abilities not attributable to changes in the latent GMA factor. Our findings further challenge the validity of claims that changes in the general factor drive the Flynn effect and its reversal. Furthermore, they caution against using these scores for longitudinal studies without accounting for changes in test characteristics.

Research Byte: A Systematic #Review of Theoretical Frameworks in #Reading and #Writing: Insights from JAAL (2015–2024)—#Grw #CHC #schoolpsychology #education #SPED

 

A Systematic Review of Theoretical Frameworks in Reading and Writing: Insights from JAAL (2015–2024) 

Click here to visit journal web page.  Not an open access article.

Abstract

This systematic review explored the theoretical frameworks used in reading and writing research published in the Journal of Adolescent and Adult Literacy (JAAL) between 2015 and 2024. Using the matrix method, we screened 126 articles for inclusion criteria and identified 20 studies that addressed both reading and writing in empirical research. We coded each article to determine which theories were explicitly or implicitly used, focusing on five frameworks frequently cited in literacy studies: sociocultural theory, reader response theory, motivation theory, social constructivism, and transactional theory. Results revealed sociocultural theory as the dominant lens, whereas other theories were mainly used as secondary frameworks and often cited implicitly. We also found limited integration across theories despite the acknowledged interdependence of reading and writing. These findings indicate a need for greater theoretical clarity and suggest that researchers and practitioners adopt more integrated approaches when investigating or teaching literacy. By highlighting the current state of theoretical application in JAAL, this review underscores opportunities to strengthen both research design and classroom practice through more explicit and multifaceted theoretical grounding.

National Academies Press downloadable PDF publicaiton on #cognitive #aging - #developmental #cognitive #cognition

 Click here for more info and ability to download a free copy.

Institute of Medicine. 2015. Cognitive Aging: Progress in Understanding and Opportunities for Action. Washington, DC: The National Academies Press. https://doi.org/10.17226/21693.

Research Byte: Science and Practice of Identifying #SpecificLearningDisabilities (#SLD): Kind Conversations About a Wicked Problem —#SPED #schoolpsychology #LD

Science and Practice of Identifying Specific Learning Disabilities: Kind Conversations About a Wicked Problem - Daniel B. Hajovsky, Kathrin E. Maki, Christopher R. Niileksela, Ryan J. McGill, 2025, Journal of Psychoeducational Assessment.  

Click here to visit journal page (unfortunately not an open access PDF).

Abstract

Although specific learning disabilities (SLD) represent the largest category for which school-age children receive special education services, the science and practice of SLD identification continues to evade consensus. Our goal is to bring together trainers and researchers with different perspectives on SLD identification to help spur a move toward a potential consensus, discuss agreements and disagreements on SLD identification in the field including amongst ourselves, and work toward productive discussion that may help move the field forward. We review essential conceptual questions that require greater scrutiny and thought to build a stronger understanding of SLD. We then discuss current assessment and identification practices, focusing on the not-so-controversial and the controversial issues in the field. Finally, we conclude with questions and considerations that challenge many of the established assumptions and systems currently in place. The aim of this article is to support constructive discussion on the topic of SLD that may have profound effects on the perennial issues the field continues to face.

#ITC webinar: #Validity and #Fairness Considerations in Innovative #Digital #Assessments."

When and how can you access this webinar?

The webinar is live online on Thursday, April 3rd, at 10 a.m. (New York, USA time, UTC-4). 

Register for free here!

 

Research Byte: Co-Occurrence and Causality Among #ADHD, #Dyslexia, and #Dyscalculia - #SLD #schoolpsychology #sped #genetics #EDPSY

Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia

Published in Psychological Science.  Click here to access PDF copy of article

Abstract

ADHD, dyslexia, and dyscalculia often co-occur, and the underlying continuous traits are correlated (ADHD symptoms, reading, spelling, and math skills). This may be explained by trait-to-trait causal effects, shared genetic and environmental factors, or both. We studied a sample of ≤ 19,125 twin children and 2,150 siblings from the Netherlands Twin Register, assessed at ages 7 and 10. Children with a condition, compared to those without that condition, were 2.1 to 3.1 times more likely to have a second condition. Still, most children (77.3%) with ADHD, dyslexia, or dyscalculia had just one condition. Cross-lagged modeling suggested that reading causally influences spelling (β = 0.44). For all other trait combinations, cross-lagged modeling suggested that the trait correlations are attributable to genetic influences common to all traits, rather than causal influences. Thus, ADHD, dyslexia, and dyscalculia seem to co-occur because of correlated genetic risks, rather than causality.

 

Self promo: Proud to have #5 and #17 in top 19 (why not 20?) in Journal of #Intelligence…2023 was a “very good year”

 

Proud to have # 5 and #17 in top 19 list.  Click here for list.

Research Byte: Performance- and report-based measures of #executivefunction as predictors of children’s #academic skills - #neuropsychology #schoolpsychology

DeCamp, C., Alfonso, S. V., & Lonigan, C. J. (2025). Performance- and report-based measures of executive function as predictors of children’s academic skills. Neuropsychology, 39(3), 214–222. https://doi.org/10.1037/neu0000992

Abstract

Objective: Executive function (EF) is thought to be a core component of various cognitive processes. Two common ways to measure EF are through report-based measures that assess EF by collecting informant(s) reports on children’s behaviors and performance-based measures that assess EF through the completion of a task related to EF dimension(s). However, most research reports low associations between these measures. The goal of this study was to determine the unique and overlapping contributions of a report- and a performance-based measure of EF on children’s academic outcomes over time. Method: The sample consisted of 1,152 children (636 boys, 516 girls) who were part of a large-scale preschool intervention study. Children completed measures of academic achievement in kindergarten, first grade, and second grade, and they completed a performance-based measure of EF in kindergarten; teachers reported on children’s EF during the fall of kindergarten. Structural growth modeling was utilized to determine the unique and shared contributions of EF measures on concurrent ability and growth of academic outcomes. Results: Structural growth models indicated that the separate EF measures were both significant predictors of concurrent ability and growth of all academic outcomes, with one exception; the Head–Toes–Knees–Shoulders task was not a significant predictor of growth in math skills. Conclusions: Results of this study suggested that report- and performance-based measures of EF should not be used interchangeably, and these findings have implications for the utility of EF as a risk factor for poor academic achievement.

Research Byte: An investigation of the structural #validity of the #WISCV #ancillary scores - #IQ #intelligence #Wechsler #WISC-V #factoranalysis #schoolpsychology

 Another open access research article that can be downloaded by clicking here.

Click on each image to make large and readable.

What is #dyslexia?— An expert delphi consensus on #dyslexia definition, #assessment and #identification—-#SLD #dyslexia #SPED #schoolpsychology

An open access journal article that can be downloaded for reading.  Click here to access/download

ABSTRACT 

This paper discusses the findings of a Delphi study in which dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were asked for their agreement with a set of key statements about defining and identifying dyslexia: why it should be assessed and how and when this assessment should be conducted. Two rounds of survey responses provided a vehicle for moving towards consensus on how to assess for dyslexia. Forty-two consensus statements were ultimately accepted. Findings suggested that assessment practice should take account of risks to the accurate identification of dyslexia. An assessment model, with guidelines for assessors, is presented, based on the Delphi's findings. This hypothesis-testing model requires assessors to investigate and weigh up the factors most likely to result in an accurate assessment before reaching conclusions, assigning terminology, and making recommendations for intervention and management.

Click on following images for larger more readable versions of figures