Monday, March 02, 2015

Sharing Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research via BrowZine

Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research
Greene, Barbara A.
Educational Psychologist, Vol. 50 Issue 1 – 2015: 14 - 30

10.1080/00461520.2014.989230

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Sharing Growth in literacy, cognition, and working memory in English language learners via BrowZine

Growth in literacy, cognition, and working memory in English language learners
Lee Swanson, H.; Orosco, Michael J.; Lussier, Catherine M.
Journal of Experimental Child Psychology, Vol. 132 – 2015: 155 - 188

10.1016/j.jecp.2015.01.001

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Sharing The Neural Correlates of Speech Motor Sequence Learning via BrowZine

The Neural Correlates of Speech Motor Sequence Learning
Segawa, Jennifer A.; Tourville, Jason A.; Beal, Deryk S.; Guenther, Frank H.
Journal of Cognitive Neuroscience, Vol. 27 Issue 4 – 2015: 819 - 831

10.1162/jocn_a_00737

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*********************************************
Kevin McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics
www.themindhum.com
*********************************************

Friday, February 27, 2015

Sharing Improved reading measures in adults with dyslexia following transcranial direct current stimulation treatment via BrowZine

Improved reading measures in adults with dyslexia following transcranial direct current stimulation treatment
Heth, Inbahl; Lavidor, Michal
Neuropsychologia, Vol. 70 – 2015: 107 - 113

10.1016/j.neuropsychologia.2015.02.022

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*********************************************
Kevin McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics
www.themindhum.com
*********************************************

Sharing Interests and intelligence: A meta-analysis via BrowZine

Interests and intelligence: A meta-analysis
Pässler, Katja; Hell, Benedikt; Beinicke, Andrea
Intelligence, Vol. 50 – 2015: 30 - 51

10.1016/j.intell.2015.02.001

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*********************************************
Kevin McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics
www.themindhum.com
*********************************************

Sharing Big data and the well-being nexus: Tracking Google search activity by state IQ via BrowZine

Big data and the well-being nexus: Tracking Google search activity by state IQ
McDaniel, Michael A.; Pesta, Bryan J.; Gabriel, Allison S.
Intelligence, Vol. 50 – 2015: 21 - 29

10.1016/j.intell.2015.01.001

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*********************************************
Kevin McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics
www.themindhum.com
*********************************************

Sharing Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic via BrowZine

Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic
Zhang, Xiao; Lin, Dan
Contemporary Educational Psychology, Vol. 41 – 2015: 188 - 197

10.1016/j.cedpsych.2015.01.005

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*********************************************
Kevin McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics
www.themindhum.com
*********************************************

Wednesday, February 25, 2015

Intelligence Testing in Proper Perspective: The Big Picture - a MindHub video-PPT show

I am pleased to announce the availability of my second video-PPT at IQ's Corner YouTube Channel.  The first video can be found here.  The current video is 20 minutes.  You can skip the first three minutes if you don't want background "front matter" material regarding me (the narrator), etc.

The new video-PPT  is called "Intelligence Testing in Proper Perspective:  The Big Picture"

This presentation places the power and value of intelligence testing into a big picture perspective which recognizes the strengths and limitations of intelligence testing.  The goal is to encourage users and consumers of intelligence tests to better understand what these measures can and cannot do, and, more importantly, recognize the other personal and environmental characteristics that influence an individual's learning and development.

Be gentle.  I am not a professional video producer and I do not have the time to edit out pauses, minor mistakes, etc.---- hey...this is FREE quality information. :)

Update 02-27-15.  Thanks to Rueben Lopez for making the suggestion that I reduce the 3 minutes of the introductory "front matter."  I have taken his advice (which I will incorporate into future videos) and have now posted the identical video with the very brief introduction.  It can be accessed here.





Monday, February 23, 2015

The WJ IV Cognitive Battery and Beyond CHC Theory

For individuals who could not attend my NASP 2015 WJ IV mini-skills workshop, or those who did and who would like to view all slides shown (and those not shown) or others who want to know, you can now view the slides below that are posted at SlideShare. Enjoy.  If you click on the SlideShare link you can view other PPT shows I have available for review.

Saturday, February 21, 2015

Research Byte: Strong working memory (WM)--fluid intelligence (Gf) relationship not due to time allowed on both sets of tasks

Very good article that does not support Chuderski's research that had suggested a relationship between time on task (not the same as cognitive processing speed-Gs) and fluid reasoning or working memory. The current study reinforces the very high (but not 1.0) effect size from working memory to Gf. However, how much time an individual (at least for young adults) spends on working memory or fluid tasks does not explain the strong WM--Gf relation. Generalization to children and the elderly cannot be made without further research.

What I find particularly interesting is the authors hypothesis that one possible general mechanism explanation for the WM-->Gf link is temporal based processing of information. This is consistent with the temporal power resolution hypotheses (or temporal g) of Rammsayer and colleagues and a large body of research I have reported at the Brain Clock blog. If you visit that link, pay particular attention to the MindHub Pub2 that presents a three-level hypothesized model for understanding the IM effect. Note that at the lowest neurocognitive and biological level of intelligence research, I have hypothesized that temporal g (and not Jensen's reaction time g) may be one of the key domain-general mechanisms driving critical cognitive abilities, especially working memory and fluid intelligence.

As per the recent four-level reductionistic framework (see brief 10 minute video explanation) I have offered to organize intelligence related research (adapted from Earl Hunt's work), the current study links research at the psychometric, information processing, and neurocognitive and biological (neural efficiency) levels.

Click on images to enlarge.













- Posted using BlogPress from my iPad

Article: One Brain Network for All Mental Illness


One Brain Network for All Mental Illness
http://neurocritic.blogspot.com/2015/02/one-brain-network-for-all-mental-illness.html

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Get it for free to keep up with the news you care about.


*********************************************
Kevin McGrew, PhD
Educational Psychologist 
Director
Institute for Applied Psychometrics
*********************************************

Friday, February 20, 2015

Sharing Relational complexity modulates activity in the prefrontal cortex during numerical inductive reasoning: An fMRI study via BrowZine

Relational complexity modulates activity in the prefrontal cortex during numerical inductive reasoning: An fMRI study
Xiao, Feng; Li, Peng; Long, Chang-Quan; Lei, Yi; Li, Hong
Biological Psychology, Vol. 101 – 2014: 61 - 68

10.1016/j.biopsycho.2014.06.005

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Sharing Fluid intelligence and working memory capacity: Is the time for working on intelligence problems relevant for explaining their large relationship? via BrowZine

Fluid intelligence and working memory capacity: Is the time for working on intelligence problems relevant for explaining their large relationship?
Colom, Roberto; Privado, Jesús; García, Luis F.; Estrada, Eduardo; Cuevas, Lara; Shih, Pei-Chun
Personality and Individual Differences, Vol. 79 – 2015: 75 - 80

10.1016/j.paid.2015.01.051

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Sharing Something more than g: Meaningful Memory uniquely predicts training performance via BrowZine

Something more than g: Meaningful Memory uniquely predicts training performance
Cucina, Jeffrey M.; Su, Chihwei; Busciglio, Henry H.; Peyton, Sharron T.
Intelligence, Vol. 49 – 2015: 192 - 206

10.1016/j.intell.2015.01.007

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Thursday, February 19, 2015