This weeks "recent literature of interest" is now available. Click here to view or download.
Journal of Psychoeducational Assessment Online TableofContents Alert
- A new issue of Journal of Psychoeducational Assessment is available online:
- 1 December 2009; Vol. 27, No. 6
- The below Table of Contents is available online at: http://jpa.sagepub.com/content/vol27/issue6/?etoc
Articles
- Concordance of the Children's Executive Functions Scale With Established Tests and Parent Rating Scales
- Laura G. Goulden and Cheryl H. Silver
- Journal of Psychoeducational Assessment 2009;27 439-451
http://jpa.sagepub.com/cgi/content/abstract/27/6/439
- Relationship Between Parenting Stress and Ratings of Executive Functioning in Children With ADHD
- Krystle B. Joyner, Cheryl H. Silver, and Peter L. Stavinoha
- Journal of Psychoeducational Assessment 2009;27 452-464
http://jpa.sagepub.com/cgi/content/abstract/27/6/452
- Psychometric Assessment and Reporting Practices: Incongruence Between Theory and Practice
- Kathleen L. Slaney, Masha Tkatchouk, Stephanie M. Gabriel, and Michael D. Maraun
- Journal of Psychoeducational Assessment 2009;27 465-476
http://jpa.sagepub.com/cgi/content/abstract/27/6/465
- Self-Perceptions, Discrepancies Between Self- and Other-Perceptions, and Children's Self-Reported Emotions
- Karen L. Nuijens, Hedwig Teglasi, and Gregory R. Hancock
- Journal of Psychoeducational Assessment 2009;27 477-493
http://jpa.sagepub.com/cgi/content/abstract/27/6/477
- An Exploratory Investigation of the Factor Structure of the Reynolds Intellectual Assessment Scales (RIAS)
- Stefan C. Dombrowski, Marley W. Watkins, and Michael J. Brogan
- Journal of Psychoeducational Assessment 2009;27 494-507
http://jpa.sagepub.com/cgi/content/abstract/27/6/494
- Book Review: Sattler, J. M. (2008). Assessment of children: Cognitive foundations (5th ed.). San Diego: Author. Sattler, J. M. (2008). Resource guide to accompany Assessment of Children: Cognitive Foundations (5th ed.). San Diego: Author
- Randy G. Floyd
- Journal of Psychoeducational Assessment 2009;27 508-514
http://jpa.sagepub.com/cgi/reprint/27/6/508
http://kolber.typepad.com/ethics_law_blog/2009/11/new-brainrelated-ssrn-abstracting-journals.html
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November 18, 2009
Volume 54, Issue 46
1. The New Humanitarians: Inspiration, Innovations, and Blueprints for Visionaries
Author: Chris E. Stout (Ed.)
Reviewer: Theresa A. Thorkildsen
2. Poverty and Brain Development During Childhood: An Approach From Cognitive Psychology and Neuroscience
Authors: Sebastian J. Lipina and Jorge A. Colombo
Reviewer: Alice Sterling Honig
3. Memory and the Computational Brain: Why Cognitive Science Will Transform Neuroscience
Authors: C. R. Gallistel and Adam Philip King
Reviewer: Debra Gusnard
4. Behavior Analysis for Effective Teaching
Author: Julie S. Vargas
Reviewer: Larry A. Alferink
5. What We Know About Emotional Intelligence: How It Affects Learning, Work, Relationships, and Our Mental Health
Authors: Moshe Zeidner, Gerald Matthews, and Richard D. Roberts
Reviewers: Kenneth S. Law and Jane Y. Jiang
6. Eating Disorders: Cognitive Behaviour Therapy With Children and Young People
Authors: Simon G. Gowers and Lynne Green
Reviewer: Wayne A. Bowers
7. Creativity 101
Author: James C. Kaufman
Reviewers: Bonnie Cramond and Elizabeth Fairweather
8. The Ego Tunnel: The Science of the Mind and the Myth of the Self
Author: Thomas Metzinger
Reviewer: Richard Duus
9. Twilight
Director: Catherine Hardwicke
Reviewers: Ryan M. Niemiec and Jeremy Clyman
Good afternoon,
I’m a fellow at Human Rights Watch and the ACLU and will be documenting the experiences of noncitizens with mental disabilities in US immigration removal proceedings. The advocacy objective of our project is to ensure due process protections for individuals with mental disabilities (including intellectual disabilities, severe mental illness, and various gradations of “capacity”) in their legal proceedings.
As I prepare for my interviews (in detention facilities across the US), I would appreciate any assistance in developing a protocol for interviewing people with mental disabilities and obtaining informed consent for the interview itself. If you have resources, templates or experience you can share with me, please let me know.
Many thanks,
Sarah
The WJ III Battery is comprised of both cognitive (intelligence) and achievement components. As reported in the technical manual, the Cattell-Horn-Carroll (CHC) theory of cognitive abilities organizational structure of the WJ III has been validated. The current investigation analyzed the cognitive and achievement tests for all WJ III norm subjects from ages 6-18 years of age. Cluster analysis of the 50 WJ III tests provides additional validity for the CHC structure of the WJ III. More importantly, the analyses provide support for a significant number of narrow ability classifications for many WJ III tests, classifications that (to date) have largely been based on expert consensus task analysis. The results also suggest possible new interpretative clusters and intermediate CHC dimensions warranting future research regarding the CHC taxonomy of human cognitive abilities.
This weeks "recent literature of interest" is now available. Click here to view or download.
Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)
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double click on it to make larger-if hard to see)
http://www.nlc2009.angularis.org/
Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)
Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)
The WJ III Battery is comprised of both cognitive (intelligence) and achievement components. As reported in the technical manual, the Cattell-Horn-Carroll (CHC) theory of cognitive abilities organizational structure of the WJ III has been validated. The current investigation analyzed the cognitive and achievement tests for all WJ III norm subjects from ages 6-18 years of age. Multidimensional scaling (MDS—Guttman Radex model) of the 50 WJ III tests suggested new facets from which to interpret the WJ III. The results suggested three to four higher-order intermediate CHC model stratum abilities that varied along the dimensions of (a) controlled vs automatic cognitive processing and (b) product- vs process-dominant abilities. The results, together with recent similar analysis of the WAIS-IV, support Woodcock’s Cognitive Performance Model (CPM). Implications for possible minor changes in the CPM model are suggested. More importantly, the WJ III and WAIS-IV results collectively suggest hypothesized refinements and extensions of the CHC intelligence framework. Research focused on exploring the compatibility of a combined CHC and Berlin Model of Intelligence Structure (BIS) theory is recommended.
| Developmental Psychology - Vol 45, Iss 6 Developmental Psychology publishes articles that advance knowledge and theory about human development across the life span. |
Word learning in children with autism spectrum disorders.Mon, Nov 9 2009 11:50 PMby Luyster, Rhiannon; Lord, Catherine Autism spectrum disorders (ASD) have been gaining attention, partly as an example of unusual developmental trajectories related to early neurobiological differences. The present investigation addressed the process of learning new words to explore mechanisms of language delay and impairment. The sample included 21 typically developing toddlers matched on expressive vocabulary with 21 young children with ASD. Two tasks were administered to teach children a new word and were supplemented by cognitive and diagnostic measures. In most analyses, there were no group differences in performance. Children with ASD did not consistently make mapping errors, even in word learning situations that required the use of social information. These findings indicate that some children with ASD, in developmentally appropriate tasks, are able to use information from social interactions to guide word–object mappings. This result has important implications for understanding of how children with ASD learn language. (PsycINFO Database Record (c) 2009 APA, all rights reserved) Counting on working memory when learning to count and to add: A preschool study.Mon, Nov 9 2009 11:50 PMby No�l, Marie-Pascale In this study, the author aimed at measuring how much limited working memory capacity constrains early numerical development before any formal mathematics instruction. To that end, 4- and 5-year-old children were tested for their memory skills in the phonological loop (PL), visuo-spatial sketchpad (VSSP), and central executive (CE); they also completed a series of tasks tapping their addition and counting skills. A general vocabulary test was given to examine the difference between the children's numerical and general vocabulary. The results indicated that measures of the PL and the CE, but not those of the VSSP, were correlated with children's performance in counting, addition and general vocabulary. However, the predictive power of the CE capacity was significantly stronger than that of the PL capacity. Poor CE capacity should thus be taken into consideration when identifying children at risk of experiencing learning disabilities. (PsycINFO Database Record (c) 2009 APA, all rights reserved) |
In describing academic attainment in autism spectrum disorders (ASD), results are typically reported at the group mean level. This may mask subgroups of individuals for whom academic achievement is incommensurate with intellectual ability. The authors tested the IQ, literacy, and mathematical abilities of a large group (N = 100) of adolescents (14–16 years old) with ASD. Seventy-three percent of the sample had at least one area of literacy or mathematical achievement that was highly discrepant (approximately 14 standard score points) from full-scale IQ (FSIQ). The authors focused on four subgroups with either word reading ("Reading Peak" and "Reading Dip") or arithmetic ("Arithmetic Peak" and "Arithmetic Dip") higher or lower than FSIQ. These subgroups were largely mutually exclusive and were characterized by distinct intellectual profiles. The largest was the "Arithmetic Peak" subgroup of participants, who presented with average intellectual ability alongside superior arithmetic skills and who were predominantly in a mainstream educational setting. Overall, the most pervasive profile was discrepantly poor reading comprehension, which associated with severity of social and communication difficulties. The high rate of uneven academic attainment in ASD has implications for educational practice. (PsycINFO Database Record (c) 2009 APA, all rights reserved)
The extent to which verbal (VM) and visuospatial memory (VSM) tests measure the same or multiple constructs is unclear. Likewise the relationship between VM and VSM across development is not known. These questions are addressed using genetically informative data, studying two age cohorts (young adults and children) of twins and siblings. VM and VSM were measured in the working memory and short-term memory domain. Multivariate genetic analyses revealed that two highly correlated common genetic factors, one for VM and one for VSM, gave the best description of the covariance structure among the measures. Only in children, specific genetic factors were also present. This led to the following conclusions: In children, one genetic factor is responsible for linking VM and VSM. Specific genetic factors create differences between these two domains. During the course of development, the influence of genetic factors unique to each of these domains disappears and the genetic factor develops into two highly correlated factors, which are specific to VM and VSM respectively. At the environmental level, in both age cohorts, environmental factors create differences between these domains.
The WAIS-IV (2008) is the latest revision of the adult Wechsler battery. The addition of new, and deletion of old tests, plus a more-factor based foundation for the composite indexes, requires psychologists to be familiar with the best possible interpretative structure of the venerable battery. In this PowerPoint based report, the available published and unpublished confirmatory factor studies of the WAIS-IV subtests are summarized. They are then augmented via a series of new exploratory data analysis of the WAIS-IV. It is concluded that the currently available structural research argues for a CHC-based organization of WAIS subtest scores that differs from the suggested structure provided by the test publisher. In addition, exploratory methods, when combined with similar analysis of the WJ III battery, provide support for possible intermediate level CHC dimensions (between g and the Gf-Gc broad abilities) in the contemporary CHC theory of intelligence.
