test post--ignore

- Posted using BlogPress from Kevin McGrew's iPad

Current Directions in Psychological Science Table of Contents for 1 February 2012; Vol. 21, No. 1

Current Directions in Psychological Science Online Table of Contents Alert

A new issue of Current Directions in Psychological Science is available online:

1 February 2012; Vol. 21, No. 1

The below Table of Contents is available online at: http://cdp.sagepub.com/content/vol21/issue1/?etoc

---

Articles

---

Identifying and Remediating Failures of Selective Attention in Older Drivers

Alexander Pollatsek, Matthew R. E. Romoser, and Donald L. Fisher

Curr Dir Psychol Sci 2012;21 3-7
http://cdp.sagepub.com/cgi/content/abstract/21/1/3

The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions

Akira Miyake and Naomi P. Friedman

Curr Dir Psychol Sci 2012;21 8-14
http://cdp.sagepub.com/cgi/content/abstract/21/1/8

GLOMO^sys: The How and Why of Global and Local Processing

Jens Förster

Curr Dir Psychol Sci 2012;21 15-19
http://cdp.sagepub.com/cgi/content/abstract/21/1/15

Self-Control and Aggression

Thomas F. Denson, C. Nathan DeWall, and Eli J. Finkel

Curr Dir Psychol Sci 2012;21 20-25
http://cdp.sagepub.com/cgi/content/abstract/21/1/20

Risky Decisions: Active Risk Management

Oswald Huber

Curr Dir Psychol Sci 2012;21 26-30
http://cdp.sagepub.com/cgi/content/abstract/21/1/26

Beyond Comprehension: The Role of Numeracy in Judgments and Decisions

Ellen Peters

Curr Dir Psychol Sci 2012;21 31-35
http://cdp.sagepub.com/cgi/content/abstract/21/1/31

Risk and Reward Are Processed Differently in Decisions Made Under Stress

Mara Mather and Nichole R. Lighthall

Curr Dir Psychol Sci 2012;21 36-41
http://cdp.sagepub.com/cgi/content/abstract/21/1/36

Broken Hearts and Broken Bones: A Neural Perspective on the Similarities Between Social and Physical Pain

Naomi I. Eisenberger

Curr Dir Psychol Sci 2012;21 42-47
http://cdp.sagepub.com/cgi/content/abstract/21/1/42

Dissociation and Dissociative Disorders: Challenging Conventional Wisdom

Steven Jay Lynn, Scott O. Lilienfeld, Harald Merckelbach, Timo Giesbrecht, and Dalena van der Kloet

Curr Dir Psychol Sci 2012;21 48-53
http://cdp.sagepub.com/cgi/content/abstract/21/1/48

Motivational Salience: Amygdala Tuning From Traits, Needs, Values, and Goals

William A. Cunningham and Tobias Brosch

Curr Dir Psychol Sci 2012;21 54-59
http://cdp.sagepub.com/cgi/content/abstract/21/1/54

Patients' Perceptions of Their Illness: The Dynamo of Volition in Health Care

Keith J. Petrie and John Weinman

Curr Dir Psychol Sci 2012;21 60-65
http://cdp.sagepub.com/cgi/content/abstract/21/1/60

---

Canadian WAIS-IV: New cognitive proficiency index scores now available

Double click on image to enlarge




Posted via DraftCraft app

New Cognitive Processing Index score now available for Canadian WAIS-IV

Double click on image to enlarge




- Posted using BlogPress from Kevin McGrew's iPad

Research byte: Executive function weaknesses related to anti-social syndromes: New meta-analysis

Double click on images to enlarge









Posted via DraftCraft app

Article: The Need to Believe in the Ability of Disability

I coauthored this piece with Scott Barry Kaufman.

The Need to Believe in the Ability of Disability
http://www.creativitypost.com/education/the_need_to_believe_in_the_ability_of_disability

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Brain Awareness Week

Brain Awareness Week
http://dana.org/brainweek/

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: Playing with blocks improves spatial vocabulary

Playing with blocks improves spatial vocabulary
http://www.brainpowerinitiative.com/2011/11/playing-with-blocks-improves-spatial-vocabulary/

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: Brain training: Brain training improves intelligence in some children, study says - Los Angeles Times

Brain training: Brain training improves intelligence in some children, study says - Los Angeles Times
http://articles.latimes.com/2011/jun/14/health/la-he-iq-boost-20110614-1

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: High school whiz kids may face reading comprehension issues in university

High school whiz kids may face reading comprehension issues in university
http://www.psypost.org/2012/01/high-school-whiz-kids-may-face-reading-comprehension-issues-in-university-9466

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Research bytes: ADHD diagnosis--gender and adolescence

Double click on images to enlarge






- Posted using BlogPress from Kevin McGrew's iPad

Beyond IQ Series # 20: Self-regulated learning - Reaction and Reflection

This is the 20th installment in the Beyond IQ series. This installment defines the reaction and reflection phase of self-regulated learning. [All installments in this series (and other related posts and research) can be found by clicking here].

Reaction and Reflection: Conceptual Background and Definition

The metacognitive processes involved in self-judging and making causal attributions to personal performance.

The final SRL phase involves a student evaluating and judging their performance and making causal attributions for their performance. Students who do not self-evaluate their performance or who are not cognizant of the importance of self-evaluation, tend to engage in surface (vs deep) processing in learning and also tend to display more negative affect and lower effort (Pintrich, 2002). Taking time to reflect on one’s learning and learning processes is associated with more successful academic outcomes. Stated briefly, SRL reaction and reflection strategies are defined as a student’s self-judging their performance and making causal attributions for their performance.

Upon completion of an academic task, a student may reflect on the outcome and experience an affective reaction. If the outcome was successful goal attainment, happiness may result. Conversely, academic failure may produce anger or sadness. The specific causes the student attributes to their success or failure (causal attribution) are hypothesized to impact the development of future levels of motivational beliefs (e.g., academic self- efficacy, academic self- concept), and thus, future learning (Pintrich, 2000). Finally, a student’s thoughts about their behavior (e.g., amount of actual study time vs. planned study time) is important for SRL via the mechanism of choice. For example, “they may decide that procrastinating studying for an exam may not be the most adaptive behavior for academic achievement. In the future, they may decide to make a different choice in terms of their effort and time management” (Pintrich, 2000, p. 469).

- Posted using BlogPress from Kevin McGrew's iPad

intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence Beyond IQ aptitude school learning social emotional learning resiliency training CASEL motivation

Generated by: Tag Generator

Dissertation Dish: CHC neurocognitive predictors of flying performance

Neurocognitive Predictors of Flight Performance of Successful Solo Flight Students by Emery, Brian, Ph.D., Northcentral University, 2011 , 362 pages; AAT 3489209

Abstract

Cognitive abilities have been identified as a significant source for determining the potential for individuals to achieve success as pilots. However, while assessments of specific cognitive abilities are considered critical to predicting pilot performance, they do not form part of university admission processes for students applying to flight programs, where attrition rates can be high as 70%. The Cattell-Horn-Carroll (CHC) three-stratum model theory of cognitive abilities links academic and cognitive performance; however, further research could contribute to stratum modifications by expanding understanding of the relationships between CHC theory information processing abilities and specific human performance. In an independent-sample t test research design, this nonexperimental quantitative study examined the relationship between cognitive predictors and successful solo flight performance of student pilots. The CogScreen Aeromedical Edition neurological assessment was used to determine if cognitive factors are valid and reliable of successful solo flight performance. The study participants were 70 student pilots (a convenience sample) between the ages of 18 and 25, 10 female (14%) and 60 male (86%), selected from Embry-Riddle Aeronautical University. The CogScreen-AE measure was administered to the participants prior to their flight instruction. Flight instructors used the FA121 Flight Training Syllabus to evaluate student performance during their training. At the completion of the training, participants were placed in Solo-Completed ( n = 52) and Solo-Not-Completed ( n = 18) groups. Independent-sample t tests were used to compare the mean scores between the Solo-Completed and Solo-Not-Completed groups. The test was significant for the three cognitive measures: divided attention t (68) = 3.77, p < .001, speed-working memory t (68) = 6.81, p < .001, and LRPV t (68) = 17.67, p < .001. The Pearson correlation results revealed that LRPV ( r [52] = .32, p < .05) had the strongest relationship of the three cognitive measures. In addition, regression analyses revealed that the LRPV was the most predictive that explained 81% of the variance ( R ² = .81, F [1, 51] = 213.15, p < .001) in successful solo flight performance. These findings suggest that these cognitive measures are significant of successful solo flight performance and provide further evidence in support of the CHC theory. It is concluded that applying a cognitive performance measure prior to admission to a flight program may reduce attrition rates, support necessary accommodations, and identify flight deficiencies. Further research should compare results among different university flight programs to confirm the findings and to improve the reliability of the CogScreen-AE as a standardized measure for beginning flight students.



- Posted using BlogPress from Kevin McGrew's iPad

Article: MIND Reviews: Thinking, Fast and Slow

MIND Reviews: Thinking, Fast and Slow
http://www.scientificamerican.com/article.cfm?id=mind-reviews-thinking-fast-and-slow

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: Electric shock treatment 'improves academic performance'

Electric shock treatment 'improves academic performance'
http://www.telegraph.co.uk/science/science-news/9040654/Electric-shock-treatment-improves-academic-performance.html

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: The Myth of ‘Practice Makes Perfect’

The Myth of 'Practice Makes Perfect'
http://ideas.time.com/2012/01/25/the-myth-of-practice-makes-perfect/

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: Probing the Brain's Mysteries

More on the Human Connectome project

Probing the Brain's Mysteries
http://online.wsj.com/article/SB10001424052970203750404577175331430981986.html

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: When 1 + 1 = 5: Dyscalculia and Working Memory

When 1 + 1 = 5: Dyscalculia and Working Memory
http://www.sharpbrains.com/blog/2012/01/25/when-1-1-5-dyscalculia-and-working-memory/

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: What Does The Marshmallow Experiment Tell Us About Self-Control?

What Does The Marshmallow Experiment Tell Us About Self-Control?
http://www.scilearn.com/blog/marshmallow-experiment-self-control-young-children.php

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: Brain scans spot early signs of dyslexia

Brain scans spot early signs of dyslexia
http://www.baltimoresun.com/health/sns-rt-us-usa-dyslexiatre80n033-20120123,0,712776.story

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: Intelligence – Are You Holding Back Your Brain?

The story at the link below deals with the construct of academic ability conception which is included in the Model of Academic Competence and Motivation -- info at this link

http://www.iapsych.com/acmcewok/Academicabilityconception.html#Topic39

Intelligence – Are You Holding Back Your Brain?
http://brainblogger.com/2012/01/24/intelligence-are-you-holding-back-your-brain/

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: Teachers pen book on technology, brain science

Teachers pen book on technology, brain science
http://skokie.suntimes.com/news/10111349-418/teachers-pen-book-on-technology-brain-science.html

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Article: Dana Foundation Blog: Learning About Learning

Dana Foundation Blog: Learning About Learning
http://danapress.typepad.com/weblog/2012/01/learning-about-learning.html

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Book Nook: Contemporary Intellectual Assessment, Third Edition: Theories, Tests, and Issues

Hot of the press

Contemporary Intellectual Assessment, Third Edition: Theories, Tests, and Issues [Hardcover]. Dawn P. Flanagan PhD (Editor), Patti L. Harrison Phd (Editor)

I. The Origins of Intellectual Assessment

1. A History of Intelligence Assessment: The Unfinished Tapestry, John D. Wasserman

2. A History of Intelligence Test Interpretation, Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe,and Sangwon Kim

II. Contemporary Theoretical Perspectives

3. Foundations for Better Understanding of Cognitive Abilities, John L. Horn and Nayena Blankson

4. The Cattell–Horn–Carroll (CHC) Model of Intelligence, W. Joel Schneider and Kevin S. McGrew

5. Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory, Jie-Qi Chen andHoward Gardner

6. The Triarchic Theory of Successful Intelligence, Robert J. Sternberg

7. Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing–Based Theory of Intelligence, Jack A. Naglieri, J. P. Das, and Sam Goldstein

III. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests)

8. The Wechsler Adult Intelligence Scale–Fourth Edition (WAIS-IV) and the Wechsler Memory Scale–Fourth Edition (WMS-IV), Lisa Whipple Drozdick, Dustin Wahlstrom, Jianjun Zhu, and Lawrence G. Weiss

9. The Wechsler Preschool and Primary Scale of Intelligence–Third Edition (WPPSI–III), the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV), and the Wechsler Individual Achievement Test–Third Edition (WIAT–III), Dustin Wahlstrom, Kristina C. Breaux, Jianjun Zhu, and Lawrence G. Weiss

10. The Stanford–Binet Intelligence Scales, Fifth Edition (SB5), Gale H. Roid and Mark Pomplun

11. The Kaufman Assessment Battery for Children–Second Edition (KABC-II) and the Kaufman Test of Educational Achievement–Second Edition (KTEA-II), Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, and Nadeen L. Kaufman

12. The Woodcock–Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement, Fredrick A. Schrank and Barbara J. Wendling

13. The Differential Ability Scales–Second Edition (DAS-II), Colin D. Elliott

14. The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment, R. Steve McCallum and Bruce A. Bracken

15. The Cognitive Assessment System (CAS): From Theory to Practice, Jack A. Naglieri and Tulio M. Otero

16. The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST), Cecil R. Reynolds, Randy W. Kamphaus, and Tara C. Raines

17. The NEPSY-II, Robb N. Matthews, Cynthia A. Riccio, and John L. Davis

18. The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations, Jack A. Naglieriand Tulio M. Otero

IV. Contemporary Interpretive Approaches and Their Relevance for Intervention

19. The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions, Dawn P. Flanagan, Vincent C. Alfonso, and Samuel O. Ortiz

20. Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World, Catherine A. Fiorello, James B. Hale, and Kirby L. Wycoff

21. Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review,Randy G. Floyd and John H. Kranzler

22. Testing with Culturally and Linguistically Diverse Populations: Moving beyond the Verbal–Performance Dichotomy into Evidence-Based Practice, Samuel O. Ortiz, Salvador Hector Ochoa, and Agnieszka M. Dynda

23. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD), Nancy Mather and Barbara J. Wendling

V. Assessment of Intelligence and Cognitive Functioning in Different Populations

24. Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives, Laurie Ford, Michelle L. Kozey, and Juliana Negreiros

25. Use of Intelligence Tests in the Identification of Giftedness, David E. McIntosh, Felicia A. Dixon, andEric E. Pierson

26. Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition, Dawn P. Flanagan, Vincent C. Alfonso, Jennifer T. Mascolo, and Marlene Sotelo-Dynega

27. Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD), Laura Grofer Klinger, Sarah E. O’Kelley, Joanna L. Mussey, Sam Goldstein, and Melissa DeVries

28. Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder,James B. Hale, Megan Yim, Andrea N. Schneider, Gabrielle Wilcox, Julie N. Henzel, and Shauna G. Dixon

29. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury, Scott L. Decker, Julia A. Englund, and Alycia M. Roberts

30. Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD), Kathleen Armstrong, Jason Hangauer, and Joshua Nadeau

VI. Contemporary and Emerging Issues in Intellectual Assessment

31. Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Jeffery P. Bradenand Bradley C. Niebling

32. Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith and Matthew R. Reynolds

33: The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities,Daniel C. Miller and Denise E. Maricle

34. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions, Denise E. Maricle and Erin Avirett

35. Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications,Rachel Brown-Chidsey and Kristina J. Andren

36. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools, George McCloskey, James Whitaker, Ryan Murphy, and Jane Rogers

Appendix. The Three-Stratum Theory of Cognitive Abilities, John B. Carroll




- Posted using BlogPress from Kevin McGrew's iPad

Do sexually aroused men score higher on IQ tests? A matter of life or death

Thanks to Kevin Foley (again) for sending me a new Atkins MR/ID death penalty decision--Pizzuto v Blades (2012, Idaho). I have not read the entire decision, but one interesting point has been brought to my attention.

Pizzuto's lawyers argued that his 1996 IQ score may have been inflated due to the testing being conducted by a very attractive female psychometrician. We all know that some test-specific variables can impact the reliability and precision of an IQ score, but there is no research suggesting that a man can score close to 14 points higher simply to impress an attractive examiner. Nice try defense...but a swing and a miss.

As stated on page 30 of the decision, Pizzuto may have been motivated to perform better than he otherwise would have "because Dr. Beaver’s ‘very attractive' female psychometrician administered the test . . . . Based on this, he claims that it would be appropriate to decrease the 1996 score by nearly a standard deviation, or 14 points, due to the presence of an attractive test administrator.” [pg 30].


- Posted using BlogPress from Kevin McGrew's iPad

Meta-analysis continues to confirm importance of phonemic awareness in reading...but...lets not overestimate the importance

Double click on image to enlarge the abstract.




Meta-analysis like this one are powerful studies that confirm the importance, in this case, for phonemic awareness (Ga-PC per CHC theory) for reading and dyslexia. However I believe that often the individual studies used as the bases of meta-analysis may overstate the importance of particular abilities due to the well-known problem of specification error in each studies design. I've blogged about this previously and won't take up bandwidth reiterating the importance of recognizing how specification error can cloud accurate interpretation of studies. The long and short of the issue is that manly reading and dyslexia studies during the past two decades have suffered from specification error....by only including indicators of the "hot and sexy" ability constructs in reading research and failing to include measures of known abilities that are also important in reading.

As a result of the "missing variable" problem, individual studies and, in this case, a meta-analysis of studies, most likely overstates the importance of the selected abilities analyzed...in this case phonemic awareness. For example, a recent synthesis by McGrew & Wendling (2010) demonstrated that other abilities often not included in the extant reading disability research (e.g., processing speed; associative memory; lexical knowledge) are important. If measures of these important reading-related abilities had been included in the studies summarized by this meta-analysis most likely the magnitude (effect sizes) of phonemic awareness would be lowered.

Yes...phonemic awareness (Ga-PC) is clearly important...but I caution readers to take the magnitude of the importance with a grain of salt as it is most likely somewhat less if all important reading-related variables had been included in the studies that are combined in this review



- Posted using BlogPress from Kevin McGrew's iPad

Article: Autism redefined: New diagnostic criteria more restrictive

Autism redefined: New diagnostic criteria more restrictive
http://www.sciencedaily.com/releases/2012/01/120120184525.htm

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist