Saturday, June 17, 2006

DSM-IV Prelude Project

For those who want to stay abreast in the DSM-V revision that is in process, check out the DSM-V Prelude Project web page.


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Video on "is psychology a science?"

Thanks to Mind Hacks for the link to a video starring an 11 year old who briefly ponders the question --- "Is psychology a science?"


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Working memory key to understanding cognition/intelligence?

Interesting news article regarding forthcomming issue of Neuroscience that focuses on the critical importance of cross-disciplinary research re: the importance of working memory in understeanding cognition/intelligence.


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Aphasia screening instruments

Thanks to the Brain Blog for the brief post (with abstractd) re: article dealin with aphasia screening instruments.


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More on need for quantitative psychologists

I've previously posted information about the demand for psychologists with skills in psychometrices. A September article in the APA Monitor reinforces the increasing need for quantiatively trained psychologists.


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Thursday, June 15, 2006

Tuesday, June 13, 2006

Psychological testing of athletes

This may be a bit off track, but I found it interesting.  See post at the Neuroethics and Law Blog regarding issues surrounding the confidentiality of psychological testing of potential NBA draft picks.


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Tuesday, June 06, 2006

Creativity, Glr and fMRI research

Tip-of-the-hat (again) to the Eide Neurolearning blog for an FYI post (and many useful links) regarding recent fMRI research in the somewhat psychometrically fuzzy domain of creativity.

CHC note - many of the fluency narrow ability factors in the broad domain of Glr (long-term retrieval) are often labeled as indicators of creativity.


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For the quantoid readers - overview of exploratory factor analysis issue article

The following is a post by the blogmaster (Kevin McGrew), who is also a member of IQs Corner Virtual Community of Scholars project.

There can be no doubt that the statistical tool of factor analysis has played a huge role in individual differences research, particularly in the development and validation of theories of intelligence. And, few would also argue that the history of how to properly run factor analysis has been a hot topic of debate for decades. There is a plethora of journal articles, books, and book chapters devoted to this method.

With this in mind, it was a pleasant surprise to stumble across the exploratory factor analysis (EFA) article listed below. Although much has been written, to the neophyte it is often hard to get an grasp on some of the major issues and nuances of the various steps involved. The Henson and Roberts article provides and excellent overview of the major steps and issues in EFA and ends with some author recommendations on how to use and report EFA studies. I found the literature review the most useful and recommend it for reading by those who are (a) experienced in EFA (to provide some reminders of the key issues---also as a good article to cite for background regarding the issues in one's own work), (b) novices who want to get "up-to-speed" regarding some of the key issues and methodological nuances, and (c) others who read research articles that are based on EFA (to better evaluate the appropriateness and rigor of the methods used in research reports).

  • Hensen, R. & Roberts, J. (2006). Use of exploratory factor analysis in published research: Common errors and some some comment on improved practice. Educational and Psychological Measurement, 66 (3), 393-416. (click here to view)

Abstract
  • Given the proliferation of factor analysis applications in the literature, the present article examines the use of factor analysis in current published research across four psychological journals. Notwithstanding ease of analysis due to computers, the appropriate use of factor analysis requires a series of thoughtful researcher judgments. These judgments directly affect results and interpretations. The authors examine across studies (a) the decisions made while conducting exploratory factor analyses (N = 60) and (b) the information reported from the analyses. In doing so, they present a reviewof the current status of factor analytic practice, including comment on common errors in use and reporting. Recommendations are proffered for future practice as regards analytic decisions and reporting in empirical research.




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Thursday, June 01, 2006

Ga musical abilities - on-line test--a teaching tool for CHC theory?

I discovered a nice new blog today----the BioBehavioral blog.  Lots of good stuff.  One post of interest is a link to an on-line musical listening test, which could be viewed as a teaching tool to help people understand the CHC Ga abilities of:
  • Memory for Sound Patterns (UM) --- Ability to retain [on a short-term basis] auditory events such as tones, tonal patterns, and voices) and,
  •  Musical Discrimination and Judgment (U1 U9) ---ability to discriminate and judge tonal patterns in music with respect to melodic, harmonic, and expressive aspects  (e.g., phrasing, tempo, harmonic complexity, intensity variations).



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Recent literature of interest - 06-01-06


This weeks recent literature of interest can be found by clicking here.


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Quote to note - Einstein on what "counts"


Not everything that can be counted counts, and not everything that counts can be counted -- Albert Einstein, quoted in the Indianapolis Star

Quotes to note - critics and believing

One person with a belief is equal to the force of 99 who have only interests -- John Stuart Mill, quoted in the Columbus, Ohio, Dispatch

A critic is a man who knows the way but can't drive the car -- Tehater critic, Kenneth Tynan, quoted in the Duluth, Mn News-Tribune

New study on early detection of autism

Interesting summary of study (over on the Science blog) that reports on developmental "red flags" for the early detection of autism


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Improving recognition memory via visual "flicker"

Can "visual flicker" enhance recognition memory?  Check out another interesting post on the Developing Intelligence blog for more info.


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