I'm pleased to announce an update and major revision to the the Cattell - Horn - Carroll (CHC) Cognitive Abilities-Achievement Research Synthesis project, a project first described in a prior post. This is a work "in progress". The purpose of this project is to systematically synthesize the key Cattell-Horn- Carroll (CHC) theory of cognitive abilities designed research studies that have investigated the relations between broad and narrow CHC abilities and school achievement.
The status of the project can be accessed via a clickable MindMap visual-graphic navigational tool (similar to the image above...but "active" and "dyanamic") or via the more traditional web page outline navigational method. You can toggle back and forth between the different navigation methods via the options in the upper right hand corner of the respective home web page.
Feedback is appreciated. I request that feedback be funneled to either the CHC and/or NASP professional listservs, mechanisms that provide for a more dynamic give-and-take exchange of ideas, thoughts, reactions, criticisms, suggestions, etc.
The most significant revisions/additions/changes are in branches 1, 2, 4 and 5. The most important are the summary tables in reading and math (branch 5), which have evolved from the original "rough cut" summaries to more refined and operationally constructed (as per specific methodogical criteria) tables. These tables are currently being digested by myself and colleague (Barb Wendling) as we prepare to distill trends, findings, and conclusions....and summarize in a manuscript to be submitted for publication.
Technorati Tags: psychology, education, educational psychology, school psychology, neuropsychology, reading, math, CHC, Cattell-Horn-Carroll, intelligence, IQ, IQ tests, IQ scores, g, general intelliigence, meta-analysis, school learning, Beyond IQ, learning disabilities, reading disabilities, math disabilities, dyslexia, dyscalculia
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