Monday, May 31, 2010

IQs Corner Recent Literature of Interest 05-31-10

This weeks "recent literature of interest" is now available.  I have fallen behind so there are actually two weeks of material this time.  Click here and here to access/download.

Information regarding this feature, its basis, and the reasons for type of references included in each weekly installment can be found in a prior post.

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Saturday, May 29, 2010

iPost: Journal of Classification, Vol. 27, Issue 1 - New Issue Alert

For the quantoid readers at IQs corner

Saturday, May 29

Dear Valued Customer,
We are pleased to deliver your requested table of contents alert for Journal of Classification.

Volume 27 Number 1 is now available on SpringerLink

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Springerlink relaunch
The new SpringerLink
Visit the all new SpringerLink today! New look, new features, and more.
In this issue:
Online sinceApril 13, 2010

Winner of the Classification Society Distinguished Dissertation Award 2009
Online sinceApril 28, 2010

Intelligent Choice of the Number of Clusters in K-Means Clustering: An Experimental Study with Different Cluster Spreads
Author(s)Mark Ming-Tso Chiang & Boris Mirkin
Online sinceApril 13, 2010
Page3 - 40

Selection of a Representative Sample
Author(s)Herbert K. H. Lee, Matthew Taddy & Genetha A. Gray
Online sinceApril 01, 2010
Page41 - 53

A Fuzzy Clustering Model for Multivariate Spatial Time Series
Author(s)Renato Coppi, Pierpaolo D'Urso & Paolo Giordani
Online sinceApril 09, 2010
Page54 - 88

Parsimonious Classification Via Generalized Linear Mixed Models
Author(s)G. Kauermann, J. T. Ormerod & M. P. Wand
Online sinceApril 07, 2010
Page89 - 110

Anisotropic Orthogonal Procrustes Analysis
Author(s)Mohammed Bennani Dosse & Jos Ten Berge
Online sinceApril 14, 2010
Page111 - 128

Book Review
J. M. Horgan, Probability with R: An Introduction with Computer Science Applications, John Wiley & Sons, 2008, pp. 393, ISBN 978-0-470-28073-7
Author(s)Michael S. Pratte
Online sinceApril 13, 2010
Page129 - 131

Guest Reviewers, Journal of Classification Volume 26, 2009
Online sinceApril 28, 2010
Page132 - 133
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Thursday, May 27, 2010

More support for working memory (Gsm-MW) and fluid intelligence (Gf)

The relationships of working memory, secondary memory, and general fluid intelligence: Working memory is special. By Shelton, Jill Talley; Elliott, Emily M.; Matthews, Russell A.; Hill, B. D.; Gouvier, Wm. Drew
Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 36(3), May 2010, 813-820.


Recent efforts have been made to elucidate the commonly observed link between working memory and reasoning ability. The results have been inconsistent, with some work suggesting that the emphasis placed on retrieval from secondary memory by working memory tests is the driving force behind this association (Mogle, Lovett, Stawski, & Sliwinski, 2008), whereas other research suggests retrieval from secondary memory is only partly responsible for the observed link between working memory and reasoning (Unsworth & Engle, 2006, 2007). In the present study, we investigated the relationship between processing speed, working memory, secondary memory, primary memory, and fluid intelligence. Although our findings show that all constructs are significantly correlated with fluid intelligence, working memory—but not secondary memory—accounts for significant unique variance in fluid intelligence. Our data support predictions made by Unsworth and Engle (2006, 2007) and suggest that the combined need for maintenance and retrieval processes present in working memory tests makes them special in their prediction of higher order cognition.

iPost: Do neuropsych tests measure same abilities when translated to Spanish

Do neuropsychological tests have the same meaning in Spanish speakers as they do in English speakers?.
By Siedlecki, Karen L.; Manly, Jennifer J.; Brickman, Adam M.; Schupf, Nicole; Tang, Ming-Xin; Stern, Yaakov
Neuropsychology, Vol 24(3), May 2010, 402-411.

Objective: The purpose of this study was to examine whether neuropsychological tests translated into Spanish measure the same cognitive constructs as the original English versions. Method: Older adult participants (N = 2,664), who did not exhibit dementia from the Washington Heights Inwood Columbia Aging Project (WHICAP), a community-based cohort from northern Manhattan, were evaluated with a comprehensive neuropsychological battery. The study cohort includes both English (n = 1,800) and Spanish speakers (n = 864) evaluated in their language of preference. Invariance analyses were conducted across language groups on a structural equation model comprising four neuropsychological factors (memory, language, visual-spatial ability, and processing speed). Results: The results of the analyses indicated that the four-factor model exhibited partial measurement invariance, demonstrated by invariant factor structure and factor loadings but nonequivalent observed score intercepts. Conclusion: The finding of invariant factor structure and factor loadings provides empirical evidence to support the implicit assumption that scores on neuropsychological tests are measuring equivalent psychological traits across these two language groups. At the structural level, the model exhibited invariant factor variances and covariances.  

iPost: in what way are I and RG (both Gf) alike--how are they different?

APA PsycNET Direct
Article Selected
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Relations between inductive reasoning and deductive reasoning.
By Heit, Evan; Rotello, Caren M.
Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 36(3), May 2010, 805-812.
One of the most important open questions in reasoning research is how inductive reasoning and deductive reasoning are related. In an effort to address this question, we applied methods and concepts from memory research. We used 2 experiments to examine the effects of logical validity and premise–conclusion similarity on evaluation of arguments. Experiment 1 showed 2 dissociations: For a common set of arguments, deduction judgments were more affected by validity, and induction judgments were more affected by similarity. Moreover, Experiment 2 showed that fast deduction judgments were like induction judgments—in terms of being more influenced by similarity and less influenced by validity, compared with slow deduction judgments. These novel results pose challenges for a 1-process account of reasoning and are interpreted in terms of a 2-process account of reasoning, which was implemented as a multidimensional signal detection model and applied to receiver operating characteristic data.

iPost: Where am I? Special issue on spatial abilities (Gv)

Special issue on spatial abilities, spatial memory, etc

A new issue is available for the following APA journal:

Journal of Experimental Psychology: Learning, Memory, and Cognition

Volume 36, Issue 3

Chunking in spatial memory.
Page 576-589
Sargent, Jesse; Dopkins, Stephen; Philbeck, John; Chichka, David
A category adjustment approach to memory for spatial location in natural scenes.
Page 590-604
Holden, Mark P.; Curby, Kim M.; Newcombe, Nora S.; Shipley, Thomas F.
Probabilistic cuing in large-scale environmental search.
Page 605-618
Smith, Alastair D.; Hood, Bruce M.; Gilchrist, Iain D.
Mental space travel: Damage to posterior parietal cortex prevents egocentric navigation and reexperiencing of remote spatial memories.
Page 619-634
Ciaramelli, Elisa; Rosenbaum, R. Shayna; Solcz, Stephanie; Levine, Brian; Moscovitch, Morris
Multiple systems of spatial memory: Evidence from described scenes.
Page 635-645
Avraamides, Marios N.; Kelly, Jonathan W.
Language and spatial reorientation: Evidence from severe aphasia.
Page 646-658
Bek, Judith; Blades, Mark; Siegal, Michael; Varley, Rosemary
The production effect: Delineation of a phenomenon.
Page 671-685
MacLeod, Colin M.; Gopie, Nigel; Hourihan, Kathleen L.; Neary, Karen R.; Ozubko, Jason D.
Remembering in contradictory minds: Disjunction fallacies in episodic memory.
Page 711-735
Brainerd, C. J.; Reyna, V. F.; Aydin, C.
Focal/nonfocal cue effects in prospective memory: Monitoring difficulty or different retrieval processes?
Page 736-749
Scullin, Michael K.; McDaniel, Mark A.; Shelton, Jill T.; Lee, Ji Hae
Semantics does not need a processing license from syntax in reading Chinese.
Page 765-781
Zhang, Yaxu; Yu, Jing; Boland, Julie E.
Evidence for distributivity effects in comprehension.
Page 782-789
Patson, Nikole D.; Warren, Tessa
Searching for Judy: How small mysteries affect narrative processes and memory.
Page 790-796
Love, Jessica; McKoon, Gail; Gerrig, Richard J.
Regulatory fit and systematic exploration in a dynamic decision-making environment.
Page 797-804
Otto, A. Ross; Markman, Arthur B.; Gureckis, Todd M.; Love, Bradley C.
Correction to Klauer et al. (2010).
Page 804
Klauer, Karl Christoph; Beller, Sieghard; Hütter, Mandy
Relations between inductive reasoning and deductive reasoning.
Page 805-812
Heit, Evan; Rotello, Caren M.
Correction to Son (2010).
Page 812
Son, Lisa K.
The relationships of working memory, secondary memory, and general fluid intelligence: Working memory is special.
Page 813-820
Shelton, Jill Talley; Elliott, Emily M.; Matthews, Russell A.; Hill, B. D.; Gouvier, Wm. Drew
A vowel is a vowel: Generalizing newly learned phonotactic constraints to new contexts.
Page 821-828
Chambers, Kyle E.; Onishi, Kristine H.; Fisher, Cynthia

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iPost: Processing speed (Gs/Gt as per CHC theory) and children with CP

Inspection time and attention-deficit/hyperactivity disorder symptoms in children with cerebral palsy.
By Shank, Laura K.; Kaufman, Jacqueline; Leffard, Stacie; Warschausky, Seth
Rehabilitation Psychology, Vol 55(2), May 2010, 188-193.

Objective: To examine between-groups differences in the associations between aspects of processing speed assessed with an inspection time task and attention-deficit/hyperactivity disorder (ADHD) symptoms. Research Design: Two groups comprising 34 children with cerebral palsy (CP) and 70 nonaffected peers (control), ages 8–16 years, participated in a prospective correlational study. Measures included a visual inspection time task and the Conners' Parent Rating Scale—Revised: Long Version. Results: Children with CP exhibited significantly slower processing speed and more symptoms of inattention and hyperactivity than controls. Significant associations between inspection time and ADHD symptoms were found only in the control group. Conclusions: Findings have implications for clinical assessment and understanding of attentional risks associated with CP. (PsycINFO Database Record 

iPost: Psychological Review - Volume 117, Issue 2

Psychological Review

Volume 117, Issue 2

CRISP: A computational model of fixation durations in scene viewing.
Page 382-405
Nuthmann, Antje; Smith, Tim J.; Engbert, Ralf; Henderson, John M.
Construal-level theory of psychological distance.
Page 440-463
Trope, Yaacov; Liberman, Nira
Grasping the affordances, understanding the reasoning: Toward a dialectical theory of human tool use.
Page 517-540
Osiurak, François; Jarry, Christophe; Le Gall, Didier
The interpersonal theory of suicide.
Page 575-600
Van Orden, Kimberly A.; Witte, Tracy K.; Cukrowicz, Kelly C.; Braithwaite, Scott R.; Selby, Edward A.; Joiner, Thomas E., Jr.
The intrapsychics of gender: A model of self-socialization.
Page 601-622
Tobin, Desiree D.; Menon, Meenakshi; Menon, Madhavi; Spatta, Brooke C.; Hodges, Ernest V. E.; Perry, David G.
Borderline personality disorder: A dysregulation of the endogenous opioid system?
Page 623-636
Bandelow, Borwin; Schmahl, Christian; Falkai, Peter; Wedekind, Dirk
Visual spatial attention to multiple locations at once: The jury is still out.
Page 637-682
Jans, Bert; Peters, Judith C.; De Weerd, Peter
Postscript: Split spatial attention? The data remain difficult to interpret.
Page 682-684
Jans, Bert; Peters, Judith C.; De Weerd, Peter
Occurrence and nonoccurrence of random sequences: Comment on Hahn and Warren (2009).
Page 697-703
Sun, Yanlong; Tweney, Ryan D.; Wang, Hongbin
Postscript: Untangling the gambler's fallacy.
Page 704-705
Sun, Yanlong; Tweney, Ryan D.; Wang, Hongbin

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iPost: Adapting psych instruments to other languages: Master plans good idea

The adaptation of assessment instruments to the various European languages.
By Schweizer, Karl
European Journal of Psychological Assessment, Vol 26(2), 2010, 75-76.
The peoples of Europe use many languages for communication. This variety of languages is, on the one hand, advantageous for the expression of local specialties and peculiarities; but there are also disadvantages. One of them is the restriction on the applicability of psychological measures since psychological assessment by means of questionnaires, tests, and other assessment instruments can only be accomplished by taking the clients' linguistic capabilities into account. As a consequence, measures have to be developed and validated separately for each and every European language. The development and validation of measures can be achieved in two ways: They can be developed according to one master plan or by following quite different routes. Fortunately, there is presently the tendency to accept major theoretical developments and related measures as master plans and to transfer such measures from the original language into other languages. This makes it possible that many scientists concentrate their research efforts on key concepts and theories. 

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Friday, May 21, 2010

iPost: Educational Psychology Review, Vol. 22, Issue 2 - New Issue Alert

Issue focuses on cognitive load theory and research

Friday, May 21

Dear Valued Customer,

We are pleased to deliver your requested table of contents alert for Educational Psychology Review.

Volume 22 Number 2 is now available on SpringerLink

Register for Springer's email services providing you with info on the latest books in your field. ... More!
Important News!
Dyslexia at school
Identifying, Assessing, and Treating Dyslexia at School

Catherine Christo, John Davis and Stephen E. Brock
Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come.

International Journal of Early Childhood
International Journal of Early Childhood

  • Now published at Springer.
  • Works for the child's right to education and care.
  • Publish well-researched papers on early childhood (education).

In this issue:
Review Article
Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives
Author(s)Fred Paas, Tamara van Gog & John Sweller
Online sinceMay 06, 2010
Page115 - 121

Review Article
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Author(s)John Sweller
Online sinceApril 23, 2010
Page123 - 138

Review Article
Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches
Author(s)Jeroen Janssen, Femke Kirschner, Gijsbert Erkens, Paul A. Kirschner & Fred Paas
Online sinceMay 04, 2010
Page139 - 154

Review Article
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives
Author(s)Tamara van Gog & Nikol Rummel
Online sinceMay 08, 2010
Page155 - 174

Reflection on the Field
Facilitating Flexible Problem Solving: A Cognitive Load Perspective
Author(s)Slava Kalyuga, Alexander Renkl & Fred Paas
Online sinceApril 30, 2010
Page175 - 186
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Thursday, May 20, 2010

iPost: New WISC-R to WISC III Flynn Edfect study

The Flynn Effect in the WISC Subtests Among School Children Tested for Special Education Services

Tomoe Kanaya and Stephen Ceci
Journal of Psychoeducational Assessment published 19 May 2010, 10.1177/0734282910370139

The Flynn effect, a secular rise in IQ seen throughout the world, was examined on the WISC-R and WISC-III subtests in a longitudinal sample of more than 2,500 school children who were tested between 1974 and 2002. Multivariate analysis of variance and multiple regression analyses revealed that all the subtests experienced significant decreases in scores on the introduction of the WISC-III, as expected because of the Flynn effect, with the exception of Information and Digit Span.(Mazes was not included in the analyses because of a limited sample size.) On Picture Arrangement and Coding, however, children who were repeatedly tested on the WISC-III also experienced significant decreases compared with children who were repeatedly tested on the WISC-R. These findings add to the growing literature comparing the magnitudeof the Flynn effect on crystallized versus fluid measures. Implications for special education testing and the current WISC-IV are discussed.

Kevin McGrew PhD
Educational Psychologist 
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Wednesday, May 19, 2010

iPost: Journal of Psychoeducational Assessment Table of Contents for 1 June 2010; Vol. 28, No. 3


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Journal of Psychoeducational Assessment Online Table of Contents Alert

A new issue of Journal of Psychoeducational Assessment is available online:
1 June 2010; Vol. 28, No. 3

The below Table of Contents is available online at:

Comparison of the Bender Gestalt-II and VMI-V in Samples of Typical Children and Children with High-Functioning Autism Spectrum Disorders
Martin A. Volker, Christopher Lopata, Rebecca K. Vujnovic, Audrey M. Smerbeck, Jennifer A. Toomey, Jonathan D. Rodgers, Audrey Schiavo, and Marcus L. Thomeer
Journal of Psychoeducational Assessment 2010;28 187-200

Discrepancy Score Reliabilities in the WAIS-IV Standardization Sample
Laura A. Glass, Joseph J. Ryan, and Richard A. Charter
Journal of Psychoeducational Assessment 2010;28 201-208

Adjustment Scales for Children and Adolescents: Factorial Validity Generalization with Hispanic/Latino Youths
Gary L. Canivez and Katie Sprouls
Journal of Psychoeducational Assessment 2010;28 209-221

Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test
Giulia Balboni, Jack A. Naglieri, and Roberto Cubelli
Journal of Psychoeducational Assessment 2010;28 222-235

Effects of Parental Education Level on Fluid Intelligence of Philippine Public School Students
Alvin D. Vista and Tarek C. Grantham
Journal of Psychoeducational Assessment 2010;28 236-248

The Reliability and Validity of a Chinese-Translated Version of the Gifted Rating Scale- Preschool/Kindergarten Form
Angela F. Y. Siu
Journal of Psychoeducational Assessment 2010;28 249-258

Greek EPQ-J: Further Support for a Three-Factor Model of Personality in Children and Adolescents
Constantinos M. Kokkinos, Georgia Panayiotou, Kyriakos Charalambous, Nafsika Antoniadou, and Aggeliki Davazoglou
Journal of Psychoeducational Assessment 2010;28 259-269

Test Review: Kamphaus, R. W., & Reynolds, C. R. (2006). Parenting Relationship Questionnaire. Minneapolis, MN: NCS Pearson
Danielle Rubinic and Heather Schwickrath
Journal of Psychoeducational Assessment 2010;28 270-275

Book Review: Elizabeth O. Lichtenberger and Alan S. Kaufman, Essentials of WAIS-IV Assessment. New York: John Wiley, 2009. 432 pp. $46.95. ISBN 978-0-471-73846-6
S. Kathleen Krach
Journal of Psychoeducational Assessment 2010;28 276-279

Book Review: L. A. Suzuki and J. G. Ponterotto (Eds.) Handbook of Multicultural Assessment: Clinical, Psychological, and Educational Applications (3rd ed.) San Francisco: Jossey-Bass, 2008
Norma S. Guerra
Journal of Psychoeducational Assessment 2010;28 280-283

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