Monday, October 31, 2011

50 YouTube Videos toLearn about Psychological Disorders


Begin forwarded message:

Hi Dr. Kevin,

I write articles for http://www.mastersinpsychology.net/, a website dedicated to providing students with the information and tools needed in order to pursue their Masters in Psychology.

I ran across your site, and I thought that your readers might be interested in the latest article I've posted ( http://www.mastersinpsychology.net/50-must-see-youtube-videos-to-learn-about-psychological-disorders  ). It's called 50 Must-See YouTube Videos to Learn About Psychological Disorders. If it's something you find interesting and think that your readers would as well, I was wondering if you would possibly consider mentioning it on your site?

 Please let me know if you have any questions or comments. I would love to hear any feedback you may have, so I can share it with our team. Thank you for your time, and I hope you enjoy the article.


Saturday, October 29, 2011

Beyond IQ: Ability conception and the art of failing successfully@GilesCAnderson, 10/28/11 6:45 PM

Giles Anderson (@GilesCAnderson)
10/28/11 6:45 PM
Carol Dweck in the WSJ: The Art of Failing Successfully is.gd/9S8wxR
#mindset #andersonliteraryagency

Dweck's ability conception concepts explain more in depth and placed within a larger Beyond IQ model at following link. 

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

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Kevin McGrew, PhD
Educational Psychologist

Book nook: Review of "Thinking fast and thinking slow"@bf4tbrainy, 10/28/11 10:16 PM

Rebecca McMillan (@bf4tbrainy)
10/28/11 10:16 PM
Jonah Lehrer reviews Kahneman's Thinking Fast & Slow- newyorker.com/online/blogs/b… #books #psychology


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Kevin McGrew, PhD
Educational Psychologist

Wednesday, October 26, 2011

Royal Society free journals@Psych_Writer, 10/26/11 7:34 AM

Christian Jarrett (@Psych_Writer)
10/26/11 7:34 AM
As of today, the Royal Society has made all journal articles over 70-years-old free-to-access: ow.ly/79j1S


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Book nook: Vygotsky in perspective

http://psycnet.apa.org/index.cfm?fa=main.doiLanding&uid=2011-19313-001


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Monday, October 24, 2011

Math disability links to early number sense@NeuropathLrng, 10/24/11 4:29 PM

Neuropath Learning (@NeuropathLrng)
10/24/11 4:29 PM
Math disability linked to problem relating quantities to numerals nih.gov/news/health/oc…


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Educational Psychologist

Deliberate practice necessary but not sufficient for expertise@kengilhooly, 10/24/11 5:05 AM


Ken Gilhooly (@kengilhooly)
10/24/11 5:05 AM
Deliberate practice & expertise: necessary but not sufficient medicalxpress.com/news/2011-10-d… via @physorg_com > crucial factor still 2 b found..


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Kevin McGrew, PhD
Educational Psychologist

Friday, October 21, 2011

Stability of IQ over the lifespan@sbkaufman, 10/21/11 2:58 PM

Scott Barry Kaufman (@sbkaufman)
10/21/11 2:58 PM
Intelligence is Still Not Fixed at Birth | Psychology Today psychologytoday.com/blog/beautiful…


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Kevin McGrew, PhD
Educational Psychologist

Wednesday, October 19, 2011

Blog status update-- need more monkeys

FYiPOST: Journal of Experimental Psychology: Learning, Memory, and Cognition - Online First Publications


APA Journal alert for:
Journal of Experimental Psychology: Learning, Memory, and Cognition

The following articles have been published online this week before they appear in a final print and online issue of Journal of Experimental Psychology: Learning, Memory, and Cognition:

Adaptive memory: Enhanced location memory after survival processing.
Nairne, James S.; VanArsdall, Joshua E.; Pandeirada, Josefa N. S.; Blunt, Janell R.





Tuesday, October 18, 2011

Heterosis doesn't cause the Flynn effect: A critical examination of Mingroni (2007).

Abstract in latest Psychological Review.  See link below for more info.

Mingroni (see record 2007-10421-011) proposed that heterosis or hybrid vigor may be the principal driver of the Flynn effect—the tendency for IQ scores to increase at a rate of approximately 3 points per decade. This model was presented as a resolution to the IQ paradox—the observation that IQ scores have been increasing despite their high adult heritability—on the basis that substantial changes in IQ can only be accounted for by changes in underlying genetic factors. It is here argued that this model is predicated upon a misconception of the Flynn effect, which is most pronounced on the least g-loaded components of cognitive ability tests and is uncorrelated with genetic effects such as inbreeding depression scores (which are correlated with the g loadings of tests). Evidence supportive of the recently proposed life history model of the Flynn effect is presented. In the discussion, other theoretical objections to the heterosis model are also considered. On this basis, it is concluded that the Flynn effect is strongly entwined with developmental status and that heterosis cannot be its principal cause. (PsycINFO Database Record (c) 2011 APA, all rights reserved)





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Kevin McGrew, PhD
Educational Psychologist

Monday, October 17, 2011

Dr. Brad Hale's response (and cited articles) on LD definition and assessment: Guest Blog post




Dr. Brad Hale has been generous in providing access to a number of white papers, journal publications, etc., that reflect the current debate on the definition and assessment of learning disabilities. On listservs he is constantly asked to provide copies or links to the articles. As a result of a recent interchange on a professional listserv, I asked Dr. Hale if he would like to have his most recent response posted at a blog so he (and others) could be directed to one source for the information. He agreed. Thus, below is Dr. Hale's recent response "as is." The only changes I made were to embed his URL's in text. I consider this a "guest blog" post.

While I have people's attention, I would like to reiterate my offer to make others for guest blog posts regarding topics relevant to IQ's Corner.
--------------------------------------------------------------------------------------
As written by Dr. Brad Hale



Thanks to those who have asked for the white paper and Forest Grove v. TA articles backchannel, and forgive my impersonal reply to the list. Both articles are available online free of charge, so I am providing the links here. I will send my Essentials chapter about how to do a strengths and weaknesses approach, step-by-step, backchannel to those interested for their personal use.

The Forrest Grove v. TA Supreme Court case article, published in the Journal of Psychoeducational Assessment, has undergone peer review. It was also meticulously scrutinized by probably one of the most prominent education law attorneys in America, Pete Wright (Wrightslaw), for its legal accuracy (he is a co-author). It can be found here:


The White Paper is published in the journal Learning Disabilities Quarterly, and underwent peer review. It includes a substantial literature, a majority of which was written by the 58 co-authors, who are prominent cognitive and neuropsychological researchers and leaders in the field of learning disabilities, special education, and neuropsychology. It is available here

An earlier version, published as a position statement by the Learning Disabilities Association of America can be found here

Readers should also know there was a rebuttal to the LDA (not the LDQ) paper, and some of their critcisms are directed at the LDA President's statements, not ours. But a majority of their criticisms are directed at our LDA paper or the authors on our paper. The criticism against our authors is they have a conflict of interest (e.g., selling tests), and the assumption is that this conflict led to our position. It should be known that very few of the authors (about 8 of the 58 authors) have this conflict of interest, but nonetheless, it is the major argument against the legitimacy of our position (the first one they present I believe).

It should also be known that this rebuttal paper has not undergone peer review, is not published in a scholarly journal, and includes no references to support its claims (hence the unchecked facts and rhetoric), but it IS signed by many people who oppose our arguments, including those opposed to cognitive and neuropsychological assessment for identification of LD, and/or supporters of RTI.

I have publicly suggested to advocates/writers of this rebuttal paper that they provide the references to support their claims, and submit the paper for peer-review in a scholarly journal, as we had done, but to my knowledge this has not occurred. Once again, I encourage them to take this important next step, as this will add legitimacy to their criticisms and further their position.

Best,
Brad

James B. Hale, Ph.D., ABPdN
Associate Professor of Clinical Neuropsychology
University of Victoria


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Perinatal brain growth and cognitive correlates@neuroghetto, 10/17/11 9:49 AM

Indie Neuroblogs (@neuroghetto)
10/17/11 9:49 AM
Neuropsychology Abstract of the Day: Perinatal Cortical Growth and its Cognitive Correlates bit.ly/pInUdP


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Kevin McGrew, PhD
Educational Psychologist

Saturday, October 15, 2011

Research byte: Temporal stability of general intelligence (g)

The following article is an excellent synthesis of research on the stability of general intelligence over time as well as the consistency (vs. temporal degradation) of g's prediction of academic and occupational outcomes over time.

The general findings are that general intelligence is remarkably stable over long periods of time. However, and this is important in n=1 individual cases, strong group stability statistics do not necessarily translate to IQ scores being near identical across time for individuals. The authors conclusion about decision validity is particularly important when evaluating Dx decisions for individuals across time (across IQ scores from different times in a person's life).









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WHO ICF system of disability classification




Not to many practicing assessment professionals are familiar with the World Health Organizations International Health Classification system, a system with some good concepts related to disability Dx and disability functional issues. The following article presents a nice overcview (double click on images to enlarge)





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Friday, October 14, 2011

Research byte: Gf (fluid intelligence) = simple memory storage?

Double click on images to enlarge.










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Have another cup of Joe: Research finds caffeine enhances language processing

Have another cup of Joe. I am a confirmed coffee snob (addict). I love working in coffee shops (Caribou is my favorite)? I love my Keuring K-Kup machine and the extra bold coffee from the Coffee People. And now...another study supporting positive benefits of caffeine. Yippeeeee.





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High ability necessary for greatness?@sbkaufman, 10/14/11 7:07 AM

Scott Barry Kaufman (@sbkaufman)
10/14/11 7:07 AM
Is High Ability Necessary for Greatness? http://t.co/66NvfEEA RT @SciAm


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Kevin McGrew, PhD
Educational Psychologist

Wednesday, October 12, 2011

Neuroscience and special education: NASDE brief report

This brief report from NASDE can be found here (double click on image to enlarge)



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Beyond IQ Series # 17: Self-Regulated Learning: Monitoring




Current MACM Series Installment

This is the 17th installment in the Beyond IQ series. This installment defines the monitoring phase of self-regulated learning. [All installments in this series (and other related posts and research) can be found by clicking here].

___________________________________________________________________

Monitoring: Conceptual Background and Definition

The metacognitive processes involved in self-awareness of personal cognition and the monitoring of various components of one’s thinking during task performance.

After a student implements their plan for a specific task, they can draw upon two sources of information to monitor their performance—real world performance and cognitive representations of that performance (Winne & Jamieson-Noel, 2002). Drawing largely on the research of Nelson and Narens (1990), a variety of metacognitive judgments have been postulated to occur during performance monitoring (Pintrich, 2000a; Winne & Jamieson-Noel, 2002). According to Pintrich (2000b), judgments of learning (JOLs) encompasses a variety of monitoring activities such as the student: (a) becoming aware that they are not comprehending what they have just read or heard; (b) becoming aware they are reading or studying too quickly or slowly; (c) engaging in self-questioning to self-check understanding; and (d) performing a self-memory test on material to check on readiness for an exam, etc. Feelings (judgments) of knowing (FOK) describe the metacognitive process of the student assigning a probability to the “information that is believed to be stored in memory but that the learner cannot recall at the moment”(Winne & Jamieson-Noel, 2002, p. 552). One classroom example could be a student having some recall of an instructional experience (e.g., teacher lecture, class discussion), but being unable to recall the specific material on a formal exam (Pintrich, 2000b). In SRL, monitoringincludes the metacognitive components of being aware of one’s personal cognition and the monitoring of various aspects of one’s cognition during task performance(Pintrich, 2000b).

The research literature on monitoring motivation and affective domains is limited when compared to that for cognition (metacognitive awareness of monitoring). According to Pintrich (2000b), the primary focus has been on interventions designed to make students more aware of their motivational beliefs and modifying them in a more positive direction (e.g., attributional retraining interventions). In the behavioral domain, where time and effort management behaviors were described for the planning and activation stage, monitoring might consist of “tweaking” a student’s original time management plan (e.g., changing from the original plan to study 1 hour to 3 hours). Self- observation is a behavioral skill important for determining when the self-evaluative feedback information requires a “tweak” of the original plan.

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Neuroscience and special education@TheNeuroScience, 10/12/11 12:01 PM

Neuro Science (@TheNeuroScience)
10/12/11 12:01 PM
Linking Neuroscience to Special Education http://t.co/SvNUESOJ


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Kevin McGrew, PhD
Educational Psychologist

Tuesday, October 11, 2011

Research byte: Dependability of g (general intelligence) test loadings--replication of Floyd et al. (2009)

Major et al (2011) replication of Floyd et al. (2009) study (I was part of this author team---at the bottom of the batting order). Double click on image to enlarge.


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New podcast for Developmental Cognitive Neuroscience

Listen to our new Developmental Cognitive Neuroscience podcast on motivation. Are you motivated to listen?






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Kevin McGrew, PhD
Educational Psychologist

Bipolar linked to creativity in new sound study@kengilhooly, 10/11/11 3:39 AM

Ken Gilhooly (@kengilhooly)
10/11/11 3:39 AM
Neuroskeptic: Mental Illness And Creativity http://t.co/KFnXnz7z > maybe creative work ->bipolar disorder rather than other way round?


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Kevin McGrew, PhD
Educational Psychologist

Monday, October 10, 2011

Research byte: Do speeded and un-speeded creativity tests measure the same ability?

Double click on I ages to enlarge










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Research byte: Ravens matrices also measures Gf (fluid intelligence) for individuals with intellectual disabilities

Well designed and methodologically solid study indicates that the Ravens Coloured Progressive Matrices (measure of fluid intelligence, Gf, as per CHC theory) measures the same construct (Gf) for normals and I dividuals with intellectual disabilities.

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Research byte: Cognitive gender differences as measured by the DAS-II

Another strong methodological article by Keith and Reynolds research team, this one adding to the IQ gender difference research knowledge via analysis if the DAS-II. Double click on images to enlarge
Q








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Research byte: Reaction time (Gt) and the VPR model of intelligennce

Wendy Johnson continues to pump out articles regarding the VPR model of intelligence. The one highlighted below investigates the relations between Gt (reaction time abilities) and the primary domains of the VPR model. Double click on images to enlarge.





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Brains Games series starts tonight@TheBrainScience, 10/9/11 10:07 PM



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Kevin McGrew, PhD
Educational Psychologist

Sunday, October 09, 2011

IQ-ACH study consistent with extant CHC g+specific-->ACH and causal modeling research

I have made additional comments and provided links to relevant research as per the IQs Reading feature of IQs Corner.

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The Dean-Woodcock Neuropsychology Model

The Dean-Woodcock Neuropsychology Model is presented in the figure below (double click on image to enlarge). It is explained in a special ASB that can be accessed here.




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National Geographic Brain Series@BrainCosmos, 10/9/11 2:25 PM

Brain (@BrainCosmos)
10/9/11 2:25 PM
National Geographic, three-part series on the brain http://t.co/ilf6yOvN


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Educational Psychologist

IQ Pipeline: Gf and simple storage; IQ and religion

A few select articles "in press" in Intelligence. Double click on images to enlarge









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Book nook: Keith Widaman review of Earl Hunts "Human Intelligence"




The journal Intelligence has an "in press" review of Earl Hunt's relatively new book on human intelligence. Dr. Keith Widaman, one of my favorite intelligence and measurement scholars, provides a very balanced review. More info and final conclusion below (double click on images to enlarge)