Thursday, November 29, 2012

Article: A Potential Spatial Working Memory Training Task to Improve Both Episodic Memory and Fluid Intelligence


A Potential Spatial Working Memory Training Task to Improve Both Episodic Memory and Fluid Intelligence
http://www.plosone.org/article/info:doi%2F10.1371%2Fjournal.pone.0050431

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Kevin McGrew, Phd.
Educational Psychologist
Institute for Applied Psychometrics
Director IAP
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IQs Corner Recent Literature of Interest: 11-29-12

 

New batch hot off the weekly literature search engine--click here.

 

Wednesday, November 28, 2012

Article: Blogging and microblogging to disseminate your research. Here's why



*****************************************
Kevin McGrew, Phd.
Educational Psychologist
Institute for Applied Psychometrics
Director IAP
*****************************************

Tuesday, November 27, 2012

Journal of Experimental Psychology: Human Perception and Performance - Online First Publications

APA Journal alert for:
Journal of Experimental Psychology: Human Perception and Performance

The following articles have been published online this week before they appear in a final print and online issue of Journal of Experimental Psychology: Human Perception and Performance:

Persistence of Value-Driven Attentional Capture.
Anderson, Brian A.; Yantis, Steven




To edit your profile or discontinue receiving table of contents alerts, visit http://psycalert.apa.org or your MyPsycNET page on APA PsycNET.



Sunday, November 25, 2012

Implications of 20 Years of CHC Cognitive-Achievement Research: Back-to-the-Future and Beyond CHC

[Click image to enlarge]
 
The key slides from my presentation at the first Richard Woodcock Institute on Cognitive Assessment are now posted at SlideShare.  I thought I had posted these before, but I can't seem to find them.  So here they are for the first (or second) time.  Below is the abstract for the paper that I also submitted--to be published eventually by the WMF Press.


Much has been learned about CHC CHC COG-->ACH relations during the past 20 years (McGrew & Wendling’s, 2010).  This paper built on this extant research by first clarifying the definitions of abilities, cognitive abilities, achievement abilities, and aptitudes.  Differences between domain-general and domain-specific CHC predictors of school achievement were defined.   The promise of Kafuman’s “intelligent” intelligence testing approach was illustrated with two approaches to CHC-based selective referral-focused assessment (SRFA).  Next, a number of new intelligent test design (ITD) principles were described and demonstrated via a series of exploratory data analyses that employed a variety of data analytic tools (multiple regression, SEM causal modeling, multidimensional scaling).  The ITD principles and analyses resulted in the proposal to construct developmentally-sensitive CHC-consistent scholastic aptitude clusters, measures that can play an important role in contemporary third method (pattern of strength and weakness) approaches to SLD identification. 
The need to move beyond simplistic conceptualizations of COG COG-->ACH relations and SLD identification models was argued and demonstrated via the presentation and discussion of CHC COG-->ACH causal SEM models.  Another example was the proposal to identify and quantify cognitive-aptitude-achievement trait complexes (CAATCs).  A revision in current PSW third-method SLD models was proposed that would integrate CAATCs.  Finally, the need to incorporate the degree of cognitive complexity of tests and composite scores within CHC domains in the design and organization of intelligence test batteries (to improve the prediction of school achievement) was proposed.  The various proposals presented in this paper represented a mixture of (a) a call to return to old ideas with new methods (Back-to-the-Future) or (b) the embracing of new ideas, concepts and methods that require psychologists to move beyond the confines of the dominant CHC taxonomy of human cognitive abilities (i.e., Beyond CHC).




Article: Reasoning Is Sharper in a Foreign Language

Sunday, November 18, 2012

AP 101 Brief #17: Misunderstanding and misuse of achievement test scores in Atkins MR/ID death penalty cases: Part 1--Range of expected standard scores

The following AP 101 Psychometric Brief is available at IQ's Corner sister blog...the ICDP blog.  Click here.

AP 101 Brief #17:  Misunderstanding and misuse of achievement test scores in Atkins MR/ID death penalty cases:  Part 1 -- Range of expected standard scores

Kevin S. McGrew, PhD.
Institute for Applied Psychometrics (IAP)

Wednesday, November 14, 2012

Neuropsychology - Online First Publications

APA Journal alert for:
Neuropsychology

The following articles have been published online this week before they appear in a final print and online issue of Neuropsychology:

Psychological Methods - Online First Publications


The following articles have been published online this week before they appear in a final print and online issue of Psychological Methods:

Psychological Assessment - Online First Publications




APA Journal alert for:
Psychological Assessment

The following articles have been published online this week before they appear in a final print and online issue of Psychological Assessment:

The Development and Validation of the Dieting Intentions Scale (DIS).
Cruwys, Tegan; Platow, Michael J.; Rieger, Elizabeth; Byrne, Don G.

Further Insights on the French WISC–IV Factor Structure Through Bayesian Structural Equation Modeling.
Golay, Philippe; Reverte, Isabelle; Rossier, Jérôme; Favez, Nicolas; Lecerf, Thierry

Formulation of the Age–Education Index: Measuring Age and Education Effects in Neuropsychological Performance.
Lam, Max; Eng, Goi Khia; Rapisarda, Attilio; Subramaniam, Mythily; Kraus, Michael; Keefe, Richard S. E.; Collinson, Simon Lowes

Rorschach Measures of Cognition Relate to Everyday and Social Functioning in Schizophrenia.
Moore, Raeanne C.; Viglione, Donald J.; Rosenfarb, Irwin S.; Patterson, Thomas L.; Mausbach, Brent T.

New Tricks for an Old Measure: The Development of the Barratt Impulsiveness Scale–Brief (BIS-Brief).
Steinberg, Lynne; Sharp, Carla; Stanford, Matthew S.; Tharp, Andra Teten

Developmental Psychology - Online First Publications

APA Journal alert for:
Developmental Psychology

The following articles have been published online this week before they appear in a final print and online issue of Developmental Psychology:



Preschoolers Can Make Highly Accurate Judgments of Learning.
Lipowski, Stacy L.; Merriman, William E.; Dunlosky, John

Information Management Strategies Within Conversations About Cigarette Smoking: Parenting Correlates and Longitudinal Associations With Teen Smoking.
Metzger, Aaron; Wakschlag, Lauren S.; Anderson, Ryan; Darfler, Anne; Price, Juliette; Flores, Zujeil; Mermelstein, Robin

Stability and Change in Intelligence From Age 12 to Age 52: Results From the Luxembourg MAGRIP Study.
Schalke, Daniela; Brunner, Martin; Geiser, Christian; Preckel, Franzis; Keller, Ulrich; Spengler, Marion; Martin, Romain

The Role of Shifting, Updating, and Inhibition in Prospective Memory Performance in Young and Older Adults.
Schnitzspahn, Katharina M.; Stahl, Christoph; Zeintl, Melanie; Kaller, Christoph P.; Kliegel, Matthias


Tuesday, November 06, 2012

Director of NIH Praises the Human Connectome Project

The Symphony Inside Your Brain
By Dr. Francis Collins

Ever wonder what is it that makes you, you? Depending on whom you ask, there are a lot of different answers, but these days some of the world's top neuroscientists might say: "You are your connectome."

Read the full article at: http://directorsblog.nih.gov/the-symphony-inside-your-brain/






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What Educators May Not Know about the Neuroscience of Learning

In a recent webinar, Dr. Paula Tallal discussed her original research on auditory processing, its relationship to language development, and the far-reaching effect that deficiencies in those area can have on learning.






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Mental Rotation Performance in Male Soccer Players | World Wide Fund for Moon

http://wwffm.org/2012/11/06/mental-rotation-performance-in-male-soccer-players/

Monday, November 05, 2012

Educational and career interests in math: A longitudinal examination of the links between classroom

Drawing on the expectancy-value model, stage–environment fit theory, and self-determination theory, this study examined the longitudinal associations between classroom characteristics, expectancies-values, high school course enrollment, and career aspirations in the domain of math. Data were collected on 3,048 youth who reported on their classroom experiences in 7th grade, expectancies-values in 6th, 7th, and 10th grades, and career aspirations in 12th grade. Student grades for math courses were collected from school records at 6th, 7th, and 10th grades, and their math course enrollment was collected from 9th through 12th grades. Results indicated that students' math classroom experiences predicted their expectancies and values, which, in turn, predicted the number of high school math courses taken and career aspirations in math. Gender and math ability differences are also discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)








Executive and phonological processes in second-language acquisition.

This article reports a latent variable study exploring the specific links among executive processes of working memory, phonological short-term memory, phonological awareness, and proficiency in first (L1), second (L2), and third (L3) languages in 8- to 9-year-olds experiencing multilingual education. Children completed multiple L1-measures of complex span, verbal short-term storage, and phonological awareness, and tests of proficiency in a range of linguistic domains (vocabulary, grammar, and literacy) in Luxembourgish (L1), German (familiar L2), and French (unfamiliar L3). Results indicate that executive processing abilities, phonological short-term memory, and phonological awareness operate as distinct but related constructs that manifest differential associations with native and second language proficiency in multilingual children: Phonological short-term memory was uniquely linked to vocabulary in L1 and the structurally similar L2; executive processes were related to grammar across languages, reading comprehension, and spelling; and phonological awareness made specific contributions to word decoding, spelling, and language proficiency in the structurally dissimilar L3. Phonological processing abilities appear to be critical for acquiring the sound structure of a new language, whereas executive processes share more general links with higher order linguistic abilities in second language learners. (PsycINFO Database Record (c) 2012 APA, all rights reserved)








Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring

This study provides the first longitudinally designed, classroom-based empirical test of self-determination theory's motivation mediation model. Measures of perceived autonomy support, motivation (autonomy need satisfaction), engagement, and achievement were collected from 500 (257 females, 243 males) 8th-grade students in Korea in a 3-wave longitudinal research design. Multilevel structural equation modeling tested the model in which early-semester perceived autonomy support increased mid-semester autonomy need satisfaction, which, in turn, increased end-of-the-semester engagement, which then predicted course achievement. We further tested for possible reciprocal pathways and for the stability of all effects throughout the model. Results revealed a complex, dynamic model that unfolds within naturally occurring classroom processes, one that validated the hypothesized model but also extended and qualified it in important ways. All hypothesized effects were supported, but they were not stable over the course of the semester, largely because of the emergence of several reciprocal effects. Overall, this longitudinal test revealed a more dynamic model than suggested by previous cross-sectional investigations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)








The roles of competence beliefs and goal orientations for change in intrinsic motivation.

The present study investigated 3 theoretically plausible explanations for changes in school-related intrinsic motivation. A sample of 348 German 11th-grade students was followed for 1 year. At 2 measurement occasions, students completed self-reports regarding their school-related intrinsic motivation, goal orientations, and competence beliefs. In line with previous studies, cross-lagged analyses provided little evidence for the hypothesis that prior competence beliefs affect subsequent intrinsic motivation after controlling for prior intrinsic motivation. Considering goal orientations as a moderator did not change this result. Instead, learning goals, but not performance goals, directly predicted the change in students' intrinsic motivation, but not vice versa. Findings are discussed with regard to advancing motivation theory and practical implications. (PsycINFO Database Record (c) 2012 APA, all rights reserved)








Predicting development of mathematical word problem solving across the intermediate grades.

This study addressed predictors of the development of word problem solving (WPS) across the intermediate grades. At beginning of 3rd grade, 4 cohorts of students ( N = 261) were measured on computation, language, nonverbal reasoning skills, and attentive behavior and were assessed 4 times from beginning of 3rd through end of 5th grade on 2 measures of WPS at low and high levels of complexity. Language skills were related to initial performance at both levels of complexity and did not predict growth at either level. Computational skills had an effect on initial performance in low- but not high-complexity problems and did not predict growth at either level of complexity. Attentive behavior did not predict initial performance but did predict growth in low-complexity, whereas it predicted initial performance but not growth for high-complexity problems. Nonverbal reasoning predicted initial performance and growth for low-complexity WPS, but only growth for high-complexity WPS. This evidence suggests that although mathematical structure is fixed, different cognitive resources may act as limiting factors in WPS development when the WPS context is varied. (PsycINFO Database Record (c) 2012 APA, all rights reserved)








If Intelligence Is the Norm, Stupidity Gets More Interesting - NYTimes.com

http://www.nytimes.com/2012/10/23/health/if-intelligence-is-the-norm-stupidity-gets-more-interesting.html?_r=0

Sunday, November 04, 2012

The Cognitive Benefits of Being Bilingual - Dana Foundation

http://dana.org/news/cerebrum/detail.aspx?id=39638

Article: Arthur Jensen dies at 89; his views on race and IQ created a furor


Arthur Jensen dies at 89; his views on race and IQ created a furor
http://www.latimes.com/news/obituaries/la-me-arthur-jensen-20121102,0,5349939.story

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Article: The kids' empathic development scale (KEDS): a multi-dimensional measure of empathy in primary school-aged children - Reid - 2012 - British Journal of Developmental Psychology


The kids' empathic development scale (KEDS): a multi-dimensional measure of empathy in primary school-aged children - Reid - 2012 - British Journal of Developmental Psychology
http://onlinelibrary.wiley.com/doi/10.1111/bjdp.12002/abstract;jsessionid=062B1C02BA2A94542E6D0D2ED2C0C7FE.d02t01

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Article: leading brains

Article: The Expert’s Ear: Expertise And Aesthetic Judgments

Video: What Is Dyslexia?

Saturday, November 03, 2012

CHC theory primer in Childhood Education publication

 

Content-Specific Fronto-Parietal Synchronization During Visual Working Memory

I saw this article when reading IQs Corner-Intelligent IQ Insights on the Paper.li Mobile Edition and thought you might be interested:

Content-Specific Fronto-Parietal Synchronization During Visual Working Memory

Lateral prefrontal and posterior parietal cortical areas exhibit task-dependent activation during working memory tasks in humans and monkeys. Neurons in these regions become synchronized during att...
Read the full article on sciencemag.org



Thursday, November 01, 2012

McGrew (2009) CHC Intelligence article--brag time

I am proud to report that the following article, which was an invited editorial in Intelligence, as of two weeks ago, is the 4th most cited and 12th most downloaded article in Intelligence since 2007. This would make my mom proud. Click here for proof.  Copy of the article is here.



Research bytes: Three interesting reading research articles

New articles on silent reading interventions, skills involved in silent reading, and definition and components of orthographic knowledge. Click images to enlarge

 

 

 

IQs Corner Recent Literature of Interest: 11-1-12

 

Two weeks worth of interesting social and behavioral research articles available here and here.

 

Tweet from Andy Habermacher (@AndyHab)

Andy Habermacher (@AndyHab)
leading brains is out! bit.ly/raoC72 ▸ Top stories today via @ro_adesso @3Songbird @Iain_caldwell

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Article: Prefrontal Cortex Controls Habits