On #factoranalysis of #IQ tests—impact of software choice—plus comments about art+science of factor analysis in #intelligence test research—#schoolpsychology

Contributing to the reproducibility crisis in Psychology: The role of statistical software choice on factor analysis.  Journal of School Psychology.  Stefan C. Dombrowski.  Click here to view article source and abstract.

This is an important article for those who conduct (and also those who consume) factor analysis results of intelligence or cognitive ability tests.  

Abstract (note - bold font in abstract has been added by me)

A potentially overlooked contributor to the reproducibility crisis in psychology is the choice of statistical application software used for factor analysis. Although the open science movement promotes transparency by advocating for open access to data and statistical methods, this approach alone is insufficient to address the reproducibility crisis. It is commonly assumed that different statistical software applications produce equivalent results when conducting the same statistical analysis. However, this is not necessarily the case. Statistical programs often yield disparate outcomes, even when using identical data and factor analytic procedures, which can lead to inconsistent interpretation of results. This study examines this phenomenon by conducting exploratory factor analyses on two tests of cognitive ability—the WISC-V and the MEZURE—using four different statistical programs/applications. Factor analysis plays a critical role in determining the underlying theory of cognitive ability instruments, and guides how those instruments should be scored and interpreted. However, psychology is grappling with a reproducibility crisis in this area, as independent researchers and test publishers frequently report divergent factor analytic results. The outcome of this study revealed significant variations in structural outcomes among the statistical software programs/applications. These findings highlight the importance of using multiple statistical programs, ensuring transparency with analysis code, and recognizing the potential for varied outcomes when interpreting results from factor analytic procedures. Addressing these issues is important for advancing scientific integrity and mitigating the reproducibility crisis in psychology particularly in relation to cognitive ability structural validity.

My additional comments

The recommendation that multiple factor analysis software programs be used when analyzing the structural validity of cognitive abilities tests makes sense.  Kudos to Dr. Dombrowski for demonstrating this need.

Along these lines, it is also important to recognize that the use and interpretation of any factor analysis software is highly dependent on the statistical and substantive expertise and skills of the researcher.  I made these points (based on the writings and personal conversations with Jack Carroll) in a recent article (McGrew, 2023; open access so you can download and read) in the Journal of Intelligence.  The salient material is reproduced below.  This article can be accessed either a the journal website or via the Research and Reports section of my MindHub web page (McGrew, 2023)

(Note - Bold font in text below, extracted from McGrew (2023), is not in the original published article)

“I was fortunate to learn important tacit EFA and CFA knowledge during my 17 years of interactions with Carroll, and particularly my private one-to-one tutelage with Carroll in May 2003. Anyone who reads Chapter 3 (Survey and Analysis of Correlational and Factor-Analytic Research on Cognitive Abilities: Methodology) of Carroll's 1993 book, as well as his self-critique of his seminal work (Carroll 1998) and other select method-focused post-1993 publications (Carroll 1995, 1997), should conclude what is obvious—to Carroll, factor analyses were a blend of art and science. As articulated by some of his peers (see footnote #2), his research reflected the work of an expert with broad and deep substantive knowledge of research and theories in intelligence, cognitive psychology, and factor analysis methods. 

In 2003, after Carroll had been using CFA to augment his initial EFA analyses for at least a decade, Carroll expressed (to me during our May 2003 work week) that he was often concerned with the quality of some reported factor analyses (both EFA and CFA) of popular clinical IQ tests or other collections of cognitive ability measures (Carroll 1978, 1991, 1995, 2003). Carroll's characteristic positive skepticism regarding certain reported factor analyses was first articulated (as far as I know) in the late 1970's, when he stated “despite its many virtues, factor analysis is a very tricky technique; in some ways it depends more on art than science, that is, more on intuition and judgment than on formal rules of procedure. People who do factor analysis by uncritical use of programs in computer packages run the risk of making fools of themselves” (Carroll 1978, p. 91; emphasis added). It is my opinion that Carroll would still be dismayed by some of the EFA and CFA studies of intelligence tests published during the past two decades that often used narrow or restricted forms of factor analysis methods and rigid formal statistical rules for decision-making, with little attempt to integrate contemporary substantive research or theory to guide the analysis and interpretation of the results (e.g., see Decker 2021; Decker et al. 2021; McGrew et al. 2023). 

Carroll's unease was prescient of recently articulated concerns regarding two aspects of the theory crises in structural psychological research—the conflation of statistical (primarily factor analysis) models with theoretical models and the use of narrow forms of factor analysis methods (Fried 2020; McGrew et al. 2023). First, many intelligence test batteries only report CFA studies in their technical manuals. EFA results, which often produce findings that vary from CFA findings, are frequently omitted. This often leads to debates between independent researchers and test authors (or test publishers) regarding the validity of the interpretation of composite or cluster scores, leaving test users confused regarding the psychometric integrity of composite score interpretations. McGrew et al. (2023) recently recommended that intelligence test manuals, as well as research reports by independent researchers, include both EFA and CFA (viz., bifactor g, hierarchical g, and Horn no-g models), as well as psychometric network analysis (PNA) and possibly multidimensional scaling analyses (MDSs; McGrew et al. 2014; Meyer and Reynolds 2022). As stated by McGrew et al. (2023), “such an ecumenical approach would require researchers to present results from the major classes of IQ test structural research methods (including PNA) and clearly articulate the theoretical basis for the model(s) the author's support. Such an approach would also gently nudge IQ test structural researchers to minimize the frequent conflation of theoretical and psychometric g constructs. Such multiple-methods research in test manuals and journal publications can better inform users of the strengths and limitations of IQ test interpretations based on whatever conceptualization of psychometric general intelligence (including models with no such construct) underlies each type of dimensional analysis” (p. 24).”

#ITC #webinar: Test #adaptation reporting #standards - May 8, 2025

 Additional information regarding the Interntional Test Commission (ITC) and registration info can be found here.

Click on image to enlarge.

Research Byte: Understanding #Adaptive Skills in #Borderline #IntellectualFunctioning: A Systematic #Review - #schoolpsychology #DD #intelligence #developmentaldisabilities #SPED

 Click on image to enlarge for easy reading

Understanding Adaptive Skills in Borderline Intellectual Functioning: A Systematic Review

Open access copy available by clicking here.

Abstract

Borderline intellectual functioning (BIF) is characterized by an IQ typically ranging from 70 to 85, combined with deficits in adaptive functioning. Despite its prevalence, individuals with BIF are often excluded from diagnostic and support systems, which traditionally focus on strictly defined intellectual disabilities. This article presents a systematic review conducted across the ProQuest, WoS, SCOPUS, and EBSCOhost databases, aiming to develop a profile of the adaptive functioning in individuals with BIF. A total of 64 documents published from 2012 to the present were included, all of them addressing BIF and adaptive functioning skills, and quality was assessed using the SSAHS tool. The findings presented are synthesized according to conceptual, social, and practical domains and reveal that individuals with BIF experience widespread difficulties across the conceptual, social, and practical domains. Additionally, societal barriers, primarily limiting access to support services, persist. However, there are emerging resources aimed at supporting this population, such as legislative efforts to facilitate their integration into the labor market. The implications and limitations of the findings are discussed, highlighting the need to consider the adaptive functioning skills of individuals with BIF. 

Research Byte: Development of #Arithmetic Across the #Lifespan: A Registered Report. - #Gq #CHC #Gwm #EF #Gs #schoolpsychology #SPED #SLD

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Development of Arithmetic Across the Lifespan: A Registered Report.  

Open access paper available at Developmental Psychology journal.  Click here to access

Abstract

 

Arithmetic skills are needed at any age. In everyday life, children to older adults calculate and deal with numbers. The processes underlying arithmetic seem to change with age. From childhood to younger adulthood, children get better in domain-specific numerical skills such as place-value processing. From younger to older adulthood, domain-general cognitive skills such as working memory decline. These skills are needed for complex arithmetic such as addition with carrying and subtraction with borrowing. This study investigates how the domain-specific (number magnitude, place-value processing) and domain-general (working memory, processing speed, inhibition) processes of arithmetic change across the lifespan. Thereby, arithmetic effects (carry and borrow effects), numerical effects (distance and compatibility effects), and cognitive skills were assessed in children, younger and older adolescents, and younger, middle-aged and older adults. The results showed that numerical and arithmetic skills improve from childhood to young adulthood and remain relatively stable throughout adulthood, even though domain-general pro-cesses, particularly working memory and processing speed, decline with age. While number magnitude and place-value processing both develop until adulthood, number magnitude processing shows deficits during aging, whereas place-value processing remains intact even in old age. The carry effect shifts from a categorical all-or-none decision (whether or not a carry operation is needed) to a more continuous magnitude process in adulthood, reflecting increasing reliance on domain-specific skills. In contrast, the borrow effect remains largely categorical across all age groups, depending on general cognitive processes. These results provide critical insights into how arithmetic skills change over the lifespan, relying on both domain-specific and domain-general processes.

Public Significance Statement 

Numerical and arithmetic skills improve significantly during school and are mostly preserved throughout adulthood—despite a decline in cognitive skills such as working memory and processing speed during aging. When facing complex arithmetic, all—from children up to older adults—need longer to calculate, but lifelong experience helps in dealing with arithmetic complexity. Throughout the lifespan, arithmetic requires both cognitive skills as well as numeric skills.

Research Byte: Conjectures and refutations in #cognitive ability #structuralvalidity research [with #WISC-V]: Insights from Bayesian structural equation modeling - #schoolpsychology #IQ #intelligence #Wechslers #WISC-V

Conjectures and refutations in cognitive ability structural validity research [with #WISC-V]: Insights from Bayesian structural equation modeling

Click here to view Journal of Psychology of School Psychology source of publication - not open access.

Abstract

The use of Bayesian structural equation modeling (BSEM) provided additional insight into the WISC–V theoretical structure beyond that offered by traditional factor analytic approaches (e.g., exploratory factor analysis and maximum likelihood confirmatory factor analysis) through the specification of all cross loadings and correlated residual terms. The results indicated that a five-factor higher-order model with a correlated residual between the Visual-Spatial and Fluid Reasoning group factors provided a superior fit to the four bifactor model that has been preferred in prior research. There were no other statistically significant correlated residual terms or cross loadings in the measurement model. The results further suggest that the WISC–V ten subtest primary battery readily attains simple structure and its index level scores may be interpreted as suggested in the WISC–V's scoring and interpretive manual. Moreover, BSEM may help to advance IQ theory by providing contemporary intelligence researchers with a novel tool to explore complex interrelationships among cognitive abilities—relationships that traditional structural equation modeling methods may overlook. It can also help attenuate the replication crises in school psychology within the area of cognitive assessment structural validity research through systematic evaluation of complex structural relationships obviating the need for CFA based post hoc specification searches which can be prone to confirmation bias and capitalization on chance.

Research Byte: Reevaluating the #Flynneffect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces #intelligence scores

 

Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores

Open access PDF available from journal Intelligence…click here.

Abstract

Since 1954, the Norwegian Armed Forces have annually administered an unchanged general mental ability test to male cohorts, comprising figure matrices, word similarities, and mathematical reasoning tests. These stable and representative data have supported various claims about shifts in general mental ability (GMA) levels, notably the Flynn effect and its reversal, influencing extensive research linking these scores with health and other outcomes. This study examines whether observed temporal trends in scores reflect changes in latent intelligence or are confounded by evolving test characteristics and specific test-taking abilities in numerical reasoning, word comprehension, and figure matrices reasoning. Our findings, using multiple-group factor analysis and multiple indicator multiple cause (MIMIC) models, indicate that while there was a general upward trend in observed scores until 1993, this was predominantly driven by enhancements in the fluid intelligence task, specifically figure matrices reasoning. Notably, these gains do not uniformly translate to a rise in underlying GMA, suggesting the presence of domain-specific improvements and test characteristic changes over time. Conversely, the observed decline is primarily due to decreases in word comprehension and numerical reasoning tests, also reflecting specific abilities not attributable to changes in the latent GMA factor. Our findings further challenge the validity of claims that changes in the general factor drive the Flynn effect and its reversal. Furthermore, they caution against using these scores for longitudinal studies without accounting for changes in test characteristics.

Research Byte: A Systematic #Review of Theoretical Frameworks in #Reading and #Writing: Insights from JAAL (2015–2024)—#Grw #CHC #schoolpsychology #education #SPED

 

A Systematic Review of Theoretical Frameworks in Reading and Writing: Insights from JAAL (2015–2024) 

Click here to visit journal web page.  Not an open access article.

Abstract

This systematic review explored the theoretical frameworks used in reading and writing research published in the Journal of Adolescent and Adult Literacy (JAAL) between 2015 and 2024. Using the matrix method, we screened 126 articles for inclusion criteria and identified 20 studies that addressed both reading and writing in empirical research. We coded each article to determine which theories were explicitly or implicitly used, focusing on five frameworks frequently cited in literacy studies: sociocultural theory, reader response theory, motivation theory, social constructivism, and transactional theory. Results revealed sociocultural theory as the dominant lens, whereas other theories were mainly used as secondary frameworks and often cited implicitly. We also found limited integration across theories despite the acknowledged interdependence of reading and writing. These findings indicate a need for greater theoretical clarity and suggest that researchers and practitioners adopt more integrated approaches when investigating or teaching literacy. By highlighting the current state of theoretical application in JAAL, this review underscores opportunities to strengthen both research design and classroom practice through more explicit and multifaceted theoretical grounding.

National Academies Press downloadable PDF publicaiton on #cognitive #aging - #developmental #cognitive #cognition

 Click here for more info and ability to download a free copy.

Institute of Medicine. 2015. Cognitive Aging: Progress in Understanding and Opportunities for Action. Washington, DC: The National Academies Press. https://doi.org/10.17226/21693.

Research Byte: Science and Practice of Identifying #SpecificLearningDisabilities (#SLD): Kind Conversations About a Wicked Problem —#SPED #schoolpsychology #LD

Science and Practice of Identifying Specific Learning Disabilities: Kind Conversations About a Wicked Problem - Daniel B. Hajovsky, Kathrin E. Maki, Christopher R. Niileksela, Ryan J. McGill, 2025, Journal of Psychoeducational Assessment.  

Click here to visit journal page (unfortunately not an open access PDF).

Abstract

Although specific learning disabilities (SLD) represent the largest category for which school-age children receive special education services, the science and practice of SLD identification continues to evade consensus. Our goal is to bring together trainers and researchers with different perspectives on SLD identification to help spur a move toward a potential consensus, discuss agreements and disagreements on SLD identification in the field including amongst ourselves, and work toward productive discussion that may help move the field forward. We review essential conceptual questions that require greater scrutiny and thought to build a stronger understanding of SLD. We then discuss current assessment and identification practices, focusing on the not-so-controversial and the controversial issues in the field. Finally, we conclude with questions and considerations that challenge many of the established assumptions and systems currently in place. The aim of this article is to support constructive discussion on the topic of SLD that may have profound effects on the perennial issues the field continues to face.

#ITC webinar: #Validity and #Fairness Considerations in Innovative #Digital #Assessments."

When and how can you access this webinar?

The webinar is live online on Thursday, April 3rd, at 10 a.m. (New York, USA time, UTC-4). 

Register for free here!

 

Research Byte: Co-Occurrence and Causality Among #ADHD, #Dyslexia, and #Dyscalculia - #SLD #schoolpsychology #sped #genetics #EDPSY

Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia

Published in Psychological Science.  Click here to access PDF copy of article

Abstract

ADHD, dyslexia, and dyscalculia often co-occur, and the underlying continuous traits are correlated (ADHD symptoms, reading, spelling, and math skills). This may be explained by trait-to-trait causal effects, shared genetic and environmental factors, or both. We studied a sample of ≤ 19,125 twin children and 2,150 siblings from the Netherlands Twin Register, assessed at ages 7 and 10. Children with a condition, compared to those without that condition, were 2.1 to 3.1 times more likely to have a second condition. Still, most children (77.3%) with ADHD, dyslexia, or dyscalculia had just one condition. Cross-lagged modeling suggested that reading causally influences spelling (β = 0.44). For all other trait combinations, cross-lagged modeling suggested that the trait correlations are attributable to genetic influences common to all traits, rather than causal influences. Thus, ADHD, dyslexia, and dyscalculia seem to co-occur because of correlated genetic risks, rather than causality.

 

Self promo: Proud to have #5 and #17 in top 19 (why not 20?) in Journal of #Intelligence…2023 was a “very good year”

 

Proud to have # 5 and #17 in top 19 list.  Click here for list.

Research Byte: Performance- and report-based measures of #executivefunction as predictors of children’s #academic skills - #neuropsychology #schoolpsychology

DeCamp, C., Alfonso, S. V., & Lonigan, C. J. (2025). Performance- and report-based measures of executive function as predictors of children’s academic skills. Neuropsychology, 39(3), 214–222. https://doi.org/10.1037/neu0000992

Abstract

Objective: Executive function (EF) is thought to be a core component of various cognitive processes. Two common ways to measure EF are through report-based measures that assess EF by collecting informant(s) reports on children’s behaviors and performance-based measures that assess EF through the completion of a task related to EF dimension(s). However, most research reports low associations between these measures. The goal of this study was to determine the unique and overlapping contributions of a report- and a performance-based measure of EF on children’s academic outcomes over time. Method: The sample consisted of 1,152 children (636 boys, 516 girls) who were part of a large-scale preschool intervention study. Children completed measures of academic achievement in kindergarten, first grade, and second grade, and they completed a performance-based measure of EF in kindergarten; teachers reported on children’s EF during the fall of kindergarten. Structural growth modeling was utilized to determine the unique and shared contributions of EF measures on concurrent ability and growth of academic outcomes. Results: Structural growth models indicated that the separate EF measures were both significant predictors of concurrent ability and growth of all academic outcomes, with one exception; the Head–Toes–Knees–Shoulders task was not a significant predictor of growth in math skills. Conclusions: Results of this study suggested that report- and performance-based measures of EF should not be used interchangeably, and these findings have implications for the utility of EF as a risk factor for poor academic achievement.

Research Byte: An investigation of the structural #validity of the #WISCV #ancillary scores - #IQ #intelligence #Wechsler #WISC-V #factoranalysis #schoolpsychology

 Another open access research article that can be downloaded by clicking here.

Click on each image to make large and readable.

What is #dyslexia?— An expert delphi consensus on #dyslexia definition, #assessment and #identification—-#SLD #dyslexia #SPED #schoolpsychology

An open access journal article that can be downloaded for reading.  Click here to access/download

ABSTRACT 

This paper discusses the findings of a Delphi study in which dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were asked for their agreement with a set of key statements about defining and identifying dyslexia: why it should be assessed and how and when this assessment should be conducted. Two rounds of survey responses provided a vehicle for moving towards consensus on how to assess for dyslexia. Forty-two consensus statements were ultimately accepted. Findings suggested that assessment practice should take account of risks to the accurate identification of dyslexia. An assessment model, with guidelines for assessors, is presented, based on the Delphi's findings. This hypothesis-testing model requires assessors to investigate and weigh up the factors most likely to result in an accurate assessment before reaching conclusions, assigning terminology, and making recommendations for intervention and management.

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Research Byte: Age-related change in #inhibitory processes when controlling for #workingmemory (#Gwm) capacity and #processingspeed (#Gs) - #cognition #intelligence #CHC #executivefunctions #Gwm #Gs #schoolpsychology

 

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This is a nice study/paper.  And it is open access and can be downloaded for reading by clicking here.

I recommend reading, if not the entire article, at least the introductory lit review.  The introductory lit review is worth a read if one wants to understand the basic literature re the definition, theories, and research regarding the relations between cognitive inhibition, working memory capacity (Gwm), and processing speed (Gs) in a developmental context.  

Abstract

The main purpose of this study was to examine the age-related changes in inhibitory control of 450 children at the ages of 7–8, 11–12, and 14–16 when controlling for working memory capacity (WMC) and processing speed to determine whether inhibition is an independent factor far beyond its possible reliance on the other two factors. This examination is important for several reasons. First, empirical evidence about age-related changes of inhibitory control is controversial. Second, there are no studies that explore the organization of inhibitory functions by controlling for the influence of processing speed and WMC in these age groups. Third, the construct of inhibition has been questioned in recent research. Multigroup confirmatory analyses suggested that inhibition can be organized as a one-dimension factor in which processing speed and WMC modulate the variability of some inhibition tasks. The partial reliance of inhibitory processes on processing speed and WMC demonstrates that the inhibition factor partially explains the variance of inhibitory tasks even when WMC and processing speed are controlled and some methodological concerns are addressed.

Research Byte: Intrinsic #Brain Mapping of #Cognitive Abilities (as per #CHC): A Multiple-Dataset Study on #Intelligence and its Components (journal pre-proof)

 Click on image to enlarge for easy reading

A journal pre-proof copy of this article is available for download here.

Abstract

This study investigates how functional brain network features contribute to general intelligence and its cognitive components by analyzing three independent cohorts of healthy participants. Cognitive scores were derived from 1) the Wechsler Adult Intelligence Scale (WAIS-IV), 2) the Raven Standard Progressive Matrices (RPM), and 3) the NIH and Penn cognitive batteries from the Human Connectome Project. Factor analysis on the NIH and Penn cognitive batteries yielded latent variables that closely resembled the content of the WAIS-IV indices and RPM. We employed graph theory and a multi-resolution network analysis by varying the modularity parameter (γ) to investigate hierarchical brain-behavior relationships across different scales of brain organization. Brain-behavior associations were quantified using multi-level robust regression analyses to accommodate variability and confounds at the subject-level, node-level, and resolution-level. Our findings reveal consistent brain-behavior relationships across the datasets. Nodal efficiency in fronto-parietal sensorimotor regions consistently played a pivotal role in fluid reasoning, whereas efficiency in visual networks was linked to executive functions and memory. A broad, low-resolution 'task-positive' network emerged as predictive of full-scale IQ scores, indicating a hierarchical brain-behavior coding. Conversely, increased cross-network connections involving default mode and subcortical-limbic networks were associated with reductions in both general and specific cognitive performance. These outcomes highlight the relevance of network efficiency and integration, as well as of the hierarchical organization in supporting specific aspects of intelligence, while recognizing the inherent complexity of these relationships. Our multi-resolution network approach offers new insights into the interplay between multilayer network properties and the structure of cognitive abilities, advancing the understanding of the neural substrates of the intelligence construct.

Book Nook: #Presidential age and #intelligence. #Executivefunctions and the #executive office

Talk about timely…given all the talk about the age of our current (Trump) and prior (Biden) presidents.  

About this book (from publisher web page)

This book on presidential age is not about Alzheimer's Disease and associated pathologies of the aging brain. It is instead about the normally aging brain. Brains don’t simply develop and maintain their functionality into older adulthood unless otherwise impaired by neurocognitive disease. Were this the case, this book might be about leveraging prodromal biomarkers of neurodegenerative diseases to screen prospective presidential candidates. Instead, the normal decline age brings to all human brains begs a different type of book—and a broader and more blanketed warning about electing increasingly older presidents.

Table of contents below.  It is clear from the breadth of coverage that this is a serious attempt to corral critical age-related cognitive abilities research in the context of executive decision making (e.g., being President)…which makes it clear that the assessment of intelligence is well beyond the quick and very limited MoCA screener that our current president likes to brag (incorrectly) about as an indication of his great intelligence.  

The book is due out the first week of March, 2025.  Thus, I have not read any of the chapters upon which to base an opinion.  I shall be ordering a copy.

Click on images to enlarge for easy reading.

Journal of #Intelligence special issue: Interplay of intelligence and non #cognitive (#conative) constructs in predicting #achievement - #schoolpsychology #cognitive #EDPSY #education

More info availble re JOI special issue here. Click on image to enlarge for easier reading.

If interested, you might want to check out my pub describing the Cognitive-Affective-Motivation Model of Learning #CAMML)

Research Byte: #Cognitive augmentation: #AI enhanced tools for supporting individuals with cognitive #disabilities - #schoolpsychology #SPED #cognitive

 Click on image to enlarge for easy reading

Journal web page found here.

Quote2Note: Stephen Hawking on #ignorance #knowledge #illusion of knowledge

Research Byte: What makes people receptive to bullshit: Certain #cognitive skills and #beliefsystems - a #metaanalysis

 

Click on image to enlarge to better read abstract.  

Research Byte: Specialized Purpose of Each Type of Student #Engagement: A #metaanalysis - #schoolpsychology #EDPSY #learning #motivation #CAMML #CHC

 

This is an open access downloadable article available by clicking here.  Types of student engagement would be interesting constructs to add to the Cognitive-Affective-Motivation Model of Learning (crossing the Rubicon to engaged learning).

Click on images to enlarge for easy reading.

Quote2Note: #Copernicus (via Reed) on the danger of being right when the rest of the world is wrong - or, the “intertia of #tradition”

Copernicus . . . did not publish his book [on the nature of the solar system] until he was on his deathbed. He knew how dangerous it is to be right when the rest of the world is wrong.

Thomas Brackett Reed, in a speech at Waterville, Maine, July 30, 1885

Research Byte. Evidence for Generalizability of #CASEL #SEL Programs Among Specific #Racial and #Ethnic Groups - #schoolpsychology #schoolpsychologists

Click on image to enlarge to read abstract

This is an open access article and can be downloaded and read by clicking here.

 

New journal in intelligence: #Intelligence and #Cognitive #Abilities

Passing this long to professionals interested in intelligence and cognitive abilities research.

Dear Colleagues and Friends,

Intelligence & Cognitive Abilities (ICA) is up and running and ready for submissions! This has happened in record time thanks to support, encouragement, and input from many people, especially those who helped fund us. We’re also thrilled to announce that Anna-Lena Schubert and Tim Bates have agreed to be Associate Editors.

Since Elsevier’s Intelligence has a “new” direction (and most of their EB resigned in protest), ICA was created to ensure intelligence researchers have a publication outlet edited by individuals with strong track records of intelligence research and committed to free inquiry. Moreover, to maximize the availability of every published paper, ICA is entirely online and Open Access. Because profit is not a primary motivating factor, the publication fee is substantially lower than all other journals that cover this area of psychology (at least by 50%). Since many intelligence researchers do not have funding for publication costs, ICA offers generous waivers and discounts. The Editorial Board represents expertise for the full, diverse range of intelligence topics, research designs, and data analysis methods.

But wait. There’s more. To encourage submissions, any manuscripts submitted before September 1st, 2025 and subsequently accepted will have all publication charges waived.

ICA is hosted on the Scholastica journal publishing platform. Here is a link for official ICA information including Aims and Scope, Editorial Board, and what authors need to know for preparing and submitting manuscripts: icajournal.scholasticahq.com (see tabs on upper left; this site will be evolving visually and adding functionally over the next few weeks but it already supports all aspects of submission, review, and publication). Any email invitations you receive inviting reviews of submissions and other simple site registration will come from Scholastica.

Intelligence research has moved far beyond traditional psychometrics into cognitive psychology, genetics, neuroimaging, neuroscience, and many other domains. All perspectives are welcomed to publish in ICA. We pledge fair and constructive reviews by experts and speedy online publication. But to be successful and serve the intelligence research community, we need submissions so please consider clicking the link above with your best work as soon as possible. It’s now up to you.

With gratitude,

Sincerely,

Tom Coyle, Editor-in-Chief

Rich Haier, Consulting Editor

Research Byte: Using Decoding Measures to Identify #ReadingDifficulties: A #Metaanalysis on English as a First Language Learners and English Language Learners #ELL #EL1

Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners

Click here to view at Journal of Educational Psychology

Students with or at risk of reading difficulties (RD) benefit from accurate early identification and intervention. Previous research has employed various decoding measures to screen students for RD, but the criteria for identification have been inconsistent. Assessing students with RD is especially challenging in English Language Learners (ELLs), as vocabulary deficits can impact decoding. Additionally, few research syntheses have examined whether researchers use different measures to screen ELLs and EL1s for RD, and whether these differences result in distinct decoding profiles between ELLs with RD and EL1s with RD. To address these gaps, this study uses a meta-analysis to examine the decoding measures used in RD assessments and whether outcomes differ for ELLs and EL1s. The findings show that real word reading assessments identify students with more pronounced decoding deficits than nonword reading assessments. Despite the use of different RD screening measures for ELLs and EL1s, the gap between ELLs with and without RD was similar to that between EL1s with and without RD. These results suggest that real word-reliant measures, which are influenced by word knowledge, provide a more comprehensive assessment of RD than nonword-reliant measures for both ELLs and EL1s. We encourage future researchers to use consistent decoding measures when screening RD in both populations, to maximize comparability of findings.

Quote2note: Merton on #faith #institutions #science and healthy #skepticism

Most institutions demand unqualified faith; but the institution of science makes skepticism a virtue. 

    • Robert K. Merton, Social Theory and Social Structure (1962)

Research Byte: Individual differences in #workingmemory (Gwm) and #attentionalcontrol (#AC) continue to predict memory #Gl) performance despite extensive learning—#CHC #schoolpsychology

Individual differences in working memory and attentional control continue to predict memory performance despite extensive learning.

Zhao, C., & Vogel, E. K. (2025). Individual differences in working memory and attentional control continue to predict memory performance despite extensive learning. Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001728

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Abstract

Individual differences in working memory predict a wide range of cognitive abilities. However, little research has been done on whether working memory continues to predict task performance after repetitive learning. Here, we tested whether working memory ability continued to predict long-term memory (LTM) performance for picture sequences even after participants showed massive learning. In Experiments 1–3, subjects performed a source memory task in which they were presented a sequence of 30 objects shown in one of four quadrants and then were tested on each item’s position. We repeated this procedure for five times in Experiment 1 and 12 times in Experiments 2 and 3. Interestingly, we discovered that individual differences in working memory continually predicted LTM accuracy across all repetitions. In Experiment 4, we replicated the stable working memory demands with word pairs. In Experiment 5, we generalized the stable working memory demands model to attentional control abilities. Together, these results suggest that people, instead of relying less on working memory, optimized their working memory and attentional control throughout learning. 

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Impact Statement

Working memory ability predicts various cognitive abilities. However, whether its predictive power remains after participants repetitively study the test materials remains unknown. Here, in five experiments with visual and verbal materials, we found that individual differences in working memory and attentional control (WMAC) constantly predicted people’s memory performance even after extensive training of the same materials. Our results provided a new understanding of WMAC, in that learning may better tune participants’ attention and working memory toward task demands, instead of eliminating the reliance on attentional control in performing tasks.