Tuesday, July 29, 2025

Journal of Intelligence “Best Paper Award” for McGrew, Schneider, Decker & Bulut (2023) Psychometric network analysis of CHC measures - #psychometric #networkanalysis #intelligence #CHC #WJIV #bestpaper #schoolpsychology #schoolpsychologist


Today I (Kevin McGrew), and colleagues Joel Schneider, Scott Decker, and Okan Bulut, were pleased to learn that our recent 2023 Journal of Intelligence article listed above (open access—click link to read or download) was selected as 1 of 2 “Best Paper Awards” for 2023.  

As stated at the journal award page, “The Journal of Intelligence Best Paper Award is granted annually to highlight publications of high quality, scientific significance, and extensive influence. The evaluation committee members choose two articles of exceptional quality that were published in the journal the previous year and announce them online by the end of June.”

Below is the abstract and two figures that may pique your interest. We thank the members of the JOI evaluation committee.

Abstract
For over a century, the structure of intelligence has been dominated by factor analytic methods that presume tests are indicators of latent entities (e.g., general intelligence or g). Recently, psychometric network methods and theories (e.g., process overlap theory; dynamic mutualism) have provided alternatives to g-centric factor models. However, few studies have investigated contemporary cognitive measures using network methods. We apply a Gaussian graphical network model to the age 9–19 standardization sample of the Woodcock–Johnson Tests of Cognitive Ability—Fourth Edition. Results support the primary broad abilities from the Cattell–Horn–Carroll (CHC) theory and suggest that the working memory–attentional control complex may be central to understanding a CHC network model of intelligence. Supplementary multidimensional scaling analyses indicate the existence of possible higher-order dimensions (PPIK; triadic theory; System I-II cognitive processing) as well as separate learning and retrieval aspects of long-term memory. Overall, the network approach offers a viable alternative to factor models with a g-centric bias (i.e., bifactor models) that have led to erroneous conclusions regarding the utility of broad CHC scores in test interpretation beyond the full-scale IQ, g.



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Wednesday, July 23, 2025

Research Byte: Lets hear it (again) for #visual-spatial (#Gv) #workingmemory (#Gwm) and math #reasoning (#Gf-RQ) — #CHC #SPED #EDPSY #schoolpsychology #schoolpsychologist #WJV

From Spatial Construction to Mathematics: Exploring the Mediating Role of Visuospatial Working Memory.  Developmental Psychology.  An open access article that can be downloaded—Click here.

Yuxin Zhang, Rebecca Bull, and Emma C. Burns.

Abstract

This study examined the longitudinal pathways from early spatial skills at 5 and 7 years to their mathematics reasoning abilities at 17 years in a large cohort sample (N = 16,338) from the Millennium Cohort Study. Children were assessed at four time points: Sweep 3 (Mage = 5.29), Sweep 4 (Mage = 7.23), Sweep 5 (Mage = 11.17), and Sweep 7 (Mage = 17.18), with measures including spatial construction skills, visuospatial working memory, mathematics achievement, and mathematics reasoning skills. Path analyses revealed that spatial construction at age 5 directly predicted mathematics achievement at age 7 after accounting for sex, age, socioeconomic status, vocabulary, and nonverbal reasoning ability. Furthermore, spatial construction at 5 and 7 years was directly associated with mathematics reasoning skills at 17, and spatial working memory at age 11 partially mediated this relationship. Notably, the direct effects of spatial construction on mathematics reasoning at age 17 remained significant and robust after accounting for the mediator and covariates. These findings highlight the potential value of early spatial construction skills as predictors of subsequent mathematical development over the long term.

Public Significance Statement.Children with stronger spatial skills at age 5 are more likely to achieve higher scores in mathematics at ages 7 and 17. Visuospatial working memory partly explained this link, and early spatial skills showed a direct and robust association with later mathematics. This study identified early spatial skills as an important long-term predictor of mathematics from preschool through adolescence. The findings highlight the potential of infusing spatial thinking and using spatial strategies to better understand and solve mathematics problems.

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Comment:  I recently made a post regarding research that demonstrated the importance of visual-spatial working memory abilities for spatial navigation where I also mentioned the new (not yet online as far as I know) WJ V Visual Working Memory test, which was decades in development—an interesting test development “back story”.  

Thursday, July 17, 2025

Research Byte: #Cognitive #aging revisited: A cross-sectional analysis of the #WAIS-5 - #intelligence #developmental #cognition #schoolpsychologists #WAISV #schoolpsychology



Cognitive Aging Revisited: A Cross-Sectional Analysis of  the WAIS-5 

Emily L. Winter, Brittany A. Dale, Sachiko Maharjan, Cynthia R. Lando, Courtney M. Larsen,  Troy Courville and Alan S. Kaufman  

An open access article that can be read or downloaded at this link.

Abstract 

Historical cross-sectional approaches examining cognitive aging consistently reveal a pat-tern of steady decline on nonverbal problem-solving, speeded tasks, and maintenance on verbal tasks. However, as measures developed and broadened the factor structure to align with Cattell–Horn–Carroll (CHC) theory, and age ranges were extended from 75 to 90 years, a more nuanced approach to cognitive aging emerged. The present study, using the Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-5), examined the cognitive aging process through a cross-sectional approach. WAIS-5 normative sample data (aligned with the 2022 U.S. census) were obtained from the test publisher. The sample included adult participants aged 20–24 through 85–90 (n = 1660), which were mapped into 11 age groups. Using post-stratification weighting to control for educational attainment, cognitive decline was observed throughout aging; verbal skills were maintained longer than other abilities, while processing speed declined steadily and rapidly from young adulthood to old age. Working memory was vulnerable to the aging process but demonstrated slower patterns of decline than the other vulnerable abilities. Fluid reasoning and visual spatial skills (although aligning with separate CHC broad abilities theoretically) were strikingly similar in their pattern of decline across a person's lifespan. Results are highly consistent with the large body of cross-sectional research conducted during the previous generation by Salthouse and his colleagues, as well as other teams of researchers. 

Keywords: cognitive aging; WAIS-5; cross-sectional design; verbal abilities; nonverbal abilities 

Wednesday, July 16, 2025

Research Byte: The #cultural construction of #executivefunction - EF tasks reflect culturally-specific forms of #cognitive development - #cognition #schoolpsychology #schoolpsychologists #neuropsych

The cultural construction of “executive function”.  PNAS:  Research Article:  Psychological and Cognitive Sciences.  This is open access and can be downloaded or read online.  Link here.

Ivan Kroupin , Helen Elizabeth Davis, Emily Burdette, Agustina Bani Cuataf, Vahumburuka Hartley, and Joseph Henrich

Abstract

In cognitive science, the term “executive function” (EF) refers to universal features of the mind. Yet, almost all results described as measuring EF may actually reflect culturally specific cognitive capacities. After all, typical EF measures require forms of decontextualized/arbitrary processing which decades of cross-cultural work indicate develop primarily in “schooled worlds”–industrialized societies with universal schooling. Here, we report comparisons of performance on typical EF tasks by children inside, and wholly outside schooled worlds. Namely, children ages 5 to 18 from a postindustrial context with universal schooling (UK) and their peers in a rural, nonindustrialized context with no exposure to schooling (Kunene region, Namibia/Angola), as well as two samples with intermediate exposure to schooled worlds. In line with extensive previous work on decontextualized/arbitrary processing across such groups, we find skills measured by typical EF tasks do not develop universally: Children from rural groups with limited or no formal schooling show profound, sometimes qualitative, differences in performance compared to their schooled peers and, especially, com-pared to a “typical” schooled-world sample. In sum, some form of latent cognitive control capacities are obviously crucial in all cultural contexts. However, typical EF tasks almost certainly reflect culturally specific forms of cognitive development. This suggests we must decide between using the term EF to describe 1) universal capacities or 2) the culturally specific skill set reflected in performance on typical tasks. Either option warrants revisiting how we understand what has been measured as EF to date, and what we wish to measure going forward.

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Monday, July 14, 2025

Once considered useless, this habit is now linked to improved memory, thinking, and creativity

Once considered useless, this habit is now linked to improved memory, thinking, and creativity 
https://www.earth.com/news/daydreaming-is-linked-to-improved-brain-health-memory-thinking-creativity-mental-functioning/

Pardon typos and spelling errors-Message may be sent from iPhone and I've always had spelling problems :)

*****************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Sunday, July 13, 2025

Research Byte: #Measurementinvariance of the #Woodcock-Johnson® V (#WJV) Achievement Battery: An Exploratory Graph Analysis (#EGA) Approach - #schoolpsychology #schoolpsychologists #sld #SPED #achievement

 

Journal of Psychoeducational Assessment

Hyeonjoo Oh and Tong Wu

Abstract

The Woodcock-Johnson V (WJ V) test evaluates general intelligence and cognitive abilities using the Cattell–Horn–Carroll (CHC) theory framework. While measurement invariance is often tested using structural equation modeling (SEM), few studies have applied exploratory graph analysis (EGA), particularly in intelligence assessments. This study addresses that gap by examining configural and metric invariance of the WJ V achievement battery across age, race, and gender using normative data and a novel EGA approach. Results show that the WJ V maintains a consistent structure across diverse groups, supporting its validity in measuring the same constructs. Stability analyses further supported these findings, with test-to-community assignments remaining highly consistent in bootstrapped samples. Minor variation was observed only in the Oral Language Sample, which showed slightly lower but acceptable stability above 0.70.

Conflict of interest disclosure.  I’m the senior non-royalty earning author of the WJ V, which means I’ve already received payment for my services and don’t make a penny on any sales.

Sunday, July 06, 2025

CHC Theory (2009) article hits 2000+ citations. Thanks.

2005 citations since 2009!!!!!

On occasion I check my Google Scholar profile.  Yesterday I was pleased to see that my most frequently cited peer-reviewed journal article (CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric research—Intelligence) had achieved the 2000+ (n=2005) total reference citations mark.  This clearly has been my most important peer-reviewed journal contribution to the field of intelligence and human cognitive abilities.

Thanks to all who have found the article useful.  And a special thanks to Dr. Doug Detterman.  After making an ISIR presentation about this topic, Doug, who was then the editor of Intelligence, invited me to submit an article.


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Tuesday, July 01, 2025

National Academies report: Blueprint for national prevention infrastructure for #mental #emotional #behavioraldisorders

Available to download for free at this link.


SUMMARY

Substance use disorder and overdose, suicide, and youth mental illness are major public health crises that cost the United States in lives, human potential, productivity, and resources. Government agencies at the federal, state, tribal, and local levels work together with health care entities, academic institutions, communities, and community-based organizations to respond to these crises largely with treatment and recovery services. Mental, emotional, and behavioral (MEB) disorders are mental and substance use disorders and associated problem behaviors, even if they do not meet diagnostic criteria of the Diagnostic and Statistical Manual of Mental Disorders, 5th ed. Less attention and fewer resources are dedicated to delivering services specifically devoted to preventing such disorders and promoting MEB health and overall well-being. Greater support for prevention could minimize the pain and suffering associated with MEB disorders, and, critically, reduce the burden on overtaxed treatment and recovery systems.

This report provides a blueprint to develop the infrastructure to deliver programs that reduce risk factors (characteristics associated with a higher likelihood of negative outcomes) and promote protective factors (characteristics that can reduce the negative impact of a risk factor and promote better outcomes) for MEB disorders across the life course and in an array of settings. The committee’s charge was to outline the components and requirements of a well-functioning infrastructure to support the delivery of evidence-based programs at federal, state, tribal, and local levels.

National Academies of Sciences, Engineering, and Medicine. 2025. Blueprint for a National Prevention Infrastructure for Mental, Emotional, and Behavioral Disorders. Washington, DC: The National Academies Press. https://doi.org/10.17226/28577.