Monday, July 27, 2026

Combining multiple intelligence test scores (IQs) into a grand psychometrically sound estimate. Joel Schneider’s free on-line web app.

In an earlier post in March, I alerted readers to a new journal publication that presented a psychometrically sound rational and method for combining multiple intelligence test scores into a single grand estimate.  Below is the formal APA reference:  Go to link above for more info.

Schneider, W. J., Reynolds, C. R., McGrew, K. S., & Salekin, K. L. (2026). Life-and-death psychometrics: Generalizable best methods for combining scores in intellectual disability and other diagnostic assessments. Journal of Pediatric Neuropsychology, 12(2), 47–65.

I’m pleased to report that Dr. Joel Schneider has developed a free on-line web app that allows users to implement the recommended method.  Thanks to Joel.


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Saturday, July 25, 2026

Research Alert. Approaches to Identifying STEM Talent in K-12 Gifted Education: A Systematic Review

Quick email research alert blog from iPhone—-good news, this is an open access article available at article link below๐Ÿ˜‰
 
Approaches to Identifying STEM Talent in K-12 Gifted Education: A Systematic Review 
https://www.mdpi.com/2079-3200/14/8/153
 

Abstract

In the era of digital transformation and artificial intelligence, strengthening STEM education is indispensable to technological innovation and social progress. However, the scarcity of effective strategies and empirical evidence for the early identification of STEM-gifted learners constitutes a critical research gap. This study employed a systematic review approach to synthesize existing identification strategies for K-12 STEM-talent learners. Following the PRISMA framework, 26 peer-reviewed empirical and review articles were retrieved and analyzed from nine databases. Findings revealed that the majority of studies originated in the United States, peaked in 2018, and predominantly comprised empirical designs targeting high school students. Identification methods demonstrated an observed shift from holistic to more individualized approaches, encompassing intelligence and spatial ability testing, academic achievement measures, creativity and problem-solving assessments, portfolio evaluations, subject-specific competitions, and teacher or parent recommendations. Cognitive reasoning, creativity, spatial ability, and problem-solving emerged as core indicators, whereas socioeconomic status, cultural background, teacher and parental support, and gender expectations significantly influenced identification processes and talent development. Future research should empirically validate existing identification framework, account for cross-cultural variability, and examine the longitudinal efficacy of emerging artificial intelligence applications. This review synthesizes existing scholarship on K-12 STEM talent identification and delivers evidence-based recommendations to refine identification and assessment frameworks across diverse educational contexts.


Friday, July 24, 2026

Highly recommended AI paper regarding human & AI capabilities. HCQM: A dual-use human capability assessment and prescriptive target for engineering synthetic cognitive architectures (AI)

I recently exchanged emails and zoomed with Kameron Green who works in the AI space regarding his proposed Human Capability Quotient Map (HCQM).  I was thoroughly impressed with his proposed dual-use meta-taxonomy of human competence taxonomies (e.g., CHC; executive function; self-regulation; motivation; etc) into a grand overarching ability and capacity taxonomy.  As stated in the paper HCQM is positioned to support broad human capability assessment while also providing a partial prescriptive target, at the capacity layer, for engineering synthetic cognitive architectures.”  

IMHO his grand model is one of the most comprehensive proposed high-level integrations of human individual difference constructs and emerging AI competencies I have read.  Although long, I urge those interested in human individual difference domains and AI evaluation frameworks to read his working paper. The paper is relevant to those studying individual differences in humans and those working on models by which to evaluate AI.  

The paper can be found (and downloaded) at the link provided by Kameron (click here).  He has also shared access to his paper at his LinkedIN profile (which is the URL associated with the hyper-link with his name in the first sentence of this post).

I’m sharing this link/paper with his permission.

 
Abstract

The field of intelligence research has long been characterized by fragmentation, with distinct traditions examining general cognitive abilities (Carroll, 1993; McGrew, 2009), emotional and social competencies (Salovey & Mayer, 1990; Goleman, 1995), creativity (Guilford, 1950), metacognition (Flavell, 1979), grit and adaptability (Duckworth et al., 2007), and more recent constructs such as digital intelligence (Park, 2019) and systems thinking (Senge, 1990; Meadows, 2008). While each line of inquiry has yielded valuable insights and measurement tools, the absence of an integrated taxonomy limits holistic assessment of human potential and the principled design of synthetic cognitive architectures. This paper proposes the Human Capability Quotient Map (HCQM) as a hierarchical synthesis that organizes eight top-level domains (General Cognitive Intelligence, Executive/Self-Regulatory Intelligence, Emotional & Social Intelligence, Creative & Innovation Intelligence, Motivational & Adaptive Intelligence, Learning & Knowledge Intelligence, Digital & Technological Intelligence, and Systems & Strategic Intelligence) into a coherent framework. Each domain includes subcomponents and observable indicators drawn from established psychometric, psychological, and cognitive-science literature.

HCQM makes three contributions: the integration itself, a coverage-asymmetry observation, and an explicitly dual-use framing; the two durable differentiators are the integration and the dual-use framing. HCQM is positioned to support broad human capability assessment while also providing a partial prescriptive target, at the capacity layer, for engineering synthetic cognitive architectures, with the explicit limitation that full architectural prescriptiveness requires a companion specification document (§6.6). These are applied to a coverage asymmetry: the human-capability tradition treats motivational, affective, cultural, and adversity capability as first-class (contemporary CHC, for example, now includes emotional intelligence as a broad ability), whereas contemporary AI architecture and evaluation frameworks largely do not. Unlike purely evaluative taxonomies such as DeepMind's 2026 Measuring Progress Toward AGI: A Cognitive Framework (Burnell et al., 2026), which identifies 10 cognitive faculties for benchmarking AGI progress, HCQM brings these dimensions to bear as a specification target. Unlike engineering-oriented architectural frameworks such as CoALA (Sumers et al., 2024), which specifies memory modules, action spaces, and decision loops for language agents, HCQM specifies the capacity surface those structural slots are expected to implement. The dimensions the AI frameworks omit are not a miscellaneous remainder: they concentrate in the motivational, adaptive, and metacognitive capacities (persistence under failure, strategy revision, self-monitoring, calibration) that govern whether a long-horizon autonomous agent is reliable, as distinct from whether it is capable. HCQM's distinctive AI-facing contribution is to organize these as a first-class reliability-and-autonomy layer and specify it at the capacity level (§5.2); a worked example maps a documented long-horizon agent failure pattern to the layer it omits. HCQM consolidates and ports existing constructs rather than claiming to discover them.

Drawing on CHC theory (Carroll, 1993; Schneider & McGrew, 2018), multiple-intelligences and triarchic models (Gardner, 1983; Sternberg, 1985), cultural intelligence (Earley & Ang, 2003), computational thinking (Wing, 2006), and modern cognitive architectures for language agents (Sumers et al., 2024), HCQM offers a synthesis rather than a novel discovery. We outline design principles, detail the hierarchical structure, discuss applications in human development and AI engineering, and acknowledge limitations, including the need for empirical validation, operationalized assessment instruments, and an explicit evaluation protocol. This paper aims to stimulate cross-disciplinary dialogue and guide future instrument development and architectural design.

Keywords: human capabilities, intelligence taxonomy, cognitive architecture, AGI evaluation, capability-grounded architectures, autonomous agents, agent reliability, long-horizon agents, metacognition, grit, cultural intelligence, systems thinking, CHC theory, CoALA.

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Sunday, July 19, 2026

Research Alert: When Can AI Models Explain Learning? Validity Criteria for AI as Cognitive Models in Education

This is a quick email-based research alert….this is also an open access article you can download.๐Ÿ˜‰
 
When Can AI Models Explain Learning? Validity Criteria for AI as Cognitive Models in Education | Educational Psychology Review | Springer Nature Link 

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Abstract

Traditional verbal theories in educational psychology often remain underspecified at the mechanistic level. While they offer rich descriptive constructs and conceptual insights, they provide limited accounts of how learning processes unfold dynamically and causally. Here, “verbal” denotes theories stated in prose and qualitative relations rather than as formal, computational process models. This lack of mechanistic precision constrains rigorous theory testing, limits integration across levels of analysis, and reduces the potential to design interventions grounded in explanatory understanding of learning processes. In this Review, we synthesize an emerging paradigm that treats artificial intelligence (AI) systems not merely as predictive tools or instructional technologies, but as cognitive models of learners, explicit, runnable instantiations of theoretical assumptions about cognition and learning. Our central question is not whether AI systems can serve as cognitive models, but when they should be allowed to count as such. We therefore organize the Review around explicit validity criteria, theoretical grounding, construct validity, mechanistic transparency, alignment with human learning trajectories, error-signature matching, causal-intervention tests, ecological validity, and instructional usefulness, that an AI system must satisfy before its cognitive-model status is granted rather than assumed. We examine how major families of AI models, including neural networks, reinforcement learning agents, cognitive architectures, and large language models, have been used to operationalize core educational constructs such as memory, strategy use, motivation, self-regulation, and social learning. Across these approaches, we highlight how mechanistic transparency, interpretability, and alignment with human learning trajectories and error patterns are essential for explanatory validity. We further discuss methodological tools, such as representation analysis, ablation, and trajectory-level comparison, that enable causal inference about learning mechanisms within models. Finally, we outline key challenges and future directions, including construct validity, ecological realism, individual differences, and ethical accountability. By positioning AI as a theoretical instrument rather than solely an engineering solution, this Review argues that AI-based cognitive models can, when they satisfy these criteria, help transform abstract learning theories into precise, testable, and educationally actionable accounts of how students learn.

Tuesday, July 07, 2026

Research Alert: Cognitive (CHC)–Mathematics Relations: A Meta-Analysis of Norm-Referenced Standardized Test Batteries

This is an impressive, and much needed, contribution to the CHC cognitive-math achievement relations modeling research literature.  It is open access available here

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Abstract

The relationships between cognitive abilities and mathematics skills are important to examine to help clarify how cognitive abilities promote mathematics development and inform why some individuals have difficulty acquiring mathematics skills. Meta-analyses of cognitive–mathematics relations can help summarize this research across a wide variety of test batteries and samples. This study compiled data from technical manuals of 122 norm-referenced standardized test batteries and included over 47,000 correlations from over 550 correlation matrices to summarize cognitive–mathematics relations using meta-analysis. The meta-analytic correlations were used to estimate cognitive–mathematics relations in an integrated model of cognitive abilities and mathematics skills. Fluid reasoning and comprehension-knowledge were two of the most consistent cognitive predictors of mathematics skills, and foundational mathematics skills (e.g., number sense and math fluency) were consistent predictors of advanced mathematics skills (e.g., math problem solving). A supplemental analysis examined how several narrow cognitive abilities (e.g., lexical knowledge, induction) predict mathematics skills. Results suggested that some narrow cognitive abilities, like general knowledge and general sequential reasoning, were consistent predictors of mathematics skills. This study summarizes a large amount of data from norm-referenced standardized test batteries to clarify how cognitive abilities predict mathematics skills. These results can inform both theoretical models of mathematics development and practical strategies when evaluating individuals who may have difficulty acquiring mathematics skills.

Wednesday, July 01, 2026

Research Alert: Generational IQ: Quasilongitudinal insights from the Wechsler Adult Intelligence Scale, Fifth Edition.

Quick email FYI research alert.  Not an open access downloadable article.  ๐Ÿ˜•
 
Generational IQ: Quasilongitudinal insights from the Wechsler Adult Intelligence Scale, Fifth Edition. 
https://psycnet.apa.org/record/2027-87746-001

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

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