Intelligent Insights on Intelligence Theories and Tests (aka IQ's Corner)

Article: High school whiz kids may face reading comprehension issues in university

2012-01-27T17:15:00.001-08:00

High school whiz kids may face reading comprehension issues in university
http://www.psypost.org/2012/01/high-school-whiz-kids-may-face-reading-comprehension-issues-in-university-9466

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Kevin McGrew, PhD

Educational Psychologist

Research bytes: ADHD diagnosis--gender and adolescence

2012-01-27T07:59:00.001-08:00

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Beyond IQ Series # 20: Self-regulated learning - Reaction and Reflection

2012-01-27T07:33:00.001-08:00

This is the 20th installment in the Beyond IQ series. This installment defines the reaction and reflection phase of self-regulated learning. [All installments in this series (and other related posts and research) can be found by clicking here].

Reaction and Reflection: Conceptual Background and Definition

The metacognitive processes involved in self-judging and making causal attributions to personal performance.

The final SRL phase involves a student evaluating and judging their performance and making causal attributions for their performance. Students who do not self-evaluate their performance or who are not cognizant of the importance of self-evaluation, tend to engage in surface (vs deep) processing in learning and also tend to display more negative affect and lower effort (Pintrich, 2002). Taking time to reflect on one’s learning and learning processes is associated with more successful academic outcomes. Stated briefly, SRL reaction and reflection strategies are defined as a student’s self-judging their performance and making causal attributions for their performance.

Upon completion of an academic task, a student may reflect on the outcome and experience an affective reaction. If the outcome was successful goal attainment, happiness may result. Conversely, academic failure may produce anger or sadness. The specific causes the student attributes to their success or failure (causal attribution) are hypothesized to impact the development of future levels of motivational beliefs (e.g., academic self- efficacy, academic self- concept), and thus, future learning (Pintrich, 2000). Finally, a student’s thoughts about their behavior (e.g., amount of actual study time vs. planned study time) is important for SRL via the mechanism of choice. For example, “they may decide that procrastinating studying for an exam may not be the most adaptive behavior for academic achievement. In the future, they may decide to make a different choice in terms of their effort and time management” (Pintrich, 2000, p. 469).

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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence Beyond IQ aptitude school learning social emotional learning resiliency training CASEL motivation

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Dissertation Dish: CHC neurocognitive predictors of flying performance

2012-01-27T06:42:00.001-08:00

Neurocognitive Predictors of Flight Performance of Successful Solo Flight Students by Emery, Brian, Ph.D., Northcentral University, 2011 , 362 pages; AAT 3489209

Abstract

Cognitive abilities have been identified as a significant source for determining the potential for individuals to achieve success as pilots. However, while assessments of specific cognitive abilities are considered critical to predicting pilot performance, they do not form part of university admission processes for students applying to flight programs, where attrition rates can be high as 70%. The Cattell-Horn-Carroll (CHC) three-stratum model theory of cognitive abilities links academic and cognitive performance; however, further research could contribute to stratum modifications by expanding understanding of the relationships between CHC theory information processing abilities and specific human performance. In an independent-sample t test research design, this nonexperimental quantitative study examined the relationship between cognitive predictors and successful solo flight performance of student pilots. The CogScreen Aeromedical Edition neurological assessment was used to determine if cognitive factors are valid and reliable of successful solo flight performance. The study participants were 70 student pilots (a convenience sample) between the ages of 18 and 25, 10 female (14%) and 60 male (86%), selected from Embry-Riddle Aeronautical University. The CogScreen-AE measure was administered to the participants prior to their flight instruction. Flight instructors used the FA121 Flight Training Syllabus to evaluate student performance during their training. At the completion of the training, participants were placed in Solo-Completed ( n = 52) and Solo-Not-Completed ( n = 18) groups. Independent-sample t tests were used to compare the mean scores between the Solo-Completed and Solo-Not-Completed groups. The test was significant for the three cognitive measures: divided attention t (68) = 3.77, p < .001, speed-working memory t (68) = 6.81, p < .001, and LRPV t (68) = 17.67, p < .001. The Pearson correlation results revealed that LRPV ( r [52] = .32, p < .05) had the strongest relationship of the three cognitive measures. In addition, regression analyses revealed that the LRPV was the most predictive that explained 81% of the variance ( R ² = .81, F [1, 51] = 213.15, p < .001) in successful solo flight performance. These findings suggest that these cognitive measures are significant of successful solo flight performance and provide further evidence in support of the CHC theory. It is concluded that applying a cognitive performance measure prior to admission to a flight program may reduce attrition rates, support necessary accommodations, and identify flight deficiencies. Further research should compare results among different university flight programs to confirm the findings and to improve the reliability of the CogScreen-AE as a standardized measure for beginning flight students.

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Article: MIND Reviews: Thinking, Fast and Slow

2012-01-27T06:20:00.001-08:00

MIND Reviews: Thinking, Fast and Slow
http://www.scientificamerican.com/article.cfm?id=mind-reviews-thinking-fast-and-slow

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Article: Electric shock treatment 'improves academic performance'

2012-01-26T06:51:00.001-08:00

Electric shock treatment 'improves academic performance'
http://www.telegraph.co.uk/science/science-news/9040654/Electric-shock-treatment-improves-academic-performance.html

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Article: The Myth of ‘Practice Makes Perfect’

2012-01-26T06:42:00.001-08:00

The Myth of 'Practice Makes Perfect'
http://ideas.time.com/2012/01/25/the-myth-of-practice-makes-perfect/

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Article: Probing the Brain's Mysteries

2012-01-26T06:32:00.001-08:00

Article: When 1 + 1 = 5: Dyscalculia and Working Memory

2012-01-25T17:04:00.001-08:00

When 1 + 1 = 5: Dyscalculia and Working Memory
http://www.sharpbrains.com/blog/2012/01/25/when-1-1-5-dyscalculia-and-working-memory/

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Article: What Does The Marshmallow Experiment Tell Us About Self-Control?

2012-01-25T06:27:00.001-08:00

What Does The Marshmallow Experiment Tell Us About Self-Control?
http://www.scilearn.com/blog/marshmallow-experiment-self-control-young-children.php

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Article: Brain scans spot early signs of dyslexia

2012-01-25T06:22:00.001-08:00

Brain scans spot early signs of dyslexia
http://www.baltimoresun.com/health/sns-rt-us-usa-dyslexiatre80n033-20120123,0,712776.story

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Article: Intelligence – Are You Holding Back Your Brain?

2012-01-24T06:25:00.001-08:00

The story at the link below deals with the construct of academic ability conception which is included in the Model of Academic Competence and Motivation -- info at this link

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

Intelligence – Are You Holding Back Your Brain?
http://brainblogger.com/2012/01/24/intelligence-are-you-holding-back-your-brain/

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Article: Teachers pen book on technology, brain science

2012-01-24T06:20:00.001-08:00

Teachers pen book on technology, brain science
http://skokie.suntimes.com/news/10111349-418/teachers-pen-book-on-technology-brain-science.html

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Article: Dana Foundation Blog: Learning About Learning

2012-01-23T15:55:00.001-08:00

Dana Foundation Blog: Learning About Learning
http://danapress.typepad.com/weblog/2012/01/learning-about-learning.html

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Book Nook: Contemporary Intellectual Assessment, Third Edition: Theories, Tests, and Issues

2012-01-23T13:52:00.001-08:00

Hot of the press

Contemporary Intellectual Assessment, Third Edition: Theories, Tests, and Issues [Hardcover]. Dawn P. Flanagan PhD (Editor), Patti L. Harrison Phd (Editor)

I. The Origins of Intellectual Assessment

1. A History of Intelligence Assessment: The Unfinished Tapestry, John D. Wasserman

2. A History of Intelligence Test Interpretation, Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe,and Sangwon Kim

II. Contemporary Theoretical Perspectives

3. Foundations for Better Understanding of Cognitive Abilities, John L. Horn and Nayena Blankson

4. The Cattell–Horn–Carroll (CHC) Model of Intelligence, W. Joel Schneider and Kevin S. McGrew

5. Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory, Jie-Qi Chen andHoward Gardner

6. The Triarchic Theory of Successful Intelligence, Robert J. Sternberg

7. Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing–Based Theory of Intelligence, Jack A. Naglieri, J. P. Das, and Sam Goldstein

III. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests)

8. The Wechsler Adult Intelligence Scale–Fourth Edition (WAIS-IV) and the Wechsler Memory Scale–Fourth Edition (WMS-IV), Lisa Whipple Drozdick, Dustin Wahlstrom, Jianjun Zhu, and Lawrence G. Weiss

9. The Wechsler Preschool and Primary Scale of Intelligence–Third Edition (WPPSI–III), the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV), and the Wechsler Individual Achievement Test–Third Edition (WIAT–III), Dustin Wahlstrom, Kristina C. Breaux, Jianjun Zhu, and Lawrence G. Weiss

10. The Stanford–Binet Intelligence Scales, Fifth Edition (SB5), Gale H. Roid and Mark Pomplun

11. The Kaufman Assessment Battery for Children–Second Edition (KABC-II) and the Kaufman Test of Educational Achievement–Second Edition (KTEA-II), Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, and Nadeen L. Kaufman

12. The Woodcock–Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement, Fredrick A. Schrank and Barbara J. Wendling

13. The Differential Ability Scales–Second Edition (DAS-II), Colin D. Elliott

14. The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment, R. Steve McCallum and Bruce A. Bracken

15. The Cognitive Assessment System (CAS): From Theory to Practice, Jack A. Naglieri and Tulio M. Otero

16. The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST), Cecil R. Reynolds, Randy W. Kamphaus, and Tara C. Raines

17. The NEPSY-II, Robb N. Matthews, Cynthia A. Riccio, and John L. Davis

18. The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations, Jack A. Naglieriand Tulio M. Otero

IV. Contemporary Interpretive Approaches and Their Relevance for Intervention

19. The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions, Dawn P. Flanagan, Vincent C. Alfonso, and Samuel O. Ortiz

20. Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World, Catherine A. Fiorello, James B. Hale, and Kirby L. Wycoff

21. Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review,Randy G. Floyd and John H. Kranzler

22. Testing with Culturally and Linguistically Diverse Populations: Moving beyond the Verbal–Performance Dichotomy into Evidence-Based Practice, Samuel O. Ortiz, Salvador Hector Ochoa, and Agnieszka M. Dynda

23. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD), Nancy Mather and Barbara J. Wendling

V. Assessment of Intelligence and Cognitive Functioning in Different Populations

24. Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives, Laurie Ford, Michelle L. Kozey, and Juliana Negreiros

25. Use of Intelligence Tests in the Identification of Giftedness, David E. McIntosh, Felicia A. Dixon, andEric E. Pierson

26. Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition, Dawn P. Flanagan, Vincent C. Alfonso, Jennifer T. Mascolo, and Marlene Sotelo-Dynega

27. Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD), Laura Grofer Klinger, Sarah E. O’Kelley, Joanna L. Mussey, Sam Goldstein, and Melissa DeVries

28. Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder,James B. Hale, Megan Yim, Andrea N. Schneider, Gabrielle Wilcox, Julie N. Henzel, and Shauna G. Dixon

29. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury, Scott L. Decker, Julia A. Englund, and Alycia M. Roberts

30. Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD), Kathleen Armstrong, Jason Hangauer, and Joshua Nadeau

VI. Contemporary and Emerging Issues in Intellectual Assessment

31. Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Jeffery P. Bradenand Bradley C. Niebling

32. Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith and Matthew R. Reynolds

33: The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities,Daniel C. Miller and Denise E. Maricle

34. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions, Denise E. Maricle and Erin Avirett

35. Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications,Rachel Brown-Chidsey and Kristina J. Andren

36. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools, George McCloskey, James Whitaker, Ryan Murphy, and Jane Rogers

Appendix. The Three-Stratum Theory of Cognitive Abilities, John B. Carroll

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Do sexually aroused men score higher on IQ tests? A matter of life or death

2012-01-23T09:23:00.001-08:00

Thanks to Kevin Foley (again) for sending me a new Atkins MR/ID death penalty decision--Pizzuto v Blades (2012, Idaho). I have not read the entire decision, but one interesting point has been brought to my attention.

Pizzuto's lawyers argued that his 1996 IQ score may have been inflated due to the testing being conducted by a very attractive female psychometrician. We all know that some test-specific variables can impact the reliability and precision of an IQ score, but there is no research suggesting that a man can score close to 14 points higher simply to impress an attractive examiner. Nice try defense...but a swing and a miss.

As stated on page 30 of the decision, Pizzuto may have been motivated to perform better than he otherwise would have "because Dr. Beaver’s ‘very attractive' female psychometrician administered the test . . . . Based on this, he claims that it would be appropriate to decrease the 1996 score by nearly a standard deviation, or 14 points, due to the presence of an attractive test administrator.” [pg 30].

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Meta-analysis continues to confirm importance of phonemic awareness in reading...but...lets not overestimate the importance

2012-01-23T09:16:00.001-08:00

Double click on image to enlarge the abstract.

Meta-analysis like this one are powerful studies that confirm the importance, in this case, for phonemic awareness (Ga-PC per CHC theory) for reading and dyslexia. However I believe that often the individual studies used as the bases of meta-analysis may overstate the importance of particular abilities due to the well-known problem of specification error in each studies design. I've blogged about this previously and won't take up bandwidth reiterating the importance of recognizing how specification error can cloud accurate interpretation of studies. The long and short of the issue is that manly reading and dyslexia studies during the past two decades have suffered from specification error....by only including indicators of the "hot and sexy" ability constructs in reading research and failing to include measures of known abilities that are also important in reading.

As a result of the "missing variable" problem, individual studies and, in this case, a meta-analysis of studies, most likely overstates the importance of the selected abilities analyzed...in this case phonemic awareness. For example, a recent synthesis by McGrew & Wendling (2010) demonstrated that other abilities often not included in the extant reading disability research (e.g., processing speed; associative memory; lexical knowledge) are important. If measures of these important reading-related abilities had been included in the studies summarized by this meta-analysis most likely the magnitude (effect sizes) of phonemic awareness would be lowered.

Yes...phonemic awareness (Ga-PC) is clearly important...but I caution readers to take the magnitude of the importance with a grain of salt as it is most likely somewhat less if all important reading-related variables had been included in the studies that are combined in this review

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Article: Autism redefined: New diagnostic criteria more restrictive

2012-01-22T10:45:00.001-08:00

Autism redefined: New diagnostic criteria more restrictive
http://www.sciencedaily.com/releases/2012/01/120120184525.htm

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Article: New York Neuropsychologists Leave State Psychological Association

2012-01-21T14:08:00.000-08:00

New York Neuropsychologists Leave State Psychological Association
http://blog.medfriendly.com/2012/01/new-york-neuropsychologists-make-mass.html

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Article: Education Week: Special Educators Borrow From Brain Studies

2012-01-21T14:04:00.001-08:00

Education Week: Special Educators Borrow From Brain Studies
http://www.edweek.org/ew/articles/2012/01/18/17disable_ep.h31.html?cmp=SOC-SHR-TW

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Article: Hey, Did You Hear? ...Why We Don t Listen

2012-01-21T06:28:00.001-08:00

Hey, Did You Hear? ...Why We Don t Listen
http://blogs.scientificamerican.com/guest-blog/2012/01/18/hey-did-you-hear-why-we-dont-listen/

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Importance of self-regulation skills in kindergarten@anniemurphypaul, 1/19/12 9:00 AM

2012-01-19T06:11:00.001-08:00

Annie Murphy Paul (@anniemurphypaul)
1/19/12 9:00 AM
BRILLIANT: Kids who've acquired self-regulation skills by kindergarten are 3x as likely to read well in third grade: ti.me/yEtwrJ

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WJ III cognitive test deficits--base rates of number of deficient tests

2012-01-17T06:19:00.001-08:00

Kudos to Scott Decker, Joel Schneider and Brad Hale for the excellent article on how to estimate base rates for the number of deficient test scores (using various levels of standard score deficit criteria (e.g., SS <= 80; SS <=70) in the Woodcock-Johnson III (WJ III) Standard and Extended cognitive batteries (tests 1-14). Not surprisingly, they find that the number of relative weaknesses a person displays is most likely more than most clinicians would believe.

Of more practical significance is a series of smoothed figures they provide, by age, which would allow clinicians to determine the base rate significance of number of deviant WJ III cognitive tests (from primary 14 tests).

Conflict of interest disclosure - I am a coauthor of the WJ III

Click on images to enlarge

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How to estimate best IQ score if someone has taken multiple IQ tests: The psychometric magic of Dr. Joel Schneider

2012-01-13T09:52:00.001-08:00

Dr. Joel Schneider has posted an excellent explanation on how to estimate a person's "true IQ score" when a person has taken multiple IQ tests at different times. Probably the most important take-away message is one should never calculated the simple arithmetic average. The median would be more appropriate, but Joel provides and even more psychometrically sound method and an Excel spreadhsheet for implementing his excellent logic and methods.

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Blogging lite: On a REAL vacation...Jimmy Buffet?

2012-01-12T21:31:00.001-08:00

Not having had a real vacation in years (all others have been tied to conferences or professional trips), the blogmaster is taking a REAL cruise vacation, with my lovely Lady Di, utill Jan 22.

I will not be blogging, or may be blogging lite (push FYI posts) from wherever the ship is at. Jimmy Buffet...here I come

I shall return.

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Article: Intelligence: New Findings And Theoretical Developments

2012-01-12T07:30:00.001-08:00

Intelligence: New Findings And Theoretical Developments
http://www.psychologytoday.com/blog/finding-the-next-einstein/201201/intelligence-new-findings-and-theoretical-developments

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Article: IQ scores are malleable.

2012-01-12T07:27:00.001-08:00

IQ scores are malleable.
http://mindblog.dericbownds.net/2012/01/iq-scores-are-malleable.html

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Neural efficiency and general intelligence: Is it mental quickness or timing?

2012-01-11T17:34:00.001-08:00

Today I made a post at IM-HOME discussing the neural efficiency = general intelligence hypothesis (Arthur Jensen) where I make the case that recent research suggests that temporal or timing g (the internal brain clock) is a more fundamental cause of neural efficiency than the dominant Jensen reaction time g hypothesis. Check it out.

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Technorati Tags: intelligence,IQ tests,IQ testing,IQ scores,CHC intelligence theory,CHC theory,Cattell-Horn-Carroll,human cognitive abilities,psychology,school psychology,individual differences,cognitive psychology,neuropsychology,neuroscience psychology,special education,educational psychology,psychometrics,psychological assessment,psychological measurement,IQs Corner,general intelligence,intelligence,IQ,Gs,Gt,brain clock,temporal g,reaction time,Arthur Jensen,neural efficiency

Thinking, Fast and Slow by Daniel Kahneman - Review - Significance Magazine

2012-01-11T08:33:00.000-08:00

http://www.significancemagazine.org/details/review/1392103/Thinking-Fast-and-Slow-by-Daniel-Kahneman.html#.Tw25cFSqsUA.mailto

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Research byte: The Flynn Effect in South Africa

2012-01-11T08:29:00.001-08:00

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Research byte: Flynn effect holds for the brightest also

2012-01-11T07:24:00.001-08:00

Click on image to enlarge. This study will be added to the Flynn Effect Archive Project on the next update.

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Technorati Tags: psychology,Flynn effect,intelligence,IQ

Sijtsma on the "Future of Psychometrics: Ask what psychometrics can do for psychology"

2012-01-11T07:05:00.001-08:00

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Research byte: Can fast and slow intelligence be measured differentially

2012-01-11T07:03:00.001-08:00

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Article: More Left Brain / Right Brain Nonsense

2012-01-10T20:01:00.003-08:00

More Left Brain / Right Brain Nonsense
http://theness.com/neurologicablog/index.php/more-left-brain-right-brain-nonsense/

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Article: STUDY ALERT: How Smart Do You Think You Are?

2012-01-10T20:01:00.001-08:00

STUDY ALERT: How Smart Do You Think You Are?
http://scottbarrykaufman.com/article/study-alert-how-smart-do-you-think-you-are-a-meta-analysis-on-the-validity-of-self-estimates-of-cognitive-ability/

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Coalition for DSM-5 reform call for independent reviews and letters

2012-01-10T11:48:00.001-08:00

The Coalition for DSM-5 has announced an open letter campaign to solicit independent reviews and feedback regarding DSM-5. - Posted using BlogPress from Kevin McGrew's iPad

Article: Could an iTunes-like model work with scientific publishing? : Discovering Biology in a Digital World

2012-01-10T10:13:00.001-08:00

Could an iTunes-like model work with scientific publishing? : Discovering Biology in a Digital World
http://scienceblogs.com/digitalbio/2012/01/could_an_itunes-like_model_wor.php

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Article: Guidelines for the evaluation of dementia and age-related cognitive change.

2012-01-10T08:59:00.003-08:00

Guidelines for the evaluation of dementia and age-related cognitive change.
http://psycnet.apa.org/journals/amp/67/1/1

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Article: Guidelines for assessment of and intervention with persons with disabilities.

2012-01-10T08:59:00.001-08:00

Guidelines for assessment of and intervention with persons with disabilities.
http://psycnet.apa.org/journals/amp/67/1/43

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Article: STUDY ALERT: Intelligence: New Findings and Theoretical Developments

2012-01-09T06:31:00.001-08:00

This is the article I made a tweet about a few days ago.

http://www.iqscorner.com/2012/01/important-american-psychologist-iq.html

STUDY ALERT: Intelligence: New Findings and Theoretical Developments
http://scottbarrykaufman.com/article/study-alert-intelligence-new-findings-and-theoretical-developments/

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Article: Christmas brain lectures available worldwide

2012-01-08T09:06:00.001-08:00

Christmas brain lectures available worldwide
http://mindhacks.com/2012/01/07/christmas-brain-lectures-available-worldwide/

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Psychometrika, Vol. 77, Issue 1 - New Issue Alert

2012-01-08T08:44:00.000-08:00

For my fellow quantoid readers

Sunday, January 8

Dear Valued Customer,

We are pleased to deliver your requested table of contents alert for Psychometrika. Volume 77 Number 1 is now available on SpringerLink

Register for Springer's email services providing you with info on the latest books in your field. ... More!

In this issue:

Acknowledgments

Abstract    Full text PDF

Acknowledgements

Abstract    Full text PDF

Future of Psychometrics: Ask What Psychometrics Can Do for Psychology

Klaas Sijtsma

Abstract    Full text PDF

On Compensation in Multidimensional Response Modeling

Wim J. van der Linden

Abstract    Full text PDF

A flexible latent trait model for response times in tests

Jochen Ranger & Jorg-Tobias Kuhn

Abstract    Full text PDF

Functional Multiple-Set Canonical Correlation Analysis

Heungsun Hwang, Kwanghee Jung, Yoshio Takane & Todd S. Woodward

Abstract    Full text PDF

Moment Testing for Interaction Terms in Structural Equation Modeling

Ab Mooijaart & Albert Satorra

Abstract    Full text PDF

The CLASSI-N Method for the Study of Sequential Processes

Eva Vande Gaer, Eva Ceulemans, Iven Van Mechelen & Peter Kuppens

Abstract    Full text PDF

Likelihood-Based Clustering of Meta-Analytic SROC Curves

Heinz Holling, Walailuck Böhning & Dankmar Böhning

Abstract    Full text PDF

Generalizations of Paradoxical Results in Multidimensional Item Response Theory

Pascal Jordan & Martin Spiess

Abstract    Full text PDF

A Note on the Reliability Coefficients for Item Response Model-Based Ability Estimates

Seonghoon Kim

Abstract    Full text PDF

On the Relationships Between Jeffreys Modal and Weighted Likelihood Estimation of Ability Under Logistic IRT Models

David Magis & Gilles Raîche

Abstract    Full text PDF

Program of the 76th Annual and 17th International Meeting of the Psychometric Society

Abstract    Full text PDF

Minutes of the Psychometric Society Business Meeting, Room B4-LP-04, Hong Institute of Education, Hong Kong. July 22, 2011

Abstract    Full text PDF

Report of the Treasurer of the Psychometric Society

Abstract    Full text PDF

Index for Volume 76

Abstract    Full text PDF

Do you want to publish your article in this journal?

The Essential Psychopathology Of Creativity

2012-01-07T16:26:00.001-08:00

http://ieet.org/index.php/IEET/more/4236

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Important American Psychologist "new IQ findings" article: Beyond IQ is important

2012-01-07T13:51:00.001-08:00

The American Psychologist article below is an important "taking stock" article regarding intelligence as per a group of esteemed APA psychologists. It is a necessary follow up to a similar article by Neisser et al published in 1996.The review covers a wide array of critical issues re human intelligence and is recommended reading by all serious intelligence scholars as well as those who use intelligence tests.I found the stated importance of non-cognitive (conative) traits in predicting important outcomes, aside from or beyond IQ, particularly intriguing. I have reproduced select pages from the article that summarize this research. The conclusions are consistent with my repeated attempts to draw attention to Beyond IQ abilities, which I have articulated in the Model of Academic Motivation and Competence (MACM) framework. I am particularly pleased to see the focus on self-regulated learning abilities, a domain featured prominently in the MACM model. (double click on image to enlarge)

It is time that applied psychologists, particularly those working in educational settings, move Beyond IQ and start assessing and designing interventions for critical non-cognitive characteristics of learners. Interested readers can find more information in my Beyond IQ Series of posts.Click on images to enlarge for easier reading

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Technorati Tags: intelligence,IQ tests,IQ testing,IQ scores,CHC intelligence theory,CHC theory,Cattell-Horn-Carroll,human cognitive abilities,psychology,school psychology,individual differences,cognitive psychology,neuropsychology,neuroscience psychology,special education,educational psychology,psychometrics,psychological assessment,psychological measurement,IQs Corner,general intelligence,intelligence,IQ,Gs,Gc,Gf,executive functions,self-regulation,Beyond IQ,MACM

Article: Introducing “STUDY ALERT”: Fluid insight moderates the relationship between psychoticism and crystallized intelligence

2012-01-07T09:49:00.001-08:00

Introducing "STUDY ALERT": Fluid insight moderates the relationship between psychoticism and crystallized intelligence
http://scottbarrykaufman.com/article/introducing-study-alert-fluid-insight-moderates-the-relationship-between-psychoticism-and-crystallized-intelligence/

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Article: The Mathematics of Lego

2012-01-06T18:31:00.003-08:00

The Mathematics of Lego
http://www.wired.com/wiredscience/2012/01/the-mathematics-of-lego/

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Article: The Mathematics of Lego

2012-01-06T18:31:00.001-08:00

The Mathematics of Lego
http://www.wired.com/wiredscience/2012/01/the-mathematics-of-lego/

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ScienceDirect - New Ideas in Psychology : Exploring the nature of cognitive flexibility

2012-01-06T18:24:00.001-08:00

http://www.sciencedirect.com/science/article/pii/S0732118X11000705

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Article: Oscillatory Thoughts: Top 10 neuroscience TED talks

2012-01-06T12:03:00.001-08:00

Oscillatory Thoughts: Top 10 neuroscience TED talks
http://blog.ketyov.com/2011/01/top-10-neuroscience-ted-talks.html

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Article: Memory and Aging

2012-01-06T09:59:00.001-08:00

Memory and Aging
http://www.psypress.com/memory-and-aging-9781848729186

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Making my mom and dad proud: The blogmaster gets some press

2012-01-06T09:31:00.001-08:00

Click on image to enlarge. Story at this link.

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Article: BrainBlog: Cognitive Decline

2012-01-06T06:30:00.001-08:00

Damn..I better continue my exercise and brain fitness regimes.

BrainBlog: Cognitive Decline
http://neuropsychological.blogspot.com/2012/01/cognitive-decline.html

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Article: Neuroscience For Kids - NeuroCalendars

2012-01-05T06:48:00.001-08:00

Neuroscience For Kids - NeuroCalendars
http://faculty.washington.edu/chudler/neurocal.html

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Article: Who Is Currently Identified as Gifted in the United States?

2012-01-04T18:50:00.001-08:00

Who Is Currently Identified as Gifted in the United States?
http://www.creativitypost.com/education/who_is_currently_identified_as_gifted_in_the_united_states#.TwSlGD5TvTQ.twitter

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Article: HCP Named One Of 10 Projects To Follow in 2012

2012-01-04T18:33:00.001-08:00

I could not agree more with this recommendation. I have sent a couple FYI blog posts, including one with some awesome art-like photos from this project, to the Brain Clock blog.

HCP Named One Of 10 Projects To Follow in 2012
http://humanconnectome.org/about/pressroom/project-news/press-hcp-named-10-projects-follow-2012/

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WMF Press Report: Children, sleep, sleepiness and cognitive performance-J. Buckhalt

2012-01-04T18:18:00.001-08:00

The following report was just released by WMF Press. Double click on image to enlarge.

Conflict of interest notice--I am the Research Director for WMF - Posted using BlogPress from Kevin McGrew's iPad

On-demand focus: IM neurotechnology generated meditative type focus

2012-01-04T12:38:00.001-08:00

I have made a follow-up post to the Brain Clock post suggesting a possible link between meditation and synchronized metronome tapping (in the form of Interactive Metronome neurotechnology training)--both being able to focus controlled attention and shut down the mind-wandering busy self-talk of the default brain network. This new post is at the IM-HOME blog. - Posted using BlogPress from Kevin McGrew's iPad

Technorati Tags: psychology,neuropsychology,neuroscience,brain,brain fitness,mental time-keeping,IQ Brain Clock,Brain Clock,brain rhythm,Interactive Metronome,temporal processing,temporal g,neurotechnology,,brain synchronization,meditation,controlled attention,IM-HOME,executive functions,focus,on-demand-focus,default brain network

Research bytes: New IQ findings; SLODR and g on DAS-II; FA of CAS

2012-01-04T07:50:00.001-08:00

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Article: Smart Thinking: Three Essential Keys to Solve Problems, Innovate, and Get Things Done [Hardcover]

2012-01-03T19:25:00.000-08:00

Smart Thinking: Three Essential Keys to Solve Problems, Innovate, and Get Things Done [Hardcover]
http://www.amazon.com/Smart-Thinking-Essential-Problems-Innovate/dp/0399537228/ref=sr_1_1?ie=UTF8&qid=1325643671&sr=8-1

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Article: The effects of parental scaffolding on preschoolers' executive function.

2012-01-03T18:04:00.001-08:00

The effects of parental scaffolding on preschoolers' executive function.
http://psycnet.apa.org/journals/dev/48/1/271

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Article: The use of the Vandenberg and Kuse Mental Rotation Test in children.

2012-01-03T18:02:00.001-08:00

The use of the Vandenberg and Kuse Mental Rotation Test in children.
http://psycnet.apa.org/journals/jid/33/1/62

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Beyond IQ Series #19: Self-regulated learning-control and regulation

2012-01-02T09:29:00.001-08:00

This is the 19th installment in the Beyond IQ series. This installment defines the control and regulation phase of self-regulated learning. [All installments in this series (and other related posts and research) can be found by clicking here].

Control and regulation

The metacognitve processes involved in selecting and adapting cognitive strategies to reduce the relative discrepancy between immediate student goals and self- generated performance feedback.

Control and regulation processes are largely dependent on the information gained during metacognitive monitoring activities. For example, if a student is listening to a teacher lecture and engages in self-questioning to test their personal understanding, a discrepancy between their learning goal and progress may indicate the need to change their strategies. SRL control and regulationactivities are defined as the activation of metacognitive strategies for selecting, adapting, and changing cognitive strategies to reduce the relative discrepancy between immediate student goals and self-generated performance feedback judgments (Pintrich, 2002a).

The list of possible control strategies is relatively large and represents the most researched component of SRL. Example control and regulation strategies include paraphrasing, outlining, summarizing, rehearsal, question generating, visualizing (imagery), drawing of cognitive or semantic maps, note taking, and using mnemonic devices to name but a few. The research literature suggests that many students who perform poorly on tasks (e.g., students with disabilities) often fail to spontaneously invoke SRL control and regulation strategies. However, when trained, especially when training is embedded in activities similar to real world performance environments, an improvement in metacognitive abilities can result (Gettinger & Seibert, 2002).

As per theories of SRL, the target of control may also lie outside of the student. For example, a student might seek to renegotiate certain task characteristics (e.g., topic, deadline) or leave the specific environment. These control strategies represent an attempt on the part of the student to “control and regulate the context” (Pintrich & Zusho, 2002).
Examples of control and regulation of academically related motivational beliefs include students using positive self-talk (to control self- efficacy), promising themselves rewards (e.g., a meal, a movie) when they complete a task to increase extrinsic motivation, and/or embedding the task in the context of their lives or future goals (to increase task value). A specific example of behavioral control and regulation that has been the subject of research is academic help- seeking. According to Pintrich (2000), “good learners and good self-regulators know when, why, and from whom to seek help”(p. 468). This differs from maladaptive help-seeking, which is characterized by seeking short-cuts in order to complete a task with little concern for understanding or learning. Adaptive academic help-seeking involves cognitive (knowing when to ask and how to frame a request), social (knowing how to make a socially appropriate request, and to whom), and motivational (possessing goals, attitudes, and self-beliefs that allow the person to admit personal difficulty) competencies (Newman, 2002). Space does not allow for a detailed exploration of the theoretical and research literature on the nature and development of academic help-seeking in this document.

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Article: Introducing SpringerBriefs

2012-01-02T08:45:00.001-08:00

Introducing SpringerBriefs
http://www.springer.com/authors/book+authors/springerbriefs?SGWID=0-1720013-0-0-0&changeHeader

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Mapping the brain - MIT News Office

2011-12-31T11:51:00.001-08:00

Brain mapping and large scale brain networks, IMHO, are a fundamental new key to understanding cognitive functioning and neuro technologies

http://web.mit.edu/newsoffice/2010/brain-mapping.html

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Smart People Really Do Think Faster : NPR

2011-12-31T11:46:00.001-08:00

Conceptually this is consistent with Jenson's neural efficiency hypothesis and Rammsayer's temporal resolution hypothesis.

http://www.npr.org/tablet/#story/?storyId=102169531

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Article: Technology for psychologists

2011-12-31T11:33:00.001-08:00

Technology for psychologists
http://sylvainroy.blogspot.com/

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Article: What It Takes To Be a Lifelong Learner | Real World Research

2011-12-31T10:37:00.001-08:00

What It Takes To Be a Lifelong Learner | Real World Research
http://blogs.psychcentral.com/research/2011/what-it-takes-to-be-a-lifelong-learner/

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Article: Why Don’t We Value Spatial Intelligence?

2011-12-30T07:09:00.001-08:00

Why Don't We Value Spatial Intelligence?
http://gettingsmart.com/blog/2011/12/why-don%E2%80%99t-we-value-spatial-intelligence/

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Dissertation Dish: Gf cognitive test analysis via CFA and task analysis

2011-12-30T06:32:00.001-08:00

A comparison of confirmatory factor analysis and task analysis of fluid intelligence cognitive subtests by Parkin, Jason R., Ph.D., University of Missouri - Columbia, 2010 , 132 pages; AAT 3488814

Abstract

Cross-battery assessment relies on the classification of cognitive subtests into the Cattell- Horn-Carroll (CHC) theory's broad and narrow ability definitions. Generally, broad ability classifications have used ability data analyzed through factor analytic methods, while narrow ability classifications have used data about subtest task demands. The purpose of this investigation is to determine whether subtest similarity judgments based on task demands data, and judgments based on ability measurement provide similar results. It includes two studies. First, middle school students (N = 63) completed six target fluid reasoning subtests that were subjected to confirmatory factor analyses to analysis subtest similarities. Second, school psychology practitioners (N = 32) sorted subtest descriptions into similarity groups. Their judgments were analyzed with multiple non-hierarchical cluster analyses. Results partially confirmed that the six target subtests were classified similarly using both data types, though need to be interpreted cautiously due to limitations. Implications for assessment practices are discussed.

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WMF Human Cognitive Abilities Archive Project: Major update 12-29-11

2011-12-29T18:01:00.000-08:00

Here is an early New Years present to those interested in the structure of human cognitive abilities and the seminal work of Dr. John Carroll.

The free on-line WMF Human Cognitive Abilities (HCA) archive project had a MAJOR update today. An overview of the project, with a direct link to the archive, can be found at the Woodcock-Muñoz Foundation web page (click on "Current Woodcock-Muñoz Foundation Human Cognitive Abilities Archive") . Also, an on-line PPT copy of a poster presentation I made at the 2008 (Dec) ISIR conference re: this project can be found by clicking here.

Today's update added the following 38 new data sets from John "Jack" Carroll's original collection. We now have approximately 50% of Jack Carroll's original datasets archived on-line. Of particular interest is the addtion of one of Carroll's data sets, three by John Horn, and 17 by Guilford et al. Big names...and some correlation matrices with big numbers of variables. Data parasites (er....secondary data analysits) should be happy.

CARR01. Carroll, J.B. (1941). A factor analysis of verbal abilities. Psychometrika, 6, 279-307.
FAIR02. Fairbank, B.A. Jr., Tirre, W., Anderson, N.S. (1991). Measures of thirty cognitive tasks: Intercorrelations and correlations with aptitude battery scores. In P.L. Dann, S. M. Irvine, & J. Collis (Eds.), Advances in computer-based human assessment (pp. 51-101). Dordrecht & Boston: Kluwer Academic.
FLAN01. Flanagan, J.C., Davis, F.B., Dailey, J.T., Shaycoft, M.F., Orr, D.B., Goldberg, I., Neyman, C.A. Jr., (1964). The Amercian high school student (Cooperative Research Project No. 635). Pittsburgh: University of Pittsburgh.
FULG21. Fulgosi, A., Guilford, J. P. (1966). Fluctuation of ambiguous figures and intellectual flexibility. American Journal of Psychology, 79, 602-607.
GUIL11. Guilford, J.P., Berger R.M., Christensen, P.R. (1955). A factor-analytic stydy of planning: II. Administration of tests and analysis of results. Los Angeles: Reports from the Psychological Laboratory, University of Southern California, No. 12.
GUIL31 to GUIL46 (17). Guilford, J.P., Lacey, J.I. (Eds.) (1947). Printed classification tests. Army Air Force Aviation Psychology Program Research Reports, No. 5. Washington, DC: U.S. Government Printing Office. [discussed or re-analyzed by Lohman (1979)]
HARG12. Hargreaves, H.L. (1927). The 'faculty' of imagination: An enquiry concerning the existence of a general 'faculty,' or group factor, of imagination. British Journal of Psychology Monograph Supplement, 3, No. 10.
HECK01. Heckman, R.W. (1967). Aptitude-treatment interactions in learning from printed-instruction: A correlational study. Unpublished Ph.D. thesis, Purdue University. (University Microfilm 67-10202)
HEND01. Hendricks, M., Guilford, J. P., Hoepfner, R. (1969). Measuring creative social abilities. Los Angeles: Reports from the Psychological Laboratory, University of Southern California, No. 42.
HEND11A. Hendrickson, D.E. (1981). The biological basis of intelligence. Part II: Measurement. In H.J. Eysenck (Ed.), A model for intelligence (pp. 197-228). Berlin: Springer.
HHIG01. iggins, L. C. (1978) A factor analytic study of children's picture interpretation behavior. Educational Communication & Technology, 26, 215-232
HISK03/04. Hiskey, M. (1966). Manual for the Hiskey-Nebraska Test of Learning Aptitude. Lincoln, NE: Union College Press.
HORN25/26. Horn, J. L., & Bramble, W. J. (1967). Second-order ability structure revealed in rights and wrongs scores. Journal of Educational Psychology, 58, 115-122.
HORN31. Horn, J. L., & Stankov, L. (1982) Auditory and visual factors of intelligence. Intelligence, 6, 165-185.
KEIT21. Keith, T. Z., & Novok, C. G. (1987). What is the g that the K-ABC measures? Paper presented at the meeting of the National Association of School Psychologists, New Orleans, L.A.
KRAN01/KRAN01A. Kranzler, J. H. (1990). The nature of intelligence: A unitary process or a number of independent processes? Unpublished doctoral dissertation, University of California at Berkeley.
LANS31. Lansman, M., Donaldson, G., Hunt, E., & Yantis, S. (1982). Ability factors and cognitive processes. Intelligence, 6, 347-386.
LORD01. Lord, F. M. (1956). A study of speed factors in tests and academic grades. Psychometrika, 21, 31-50.
LUN21. Lunneborg, C. E. (1977). Choice reaction time: What role in ability measurement? Applied Psychological Measurement, 1, 309-330.
WOTH01. Wothke, W., Bock, R.D., Curran, L.T., Fairbank, B.A., Augustin, J.W., Gillet, A.H., Guerrero, C., Jr. (1991). Factor analytic examination of the Armed Services Vocational Aptitude Battery (ASVAB) and the kit of factor-referenced tests. Brooks Air Force Base, TX: Air Force Human Resources Laboratory Report AFHRL-TR-90-67.

Request for assistance: The HCA project needs help tracking down copies of old journal articles, dissertations, etc. for a number of datasets being archived. We have yet to locate copies of the original manuscripts for a significant number of datasets that have been posted to the archive. Help in locating copies of these MIA manuscripts would be appreciated. Please visit the special "Requests for Assistance" section of this archive to view a more complete list of manuscripts that we are currently having trouble locating. If you have access to either a paper or e-copy of any of the designated "fugitive" documents, and would be willing to provide them to WMF to copy/scan (we would cover the costs), please contact Dr. Kevin McGrew at the email address listed at the site. A copy of the complete list or datasets with missing mannuscripts (in red font) can also be downloaded directlly from here.

Please join the WMF HCA listserv to receive routine email updates regarding the WMF HCA project.

All posts regarding this project can be found here.

Technorati Tags: psychology, educational psychology, cognitive, cognition, intelligence, neuropsychology, IQ, IQ tests, IQ scores, HCA, Human Cognitive Abilities, Woodcock-Munoz-Foundation, WMF, John Carroll, CHC, Cattell-Horn-Carroll, HCA project, correlation matrices

The most awesome quantoid XMAS gift ever - for the geeks (me)

2011-12-28T10:14:00.001-08:00

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Book nook: Review of Cambridge Handbook of Intelligence

2011-12-28T09:50:00.001-08:00

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Test---Finally BlogPress may have fixed IOS5 bug

2011-12-27T20:54:00.001-08:00

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Woodcock-Muñoz Foundation News and Notes

2011-12-27T19:17:00.001-08:00

http://www.woodcock-munoz-foundation.org/newsnotes.html

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Does attentional training improve numerical processing in developmental dyscalculia?

2011-12-27T17:21:00.001-08:00

Objective: Recently, a deficit in attention was found in those with pure developmental dyscalculia (DD). Accordingly, the present study aimed to examine the influence of attentional training on attention abilities, basic numerical abilities, and arithmetic in participants who were diagnosed as having DD. Method: Nine university students diagnosed as having DD (IQ and reading abilities in the normal range and no indication of attention-deficit hyperactivity disorder) and nine matched controls participated in attentional training (i.e., video game training). Results: First, training modulated the orienting system; after training, the size of the validity effect (i.e., effect of valid vs. invalid) decreased. This effect was comparable in the two groups. Training modulated abnormalities in the attention systems of those with DD, that is, it reduced their enlarged congruity effect (i.e., faster responding when flanking arrows pointed to the same location as a center arrow). Second, in relation to the enumeration task, training reduced the reaction time of the DD group in the subitizing range but did not change their smaller-than-normal subitizing range. Finally, training improved performance in addition problems in both the DD and control groups. Conclusions: These results imply that attentional training does improve most of the attentional deficits of those with DD. In contrast, training did not improve the abnormalities of the DD group in arithmetic or basic numerical processing. Thus, in contrast to the domain-general hypothesis, the deficits in attention among those with DD and the deficits in numerical processing appear to originate from different sources. (PsycINFO Database Record (c) 2011 APA, all rights reserved)

http://feedproxy.google.com/~r/apa-journals-neu/~3/pIxQNkUpWVM/45

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Differential aging of components of executive function and memory

2011-12-27T17:14:00.001-08:00

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Measuring motor speed via typing: Surrogate for finger tapping test

2011-12-27T07:05:00.001-08:00

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Use of CART to predict SB5 preschool IQs

2011-12-27T06:55:00.001-08:00

Interesting application of CART methids, methods that are unfortunately underappreciated in the behaviorial sciences. More information rgarding these execellent exploratory methods can be found at links below.

http://en.wikipedia.org/wiki/Decision_tree_learning

http://www.salford-systems.com/

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IQs Corner Intelligent Insights e-paper now more comprehensive

2011-12-27T06:16:00.001-08:00

IQs Corner e-paper is now greatly expanded in coverage.

Go to the subscribe box on the ledt sidebar of this blog to subscribe.

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IQs Corner Recent Literature of Interest 01-24-12

2011-12-26T12:21:00.001-08:00

IQs Corners Recent Literature of Interest for 01-24-12 is now available.

Do you know how smart you are?

2011-12-26T10:52:00.001-08:00

The finding of an overall correlation between self-estimates and tested IQ, although significant (.33), suggests that self-estimates are not good proxies for tested IQ---only approximately 10% shared variance. Yet, this information could still be useful in counseling contexts..to evaluate possible significant discrepancies between self-perception and measured abilities. Of course, self-estimates might be more related to intellectal "performance"..how one actually performs in the real world due to other factors (motivations, etc). Would be interesting study to pursue.

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JPA issue on gifted

2011-12-26T10:34:00.001-08:00

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Some evidence for real multi-tasking@ELSneuroscience, 12/26/11 9:05 AM

2011-12-26T10:04:00.001-08:00

Elsevier Neuro (@ELSneuroscience)
12/26/11 9:05 AM
A cognitive neurophysiology specialist shows evidence that we can focus on more than one thing at a time. ow.ly/88Ssn

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The Four Regions of the Thinking Brain Made Simple - Part Two | Building Personal Strength

2011-12-26T09:59:00.003-08:00

http://www.buildingpersonalstrength.com/2011/07/four-regions-of-thinking-brain-made_11.html

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The Four Regions of the Thinking Brain Made Simple - Part Two | Building Personal Strength

2011-12-26T09:59:00.001-08:00

http://www.buildingpersonalstrength.com/2011/07/four-regions-of-thinking-brain-made_11.html

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The Four Regions of the Thinking Brain Made Simple - Part One | Building Personal Strength

2011-12-26T09:54:00.001-08:00

http://www.buildingpersonalstrength.com/2011/07/four-regions-of-thinking-brain-made.html

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Brain Clock "Times" now more comprehensive

2011-12-25T11:08:00.001-08:00

New and more comprehensice version now available. Go to www.brainclock.net to find subscription box

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Smart Guide to 2012: Mapping the human brain - health - 23 December 2011 - New Scientist

2011-12-25T10:50:00.001-08:00

The human connectome project. This is important and is related to recent posts made at this blog regarding large scale brain networks.

http://www.newscientist.com/article/mg21228444.700-smart-guide-to-2012-mapping-the-human-brain.html

http://www.brainclock.net/2011/12/brain-as-set-of-networks-fine-tunning.html

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Awesome present --- the quantoid geek watch

2011-12-24T15:58:00.000-08:00

Internet Changes How We Remember: Scientific American

2011-12-24T10:21:00.001-08:00

I saw this article when reading The NeuronClub Daily on the Paper.li Mobile Edition and thought you might be interested:

Internet Changes How We Remember: Scientific American

Head Lines | Mind & Brain See Inside Knowing we can retrieve facts online later alters memory By Anne Casselman | December 24, 2011 Image: Mike Kemp/Corbis Four years ago Columbia University psych...
Read the full article on scientificamerican.com

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The Flynn Effect – A Summary

2011-12-23T16:01:00.001-08:00

Visit Cog-Iq link for info

http://www.cogn-iq.org/archives/641

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PEBS Neuroethics Roundup (JHU)

2011-12-22T17:48:00.001-08:00

http://kolber.typepad.com/ethics_law_blog/2011/12/pebs-neuroethics-roundup-jhu-3.html

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Correlations between the JCCES and other measures (update #2)

2011-12-22T09:40:00.001-08:00

Here is a new updated table of correlations that were observed between the Jouve-Cerebrals Crystallized Educational Scale (JCCES) and other measures of cognitive abilities or achievement.

http://www.cogn-iq.org/archives/633

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Beyond IQ: IQ, self-control, tested achievement and grades

2011-12-22T06:43:00.001-08:00

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Gifted identification: Forthcoming issue of JPA

2011-12-22T06:14:00.001-08:00

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Auditory processing based dyslexia@PsyPost, 12/21/11 3:37 PM

2011-12-21T13:48:00.000-08:00

PsyPost.org (@PsyPost)
12/21/11 3:37 PM
Abnormality in auditory processing underlies dyslexia bit.ly/tzoumo

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Kevin McGrew, PhD

Educational Psychologist

Quieting the unquiet wandering mind

2011-12-21T13:24:00.000-08:00

My recent post regarding large scale brain networks and how neurotechnology and mediation may facilitate the silencing of the default brain network, to allow better on-demand controlled focus, has been reposted at the IM-HOME blog.

Retrieval-induced forgetting of arithmetic facts.

2011-12-21T09:13:00.003-08:00

Retrieval-induced forgetting (RIF) is a widely studied phenomenon of human memory, but RIF of arithmetic facts remains relatively unexplored. In 2 experiments, we investigated RIF of simple addition facts (2 + 3 = 5) from practice of their multiplication counterparts (2 × 3 = 6). In both experiments, robust RIF expressed in response times occurred only for high-strength small-number addition facts with sums ≤ 10, indicating that RIF from multiplication practice was interference dependent. RIF of addition-fact memory was produced by multiplication retrieval (2 × 3 = ?) but not multiplication study (2 × 3 = 6), supporting an inhibitory mechanism of RIF in arithmetic memory. Finally, RIF occurred with multiplication practiced in word format (three × four) and addition tested later in digit format (3 + 4), which provides evidence that digit and written-word formats for arithmetic accessed a common semantic retrieval network. The results support the view that addition and multiplication facts are stored in an interrelated semantic network and that RIF of competing addition facts is an intrinsic process of multiplication fact retrieval. (PsycINFO Database Record (c) 2011 APA, all rights reserved)

http://feedproxy.google.com/~r/apa-journals-xlm/~3/rZXisSZKc3M/118

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Kevin McGrew, PhD

Educational Psychologist

Memory inhibition, aging, and the executive deficit hypothesis.

2011-12-21T09:13:00.001-08:00

Although memory inhibition seems to underlie retrieval-induced forgetting (RIF), there is some controversy about the precise nature of this effect. Because normal RIF is observed in people with deficits in executive control (i.e., older adults), some have proposed that an automatic-like inhibitory process is responsible for the effect. On the contrary, neurocognitive and dual-task findings with young people support the view that an executive control process underlies RIF. In the present study, we address this apparent controversy by comparing young and older participants under different dual-task conditions. Our results indicate that memory inhibition in older adults also depends on executive control, which is more easily disrupted by a secondary task in older than in young adults. Thus, the fact that RIF in older adults is sometimes present is not incompatible with a decline in executive control with aging. The results also shed some light into the discussion regarding the effect of dual tasking on retrieval. (PsycINFO Database Record (c) 2011 APA, all rights reserved)

http://feedproxy.google.com/~r/apa-journals-xlm/~3/PUs1fXJ_Sn8/178

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Kevin McGrew, PhD

Educational Psychologist

Unborn brain growing connections@Neuroscience_WB, 12/20/11 3:45 AM

2011-12-20T06:43:00.001-08:00

Neuroscience (@Neuroscience_WB)
12/20/11 3:45 AM
An unborn brain flowering connections goo.gl/EKr7Y [research] #neuroscience

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Kevin McGrew, PhD

Educational Psychologist