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

The Time Doc IM-Home blog posts re: brain clock based Interactive Metronome

2012-03-07T17:53:00.004-08:00

Most of my readers are aware of my interest in brain-clock based neurotechnologies particularly as they relate to improving cognitive functioning. All posts related to this area of interest, as well as posts linking readers to other neuroscience developments, can be found at the Brain Clock blog.

I drill down deeper into Interactive Metronome as a guest blogger at the IM-Home blog. Now all my IM-related posts can be viewed via one URL. I hope readers check out these posts and become more aware of the exciting neurotechnologies that are emerging based on the concept of temporal processing and the human brain clock.

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Journal of Experimental Psychology: Learning, Memory, and Cognition - Volume 38, Issue 2

2012-03-06T06:35:00.001-08:00

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Journal of Experimental Psychology: Learning, Memory, and Cognition Volume 38, Issue 2, (Mar)

Introduction to the special section on the neural substrate of analogical reasoning and metaphor comprehension.
Page 261-263

Bassok, Miriam;Dunbar, Kevin N.;Holyoak, Keith J.

Neural correlates of creativity in analogical reasoning.
Page 264-272

Green, Adam E.;Kraemer, David J. M.;Fugelsang, Jonathan A.;Gray, Jeremy R.;Dunbar, Kevin N.

Tracking cognitive phases in analogical reasoning with event-related potentials.
Page 273-281

Maguire, Mandy J.;McClelland, M. Michelle;Donovan, Colin M.;Tillman, Gail D.;Krawczyk, Daniel C.

An fMRI investigation of analogical mapping in metaphor comprehension: The influence of context and individual cognitive capacities on processing demands.
Page 282-294

Prat, Chantel S.;Mason, Robert A.;Just, Marcel Adam

Mixing metaphors in the cerebral hemispheres: What happens when careers collide?
Page 295-311

Chettih, Selmaan;Durgin, Frank H.;Grodner, Daniel J.

Assessing the effect of lexical variables in backward recall.
Page 312-324

Guérard, Katherine;Saint-Aubin, Jean

Recollection can be weak and familiarity can be strong.
Page 325-339

Ingram, Katherine M.;Mickes, Laura;Wixted, John T.

The Rumsfeld effect: The unknown unknown.
Page 340-355

Hampton, James A.;Aina, Bayo;Andersson, J. Mathias;Mirza, Humaira Z.;Parmar, Sejal

Shared cognitive processes underlying past and future thinking: The impact of imagery and concurrent task demands on event specificity.
Page 356-365

Anderson, Rachel J.;Dewhurst, Stephen A.;Nash, Robert A.

Influences of part-list cuing on different forms of episodic forgetting.
Page 366-375

Bäuml, Karl-Heinz T.;Samenieh, Anuscheh

Dissociating positive and negative influences of verbal processing on the recognition of pictures of faces and objects.
Page 376-390

Nakabayashi, Kazuyo;Burton, A. Mike;Brandimonte, Maria A.;Lloyd-Jones, Toby J.

Illusory expectations can affect retrieval-monitoring accuracy.
Page 391-404

McDonough, Ian M.;Gallo, David A.

The effect of study time distribution on learning and retention: A Goldilocks principle for presentation rate.
Page 405-412

de Jonge, Mario;Tabbers, Huib K.;Pecher, Diane;Zeelenberg, René

Overdistribution in source memory.
Page 413-439

Brainerd, C. J.;Reyna, V. F.;Holliday, R. E.;Nakamura, K.

Position–item associations play a role in the acquisition of order knowledge in an implicit serial reaction time task.
Page 440-456

Schuck, Nicolas W.;Gaschler, Robert;Keisler, Aysha;Frensch, Peter A.

How specific is source memory for faces of cheaters? Evidence for categorical emotional tagging.
Page 457-472

Bell, Raoul;Buchner, Axel;Erdfelder, Edgar;Giang, Trang;Schain, Cécile;Riether, Nina

Overlap of phonetic features as a determinant of the between-stream phonological similarity effect.
Page 473-481

Eagan, Danielle E.;Chein, Jason M.

The irrelevant sound effect under articulatory suppression: Is it a suffix effect?
Page 482-487

Hanley, J. Richard;Hayes, Annabel

Selective memory retrieval can impair and improve retrieval of other memories.
Page 488-494

Bäuml, Karl-Heinz T.;Samenieh, Anuscheh

Adaptive memory: Enhanced location memory after survival processing.
Page 495-501

Nairne, James S.;VanArsdall, Joshua E.;Pandeirada, Josefa N. S.;Blunt, Janell R.

The case for subphonemic attenuation in inner speech: Comment on Corley, Brocklehurst, and Moat (2011).
Page 502-512

Oppenheim, Gary M.

Three tests and three corrections: Comment on Koen and Yonelinas (2010).
Page 513-523

Jang, Yoonhee;Mickes, Laura;Wixted, John T.

Research byte: Sex differences in reaction time

2012-03-06T06:32:00.001-08:00

http://psycnet.apa.org/psycinfo/2012-05961-001/

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Neuropsychology - Volume 26, Issue 2

2012-03-06T06:30:00.001-08:00

:

Neuropsychology Volume 26, Issue 2, (Mar)

The moderating role of exercise on stress-related effects on the hippocampus and memory in later adulthood.
Page 133-143

Head, Denise;Singh, Tara;Bugg, Julie M.

Do changes in lifestyle engagement moderate cognitive decline in normal aging? Evidence from the Victoria Longitudinal Study.
Page 144-155

Small, Brent J.;Dixon, Roger A.;McArdle, John J.;Grimm, Kevin J.

Capturing the fragile X premutation phenotypes: A collaborative effort across multiple cohorts.
Page 156-164

Hunter, Jessica Ezzell;Sherman, Stephanie;Grigsby, Jim;Kogan, Cary;Cornish, Kim

Specificity of dyspraxia in children with autism.
Page 165-171

MacNeil, Lindsey K.;Mostofsky, Stewart H.

Decision-making impairment on the Iowa Gambling Task after endovascular coiling or neurosurgical clipping for ruptured anterior communicating artery aneurysm.
Page 172-180

Escartin, Gemma;Junqué, Carme;Juncadella, Montserrat;Gabarrós, Andreu;de Miquel, Maria Angels;Rubio, Francisco

Superior intellectual ability in schizophrenia: Neuropsychological characteristics.
Page 181-190

MacCabe, James H.;Brébion, Gildas;Reichenberg, Abraham;Ganguly, Taposhri;McKenna, Peter J.;Murray, Robin M.;David, Anthony S.

Altered implicit category learning in anorexia nervosa.
Page 191-201

Shott, Megan E.;Filoteo, J. Vincent;Jappe, Leah M.;Pryor, Tamara;Maddox, W. Todd;Rollin, Michael D. H.;Hagman, Jennifer O.;Frank, Guido K. W.

Gist-based conceptual processing of pictures remains intact in patients with amnestic mild cognitive impairment.
Page 202-208

Deason, Rebecca G.;Hussey, Erin P.;Budson, Andrew E.;Ally, Brandon A.

Mild cognitive impairment is associated with selected functional markers: Integrating concurrent, longitudinal, and stability effects.
Page 209-223

Dolcos, Sanda;MacDonald, Stuart W. S.;Braslavsky, Anna;Camicioli, Richard;Dixon, Roger A.

Effects of familiarity and cognitive function on naturalistic action performance.
Page 224-237

Park, Norman W.;Lombardi, Sabrina;Gold, David A.;Tarita-Nistor, Luminita;Gravely, Mark;Roy, Eric A.;Black, Sandra E.

Genetic architecture of the Delis-Kaplan executive function system Trail Making Test: Evidence for distinct genetic influences on executive function.
Page 238-250

Vasilopoulos, Terrie;Franz, Carol E.;Panizzon, Matthew S.;Xian, Hong;Grant, Michael D.;Lyons, Michael J.;Toomey, Rosemary;Jacobson, Kristen C.;Kremen, William S.

Age group and sex differences in performance on a computerized neurocognitive battery in children age 8−21.
Page 251-265

Gur, Ruben C.;Richard, Jan;Calkins, Monica E.;Chiavacci, Rosetta;Hansen, John A.;Bilker, Warren B.;Loughead, James;Connolly, John J.;Qiu, Haijun;Mentch, Frank D.;Abou-Sleiman, Patrick M.;Hakonarson, Hakon;Gur, Raquel E.

Examination of the structural, convergent, and incremental validity of the Reynolds Intellectual Assessment Scales (RIAS) with a clinical sample.

2012-03-05T18:25:00.001-08:00

Examination of the structural, convergent, and incremental validity of the Reynolds Intellectual Assessment Scales (RIAS) with a clinical sample.

Psychological Assessment - Vol 22, Iss 2

Empirical examination of the Reynolds Intellectual Assessment Scales (RIAS; C. R. Reynolds & R. W. Kamphaus, 2003a) has produced mixed results regarding its internal structure and convergent validity. Various aspects of validity of RIAS scores with a sample (N = 521) of adolescents and adults seeking psychological evaluations at a university-based clinic were examined. Results from exploratory factor analysis indicated only 1 factor, and confirmatory factor analysis (CFA) indicated that the 1-factor model was a good fit and a better fit than the 2-factor model. Hierarchical factor analysis indicated the higher order, general intelligence factor accounted for the largest amount of variance. Correlations with other measures of verbal/crystallized and nonverbal/fluid intelligence were supportive of the convergent validity of the Verbal Intelligence Index but not the Nonverbal Intelligence Index. Joint CFA with these additional measures resulted in a superior fit of the 2-factor model compared with the 1-factor model, although the Odd-Item-Out subtest was found to be a poor measure of nonverbal/fluid intelligence. Incremental validity analyses indicated that the Composite Intelligence Index explained a medium to large portion of academic achievement variance; the NIX and VIX explained a small amount of remaining variance. Implications regarding interpretation of the RIAS when assessing similar individuals are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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The measurement of executive function at age 5: Psychometric properties and relationship to academic achievement.

2012-03-05T18:24:00.001-08:00

The measurement of executive function at age 5: Psychometric properties and relationship to academic achievement.

Psychological Assessment - Vol 22, Iss 2

This study examined the psychometric properties and criterion validity of a newly developed battery of executive function (EF) tasks for use in early childhood. The battery was included in the Family Life Project (FLP), a prospective longitudinal study of families who were oversampled from low-income and African American families at the birth of a new child (N = 1,292). Ninety-nine percent (N = 1,036) of children who participated in the age 5 home visit completed 1 or more (M = 5.8, Mdn = 6) of the 6 EF tasks. Results indicated that tasks worked equally well for children residing in low-income and not low-income homes, that task scores were most informative about the ability level of children in the low-average range, that performance on EF tasks was best characterized by a single factor, and that individual differences on the EF battery were strongly related to a latent variable measuring overall academic achievement, as well as to individual standardized tests that measured phonological awareness, letter–word identification, and early math skills. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Age group and sex differences in performance on a computerized neurocognitive battery in children age 8−21.

2012-03-05T18:23:00.001-08:00

Age group and sex differences in performance on a computerized neurocognitive battery in children age 8−21.

Neuropsychology - Vol 24, Iss 4

Objective: Examine age group effects and sex differences by applying a comprehensive computerized battery of identical behavioral measures linked to brain systems in youths that were already genotyped. Such information is needed to incorporate behavioral data as neuropsychological "biomarkers" in large-scale genomic studies. Method: We developed and applied a brief computerized neurocognitive battery that provides measures of performance accuracy and response time for executive-control, episodic memory, complex cognition, social cognition, and sensorimotor speed domains. We tested a population-based sample of 3,500 genotyped youths ages 8–21 years. Results: Substantial improvement with age occurred for both accuracy and speed, but the rates varied by domain. The most pronounced improvement was noted in executive control functions, specifically attention, and in motor speed, with some effect sizes exceeding 1.8 standard deviation units. The least pronounced age group effect was in memory, where only face memory showed a large effect size on improved accuracy. Sex differences had much smaller effect sizes but were evident, with females outperforming males on attention, word and face memory, reasoning speed, and all social cognition tests and males outperforming females in spatial processing and sensorimotor and motor speed. These sex differences in most domains were seen already at the youngest age groups, and age group × sex interactions indicated divergence at the oldest groups with females becoming faster but less accurate than males. Conclusions: The results indicate that cognitive performance improves substantially in this age span, with large effect sizes that differ by domain. The more pronounced improvement for executive and reasoning domains than for memory suggests that memory capacities have reached their apex before age 8. Performance was sexually modulated and most sex differences were apparent by early adolescence. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Prefrontal cortex study

2012-03-05T13:48:00.001-08:00

http://medicalxpress.com/news/2012-03-gain-insight-prefrontal-cortex.html

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Advances in Data Analysis and Classification, Vol. 6, Issue 1 - New Issue Alert

2012-03-05T09:49:00.001-08:00

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A latent variables approach for clustering mixed binary and continuous variables within a Gaussian mixture model

Isabella Morlini

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Exploring incomplete data using visualization techniques

Matthias Templ, Andreas Alfons & Peter Filzmoser

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Analyzing multiset data by the Power STATIS-ACT method

Jacques Bénasséni & Mohammed Bennani Dosse

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Cohen's linearly weighted kappa is a weighted average

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Computerized cognitive testing

2012-03-04T09:39:00.001-08:00

http://neuropsychological.blogspot.com/2012/03/computerized-cognitive-testing.html?m=1

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Mapping out a new era in brain research – CNN Labs

2012-03-03T17:32:00.001-08:00

http://www.humanconnectomeproject.org/2012/03/mapping-out-a-new-era-in-brain-research-cnn-labs/

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Article: Why It’s Important to Talk Math With Kids

2012-03-02T18:46:00.001-08:00

Why It's Important to Talk Math With Kids
http://mindshift.kqed.org/2012/03/why-its-important-to-talk-math-with-kids/

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Article: Special Issue: Dual-Process Theories of Cognitive Development

2012-03-02T06:44:00.001-08:00

Special Issue: Dual-Process Theories of Cognitive Development
http://www.sciencedirect.com/science/journal/02732297/31/2-3

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Article: The Atlantic: Kids Are Changing, Neuroplasticity is Real, and Education Needs a Revolution

2012-03-02T06:36:00.001-08:00

The Atlantic: Kids Are Changing, Neuroplasticity is Real, and Education Needs a Revolution
http://www.brainpowerinitiative.com/2012/03/the-atlantic-kids-are-changing-neuroplasticity-is-real-and-education-will-need-to-change/

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Article: Mapping out a new era in brain research

2012-03-02T06:21:00.001-08:00

Mapping out a new era in brain research
http://www.cnn.com/2012/03/01/tech/innovation/brain-map-connectome/index.html

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IAP101 Brief #12: Use of IQ component part scores as indicators of general intelligence in SLD and MR/ID diagnosis

2012-03-01T15:44:00.003-08:00

Historically the concept of general intelligence (g), as operationalized by intelligence test battery global “full scale” IQ scores, has been central to the definition and classification of individuals with a specific learning disability (SLD) as well as individuals with an intellectual disability (ID). More recently, contemporary definitions and operational criteria have elevated intelligence test battery composite or part scores to a more prominent role in diagnosis and classification of SLD and more recently in ID.

In the case of SLD, third-method “consistency” definitions prominently feature component or part scores in (a) the identification of consistency between low achievement and relevant cognitive abilities or processing disorders and (b) the requirement that an individual demonstrate relative cognitive and achievement strengths (see Flanagan, Fiorello & Ortiz, 2010). The global IQ score is de-emphasized in the third-method SLD methods.

In contrast, the 11^th edition of the AAIDD Intellectual Disability: Definition, Classification, and Systems of Supports manual (AAIDD, 2010) placed general intelligence, and thus global composite IQ scores, as central to the definition of intellectual functioning. This has not been without challenge. For example, the AAIDD ID definition has been criticized for an over-reliance on the construct of general intelligence and for ignoring contemporary psychometric theoretical and empirical research that has converged on a multidimensional hierarchical model of intelligence (viz., Cattell-Horn-Carroll or CHC theory).

The potential constraints of the “ID-as-a-general-intelligence-disability” definition was anticipated by the Committee on Disability Determination for Mental Retardation, in its National Research Council report “Mental Retardation: Determining Eligibility for Social Security Benefits” (Reschly, Meyers & Hartel, 2001). This national committee of experts concluded that “during the next decade, even greater alignment of intelligence tests and the IQ scores derived from them and the Horn-Cattell and Carroll models is likely. As a result, the future will almost certainly see greater reliance on part scores, such as IQ scores for Gc and Gf, in addition to the traditional composite IQ. That is, the traditional composite IQ may not be dropped, but greater emphasis will be placed on part scores than has been the case in the past” (Reschly et al., 2002, p. 94). The committee stated that “whenever the validity of one or more part scores (subtests, scales) is questioned, examiners must also question whether the test’s total score is appropriate for guiding diagnostic decision making. The total test score is usually considered the best estimate of a client’s overall intellectual functioning. However, there are instances in which, and individuals for whom, the total test score may not be the best representation of overall cognitive functioning.” (p. 106-107).

The increased emphasis on intelligence test battery composite part scores in SLD and ID diagnosis and classification raises a number of measurement and conceptual issues (Reschly et al., 2002). For example, what are statistically significant differences? What is a meaningful difference? What appropriate cognitive abilities should serve as proxies of general intelligence when the global IQ is questioned? What should be the magnitude of the total test score?

Appropriate cognitive abilities will only be the only issue discussed here. This issue addresses which component or part scores are more correlated with general intelligence (g)—that is, what component part scores are high g-loaders? The traditional consensus has been that measures of Gc (crystallized intelligence; comprehension-knowledge) and Gf (fluid intelligence or reasoning) are the highest g-loading measures and constructs and are the most likely candidates for elevated status when diagnosing ID (Reschly et al., 2002). Although not always stated explicitly, the third method consistency SLD definitions specify that an individual must demonstrate “at least an average level of general cognitive ability or intelligence” (Flanagan et al., 2010, p.745), a statement that implicitly suggests cognitive abilities and component scores with high g-ness.

Table 1 is intended to provide guidance when using component part scores in the diagnosis and classification of SLD and ID (click on images to enlarge and use the browser zoom feature to view; it is recommended you click here to access a PDF copy of the table..and also zoom in on it). Table 1 presents a summary of the comprehensive, nationally normed, individually administered intelligence batteries that possess satisfactory psychometric characteristics (i.e., national norm samples, adequate reliability and validity for the composite g-score) for use in the diagnosis of ID and SLD.

The “Composite g-score” column lists the global general intelligence score provided by each intelligence battery. This score is the best estimate of a person’s general intellectual ability, which currently is most relevant to the diagnosis of ID as per AAIDD. All composite g-scores listed in Table 1 meet Jensen’s (1998) psychometric sampling error criteria as valid estimates of general intelligence. As per Jensen’s number of tests criterion, all intelligence batteries g-composites are based on a minimum of nine tests that sample at least three primary cognitive ability domains. As per Jensen’s variety of tests criterion (i.e., information content, skills and demands for a variety of mental operations), the batteries, when viewed from the perspective of CHC theory, vary in ability domain coverage—four (CAS, SB5), five (KABC-II, WISC-IV, WAIS-IV), six (DAS-II) and seven (WJ III) (Flanagan, Ortiz & Alfonso, 2007; Keith & Reynolds, 2010). As recommended by Jensen (1998), “the particular collection of tests used to estimate g should come as close as possible, with some limited number of tests, to being a representative sample of all types of mental tests, and the various kinds of test should be represented as equally as possible” (p. 85). Users should consult sources such as Flanagan et al. (2007) and Keith and Reynolds, 2010) to determine how each intelligence battery approximates Jensen’s optimal design criterion, the specific CHC domains measured, and the proportional representation of the CHC domains in each batteries composite g-score.

Also included in Table 1 are the component part scales provided by each battery (e.g., WAIS-IV Verbal Comprehension Index, Perceptual Reasoning Index, Working Memory Index, and Processing Speed Index), followed by their respective within-battery g-loadings.[1] Examination of the g-ness of composite scores from existing batteries (see last three columns in Table 1) suggests the traditional assumption that measures of Gf and Gc are the best proxies of general intelligence may not hold across all intelligence batteries.[2]

In the case of the SB5, all five composite part scores are very similar in g-loadings (h² = .72 to .79). No single SB5 composite part score appears better than the other SB5 scores for suggesting average general intelligence (when the global IQ score is not used for this purpose). At the other extreme is the WJ III where the Fluid Reasoning, Comprehension-Knowledge, Long-term Storage and Retrieval cluster scores are the best g-proxies for part-score based interpretation within the WJ III. The WJ III Visual Processing and Processing Speed clusters are not composite part scores that should be emphasized as indicators of general intelligence. Across all batteries that include a processing speed component part score (DAS-II, WAIS-IV, WISC-IV, WJ III) the respective processing speed scale is always the weakest proxy for general intelligence and thus, would not be viewed as a good estimate of general intelligence.

It is also clear that one cannot assume that composites with similar sounding names of measured abilities should have similar relative g-ness status within different batteries. For example, the Gv (visual-spatial or visual processing) clusters in the DAS-II (Spatial Ability), SB5 (Visual-Spatial Processing) are relatively strong g-measures within their respective battery, but the same cannot be said for the WJ III Visual Processing cluster. Even more interesting are the differences in the WAIS-IV and WISC-IV relative g-loadings for similarly sounding index scores.

For example, the Working Memory Index is the highest g-loading component part score (tied with Perceptual Reasoning Index) in the WAIS-IV but is only third (out of four) in the WISC-IV. The Working Memory Index is comprised of the Digit Span and Arithmetic subtests in the WAIS-IV and the Digit Span and the Letter-Number Sequencing subtests in the WISC-IV. The Arithmetic subtest has been reported to be a factorially complex test which may tap fluid intelligence (Gf-RQ—quantitative reasoning), quantitative knowledge (Gq), working memory (Gsm), and possible processing speed (Gs; Keith & Reynolds, 2010; Phelps, McGrew, Knopik & Ford, 2005). The factorially complex characteristics of the Arithmetic subtest (which, in essence, makes it function like a mini-g proxy) would explain why the WAIS-IV Working Memory Index is a good proxy for g in the WAIS-IV but not in the WISC-IV. The WAIS-IV and WISC-IV Working Memory Index scales, although named the same, are not measuring identical constructs.

A critical caveat is that the g-loadings cannot be compared across different batteries. g-loadings may change when the mixture of measures included in the analyses change. Different "flavors" of g can result (Carroll, 1993; Jensen, 1998). The only way to compare the g-ness across batteries is with appropriately designed cross- or joint-battery analysis (e.g., WAIS-IV, SB5 and WJ III analyzed in a common sample).

The above within and across intelligence battery examples illustrates that those who use component part scores as an estimate of a person’s general intelligence must be aware of the composition and psychometric g-ness of the component scores within each intelligence battery. Not all component part scores in different intelligence batteries are created equal (with regard to g-ness). Also, not all similarly named factor-based composite scores may measure the same identical construct and may vary in degree of within battery g-ness. This is not a new problem in the context of naming factors in factor analysis, and by extension, factor-based intelligence test composite scores, Cliff (1983) described this nominalistic fallacy in simple language—“if we name something, this does not mean we understand it” (p. 120).

[1] As noted in the footnotes in Table 1, all composite score g-loadings were computed by Kevin McGrew by entering the smallest number (and largest age ranges covered) of the published correlation matrices within each intelligence batteries technical manual (note the exception for the WJ III) in order to obtain an average g-loading estimate. It would have been possible to calculate and report these values for each age-differentiated correlation matrix for each intelligence battery. However, the purpose of this table is to provide the best possible average value across the entire age-range of each intelligence battery. Floyd and colleagues have published age-differentiated g-loadings for the DAS-II and WJ III. Those values were not used as they are based on the use of the principal common factor analysis method, a method that analyzes the reliable shared variance among tests. Although principal factor and principal component loadings typically will order measures in the same relative position, the principal factor loadings typically will be lower. Given that the imperfect manifest composite scale scores are those that are utilized in practice, and to also allow uniformity in the calculation of the g-loadings reported in Table 1, principal component analysis was used in this work. The same rationale was used for not using the latent factor loadings on a higher-order g-factor in SEM/CFA analysis of each test battery. Loadings from CFA analyses represent the relations between the underlying theoretical ability constructs and g purged of measurement error. Also, frequently the final CFA solutions reported in a batteries technical manual (or independent journal articles) allow tests to be factorially complex (load on more than one latent factor), a measurement model that does not resemble the real world reality of the manifest/observed composite scores used in practice. Latent factor loadings on a higher-order g-factor will often differ significantly from principal component loadings based on the manifest measures, both in absolute magnitude and relative size (e.g., see high Ga loading on g in WJ III technical manual which is at variance with the manifest variable based Ga loading reported in Table 1)

[2] The h²values are the values that should be used to compare the relative amount of g-variance present in the component part scores within each intelligence battery.

Article: STUDY ALERT: Trends in intelligence research

2012-03-01T06:26:00.001-08:00

STUDY ALERT: Trends in intelligence research
http://scottbarrykaufman.com/article/study-alert-trends-in-intelligence-research/

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New Dictionary App Available From the APA

2012-03-01T06:21:00.000-08:00

APA Concise Dictionary of Psychology Mobile App

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25 Facts You Should Know About Your Gray Matter | Online Universities

2012-03-01T04:12:00.001-08:00

http://www.onlineuniversities.com/25-facts-you-should-know-about-your-gray-matter

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Article: Why Do Some People Learn Faster?

2012-02-29T14:32:00.001-08:00

Why Do Some People Learn Faster?
http://www.wired.com/wiredscience/2011/10/why-do-some-people-learn-faster-2/

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Educational Psychologist

Article: Education Conferences, Brain Based Learning, Professional Development For Teachers

2012-02-29T14:31:00.001-08:00

Education Conferences, Brain Based Learning, Professional Development For Teachers
http://www.learningandthebrain.com/

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Kevin McGrew, PhD

Educational Psychologist

Early puzzle play: A predictor of preschoolers' spatial transformation skill.

2012-02-29T12:12:00.001-08:00

Early puzzle play: A predictor of preschoolers' spatial transformation skill.

Developmental Psychology - Vol 46, Iss 4

Individual differences in spatial skill emerge prior to kindergarten entry. However, little is known about the early experiences that may contribute to these differences. The current study examined the relation between children's early puzzle play and their spatial skill. Children and parents (n = 53) were observed at home for 90 min every 4 months (6 times) between 2 and 4 years of age (26 to 46 months). When children were 4 years 6 months old, they completed a spatial task involving mental transformations of 2-dimensional shapes. Children who were observed playing with puzzles performed better on this task than those who did not, controlling for parent education, income, and overall parent word types. Moreover, among those children who played with puzzles, frequency of puzzle play predicted performance on the spatial transformation task. Although the frequency of puzzle play did not differ for boys and girls, the quality of puzzle play (a composite of puzzle difficulty, parent engagement, and parent spatial language) was higher for boys than for girls. In addition, variation in puzzle play quality predicted performance on the spatial transformation task for girls but not for boys. Implications of these findings as well as future directions for research on the role of puzzle play in the development of spatial skill are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Working memory in children: Tracing age differences and special educational needs to parameters of a formal model.

2012-02-29T12:11:00.001-08:00

Working memory in children: Tracing age differences and special educational needs to parameters of a formal model.

Developmental Psychology - Vol 46, Iss 4

Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and 1 deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Stability of language in childhood: A multiage, multidomain, multimeasure, and multisource study.

2012-02-29T12:10:00.001-08:00

Stability of language in childhood: A multiage, multidomain, multimeasure, and multisource study.

Developmental Psychology - Vol 46, Iss 4

The stability of language across childhood is traditionally assessed by exploring longitudinal relations between individual language measures. However, language encompasses many domains and varies with different sources (child speech, parental report, experimenter assessment). This study evaluated individual variation in multiple age-appropriate measures of child language derived from multiple sources and stability between their latent variables in 192 young children across more than 2 years. Structural equation modeling demonstrated the loading of multiple measures of child language from different sources on single latent variables of language at ages 20 months and 48 months. A large stability coefficient (r = .84) obtained between the 2 language latent variables. This stability obtained even when accounting for family socioeconomic status, maternal verbal intelligence, education, speech, tendency to respond in a socially desirable fashion, and child social competence. Stability was also equivalent for children in diverse childcare situations and for girls and boys. Across age, from the beginning of language acquisition to just before school entry, aggregating multiple age-appropriate methods and measures at each age and multiple reporters, children show a strong stability of individual differences in general language development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Defining and distinguishing validity: Interpretations of score meaning and justifications of test use.

2012-02-29T11:04:00.000-08:00

http://feedproxy.google.com/~r/apa-journals-met/~3/Ho5JAwOLTNI/31

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And another APA review of Thinking Fast and Slow

2012-02-29T08:15:00.001-08:00

http://psycnet.apa.org/index.cfm?fa=main.doiLanding&uid=2012-03488-001

PsycNET - Direct Products

Reviews the book, Thinking, Fast and Slow by Daniel Kahneman (see record 2011-26535-000). Thinking, Fast and Slow can be described as a review of current knowledge and thinking on the psychology of judgments and decision. The author goes beyond a general review and boldly applies the findings of his own research and that of other cognitive psychologists to major policy areas such as criminal justice, law, medicine, economics, financial investing, and modern media, among others. In later chapters, the perspective is broadened to the important life issues of personal judgments about happiness and psychological well-being. At times the connections between conclusions and applications and the experimental evidence are not clear. This book is a marvelous overview of the experimental psychology of judgment and decision that educates the public regarding application of the scientific method in psychology and should excite students and professional psychologists alike about the contribution that we can make to better the human condition. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Kevin McGrew, PhD

Educational Psychologist

Another review (APA) of Kahneman's Thinking, Fast and Slow

2012-02-29T08:14:00.001-08:00

http://psycnet.apa.org/index.cfm?fa=main.doiLanding&uid=2012-00259-001

PsycNET - Direct Products

Reviews the book, Thinking, Fast and Slow by Daniel Kahneman (see record 2011-26535-000). Kahneman provides a comprehensive review of what we have learned about thinking during the last 50 years and gives a personal account of his own role in that research. He describes groundbreaking studies on heuristics and biases that he conducted with his colleague Amos Tversky and describes a dual process theory to explain their findings. He proposes that there are two different ways in which people think: One is rapid, largely automatic, and prone to error; the other is slow, deliberate, and more accurate. Kahneman uses the catch phrase WYSIATI (what you see is all there is) to explain our inability to think about possibilities beyond those that are immediately obvious. He offers a fuller description of the mechanisms that underlie heuristics than has previously been available. Dual process theory still does not provide a complete answer to the question of when and why human thinking is error prone. The reviewer suggests that Thinking, Fast and Slow will be an invaluable statement of what we know now and will be used as the foundation for further development of the theory. Kahneman does not offer much encouragement to those who seek to improve people's reasoning. Perhaps the most important contribution of Thinking, Fast and Slow is that it offers a language in which we can discuss the reasoning of other people. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Kevin McGrew, PhD

Educational Psychologist

Article: $8.5 million NIH grant may help decipher dyslexia

2012-02-28T17:46:00.001-08:00

$8.5 million NIH grant may help decipher dyslexia
http://www.physorg.com/wire-news/91452227/85-million-nih-grant-may-help-decipher-dyslexia.html

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Educational Psychologist

Psychological Methods - Volume 17, Issue 1

2012-02-28T06:35:00.001-08:00

For my quantoid readers

A new issue is available for the following APA journal:

Psychological Methods Volume 17, Issue 1, (Mar)

The problem of model selection uncertainty in structural equation modeling.
Page 1-14

Preacher, Kristopher J.;Merkle, Edgar C.

Selecting a linear mixed model for longitudinal data: Repeated measures analysis of variance, covariance pattern model, and growth curve approaches.
Page 15-30

Liu, Siwei;Rovine, Michael J.;Molenaar, Peter C. M.

Defining and distinguishing validity: Interpretations of score meaning and justifications of test use.
Page 31-43

Cizek, Gregory J.

Marginal mean weighting through stratification: A generalized method for evaluating multivalued and multiple treatments with nonexperimental data.
Page 44-60

Hong, Guanglei

A time-varying effect model for intensive longitudinal data.
Page 61-77

Tan, Xianming;Shiyko, Mariya P.;Li, Runze;Li, Yuelin;Dierker, Lisa

The design and analysis of state-trace experiments.
Page 78-99

Prince, Melissa;Brown, Scott;Heathcote, Andrew

Clusterwise simultaneous component analysis for analyzing structural differences in multivariate multiblock data.
Page 100-119

De Roover, Kim;Ceulemans, Eva;Timmerman, Marieke E.;Vansteelandt, Kristof;Stouten, Jeroen;Onghena, Patrick

Publication bias in psychological science: Prevalence, methods for identifying and controlling, and implications for the use of meta-analyses.
Page 120-128

Ferguson, Christopher J.;Brannick, Michael T.

Publication bias in psychological science: Comment on Ferguson and Brannick (2012).
Page 129-136

Rothstein, Hannah R.;Bushman, Brad J.

Article: The Age of Connectome: Q&A with Sebastian Seung

2012-02-27T06:02:00.001-08:00

The Age of Connectome: Q&A with Sebastian Seung
http://blogs.scientificamerican.com/cocktail-party-physics/2012/02/27/the-age-of-connectome-qa-with-sebastian-seung/

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Educational Psychologist

Research byte: Is there a neuro-g?

2012-02-26T19:38:00.001-08:00

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Ulric Neisser's obituary

2012-02-26T08:42:00.000-08:00

http://www.nytimes.com/2012/02/26/us/ulric-neisser-who-reshaped-thinking-on-the-mind-dies-at-83.html?scp=1&sq=obit%20neisser&st=cse

The "Time Doc" (K. McGrew) Voice of America interview on focus and "quieting the busy mind"

2012-02-25T12:40:00.001-08:00

Why is a scholar in intelligence theory and testing spending time working with and researching the brain-clock based neurotechnology of Interactive Metronome?

I have now explained this connection on my recent internet radio show interview. In it you will learn why IM technology appears to increase focus (controlled attention; working memory) in a manner similar to mindfulness meditation and other brain fitness programs. You will learn that these technologies help to "quiet the busy" mind that is due to the default brain network, via the strengthening of the salience and central executive networks. The connection with general intelligence (g) is also discussed via Jensen's neural efficiency hypothesis and the temporal g notion of neural efficiency. If you want to read more, check out the Time Doc's posts at the IM-Home blog (check for posts under my name or under the category of "science"....and be sure to click on "see other stories" if it does not give you all the posts) These include the Time Doc's own personal experience with the IM-Home brain clock based technology.

My radio interview with Maureen Palmer (OT), on Voice of America (Focus Point Review) is now available for off-line listening via MP3 or iTunes format (as a podcast). You can access these and listen for free. If you have an iPod, iTouch, iPad, I would recommend downloading the free podcast.

To find the file you go to the following link and look for this section with the links. Click on either the MP3 or iTunes options...and enjoy. GIven it is off-line you can skip thru commercial's, fast forward, pause, etc.

Enjoy.

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Journal of Experimental Psychology: Learning, Memory, and Cognition - Online First Publications

2012-02-23T06:26:00.000-08:00

The following articles have been published online this week before they appear in a final print and online issue of Journal of Experimental Psychology: Learning, Memory, and Cognition:

Feature migration in time: Reflection of selective attention on speech errors.
Nozari, Nazbanou;Dell, Gary S.

doi: 10.1037/a0026933

A processing approach to the working memory/long-term memory distinction: Evidence from the levels-of-processing span task.
Rose, Nathan S.;Craik, Fergus I. M.

doi: 10.1037/a0026976

Can survival processing enhance story memory? Testing the generalizability of the adaptive memory framework.
Seamon, John G.;Bohn, Justin M.;Coddington, Inslee E.;Ebling, Maritza C.;Grund, Ethan M.;Haring, Catherine T.;Jang, Sue-Jung;Kim, Daniel;Liong, Christopher;Paley, Frances M.;Pang, Luke K.;Siddique, Ashik H.

doi: 10.1037/a0027090

Reassessing Critiques of the Independent Probe Method for Studying Inhibition.
Huddleston, Ean;Anderson, Michael C.

doi: 10.1037/a0027092

Maintenance rehearsal: The key to the role attention plays in storage and forgetting.
McFarlane, Kimberley A.;Humphreys, Michael S.

doi: 10.1037/a0026783

Post-stop-signal adjustments: Inhibition improves subsequent inhibition.
Bissett, Patrick G.;Logan, Gordon D.

doi: 10.1037/a0026778

Semantics boosts syntax in artificial grammar learning tasks with recursion.
Fedor, Anna;Varga, Máté;Szathmáry, Eörs

doi: 10.1037/a0026986

Emotion Words Affect Eye Fixations During Reading.
Scott, Graham G.;O'Donnell, Patrick J.;Sereno, Sara C.

doi: 10.1037/a0027209

Retroactive Interference Effects in Implicit Memory.
Eakin, Deborah K.;Smith, Robert

doi: 10.1037/a0027208

The failure of deactivating intentions: Aftereffects of completed intentions in the repeated prospective memory cue paradigm.
Walser, Moritz;Fischer, Rico;Goschke, Thomas

doi: 10.1037/a0027000

Metacognitive monkeys or associative animals? Simple reinforcement learning explains uncertainty in nonhuman animals.
Le Pelley, M. E.

doi: 10.1037/a0026478

How Implicit Is Visual Statistical Learning?
Bertels, Julie;Franco, Ana;Destrebecqz, Arnaud

doi: 10.1037/a0027210

Dick Woodcock, Don Hammill, Sam Goldstein an I having meeting ofthe minds at NASP

2012-02-22T12:44:00.002-08:00

CHC and RTI hot topic at NASP--standing room only

2012-02-22T11:36:00.000-08:00

How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability.

2012-02-21T16:25:00.003-08:00

http://feedproxy.google.com/~r/apa-journals-bul/~3/BDGD8lcN2sQ/296

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Phonological skills and their role in learning to read: A meta-analytic review.

2012-02-21T16:25:00.001-08:00

http://feedproxy.google.com/~r/apa-journals-bul/~3/0m7IA2sJcw4/322

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Dr. Kevin McGrew (aka, The Time Doc; IQ McGrew) on Voice of America this Friday--don't touch that dial

2012-02-21T15:33:00.001-08:00

Little ole' me (Kevin McGrew; aka "IQ McGrew" and "The Time Doc") will be talking on Voice of America radio (Focus Point Review) this Friday re: my interests and research-based explanations of brain-clock based brain fitness technologies (Interactive Metronome in particular). Please tune in.

After the shows are completed they are available for later listening as MP3 files or free Podcasts from iTunes. I will share this off-line URL information later.

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On the road again: Blogging lite

2012-02-20T06:46:00.001-08:00

I will be traveling to a professional conference starting tomorrow and extending thru the entire week. Thus, the only posting you may see might be "push" FYI posts.

I shall return

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A Quick Guided Tour of Your Brain

2012-02-19T10:47:00.001-08:00

http://www.buildingpersonalstrength.com/2011/03/quick-guided-tour-of-your-brain.html?m=1

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Article: Verbal and musical abilities are linked

2012-02-18T13:42:00.001-08:00

Verbal and musical abilities are linked
http://www.brainpowerinitiative.com/2012/02/verbal-and-musical-abilities-are-linked/

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Educational Psychologist

Don't think...your performance may stink: Choking under pressure --"be the ball"

2012-02-18T08:51:00.001-08:00

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Very interesting article (Gray, 2011; Links Between Attention, Performance Pressure, and Movement in Skilled Motor Action) that explains why some individuals motor or athletic performance may suffer when under pressure. The classic "choking" problem. Bottom line is that if you have attained a solid level of proficiency on a task...when under pressure don't revert to focusing inward...focus outward and "quiet your busy mind'"

This study is very consistent with the Kahneman's highly acclaimed and recent book on the two systems of the brain - Thinking Fast and Slow.

It reminds me of Chevy Chase in Caddyshack where his advice to the young golfer was to "be the ball"

The article, as per IQ's Reading feature, can be found here.

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Article: How Meditating Helps with Multitasking - more on "quieting the busy mind"

2012-02-18T08:01:00.001-08:00

Yet another article on the benefits of meditation..namely, "quieting the busy mind". See my discussion of how this same or similar state can be obtained via brain clock based neurotechnology - at this link. http://www.imhome.org/index.php/latest-news/entry/on-demand-focus.html

How Meditating Helps with Multitasking
http://mindshift.kqed.org/2011/10/how-meditating-helps-with-multitasking/

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Educational Psychologist

Leading Brains e-newspaper is a recommended daily read

2012-02-17T07:10:00.001-08:00

I produce two daily e-newspapers related to my blogs. I also subscribe to a few others. By far the hands down winner for detailed content related to the brain and neuroscience is Leading Brains. Check it out.

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Dissertation dish: Does music perception predict phonological awareness

2012-02-17T06:51:00.001-08:00

The role of music perception in predicting phonological awareness in five- and six-year-old children by Lathroum, Linda M., Ph.D., University of Miami, 2011 , 130 pages; AAT 3491105

Abstract

The purpose of this study was to examine the role of music perception in predicting phonological awareness in five- and six-year-old children. This study was based on the hypothesis that music perception and phonological awareness appear to have parallel auditory perceptual mechanisms. Previous research investigating the relationship between these constructs--music perception and phonological awareness--has been promising, but inconclusive. Phonological awareness is an important component of early literacy which many children struggle to acquire. If the constructs are shown to be related, music-based interventions may then be developed to promote phonological awareness, thus enhancing early literacy.

Music perception, phonological awareness, and visual-spatial skills of 119 five- and six-year-old children were tested. The researcher administered the Children's Music Aptitude Test (Stevens, 1987) in order to assess perception of pitch, rhythm, and melody. Subsequently, the Comprehensive Test of Phonological Processing (Wagner, Torgesen, & Rashotte, 1999) was administered in order to measure phonological awareness skills, including blending, elision, and sound matching. The Visual Spatial Relations subtest of the Woodcock Johnson III (Woodcock, McGrew, & Mather, 2001) was later used to assess visual spatial skills.

Structural equation modeling (SEM) allowed the researcher to model relationships between the latent variables to investigate the contribution of music perception, visual-spatial skills, and age to phonological awareness. Results supported the hypothesis that music perception, visual spatial skills, and age predict phonological awareness.

Additionally, music perception made a statistically significant contribution to phonological awareness, when controlling for visual spatial skills and age. Specifically, music perception predicted a larger amount of standardized unit change in phonological awareness than did the other predictors in the theory. Thus, music perception appears to have a stronger relationship with phonological awareness than age or visual spatial skills.

Further, results showed that a model without music perception as a predictor of phonological awareness was not supported. These findings confirm that music perception plays a unique role in predicting phonological awareness, above and beyond the contribution made by visual spatial skills and age. This study's results could be used in support of the development of music-based interventions for promoting phonological awareness in five- and six-year-old children.

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You are a time machine: The brain clock and neurotechnolgy

2012-02-16T18:26:00.001-08:00

Readers of this block may be interested in my "You are a time machine" post at the IM-HOME blog today. It summarizes the major research regarding the human brain clock as it relates to time-based neurotechnologies.

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Puzzles and math@PsychNews, 2/16/12 1:07 PM

2012-02-16T11:25:00.001-08:00

Psychology News (@PsychNews)
2/16/12 1:07 PM
Children's Puzzle Play Linked to Learning Math-Related Skills bit.ly/xfP1d4

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Article: NIMH · NIMH New Items Widget

2012-02-15T06:41:00.001-08:00

NIMH · NIMH New Items Widget
http://www.nimh.nih.gov/widgets/index.shtml

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Kevin McGrew, PhD

Educational Psychologist

The First Richard Woodcock Institute For Advancement of Contemporary Cognitive Assessment - Sept 29, 2012

2012-02-14T08:58:00.001-08:00

Below is the formal announcement (from Barb Wendling of the Woodcock-Munoz Foundation) of the first Richard Woodcock Institute For Advancement of Contemporary Cognitive Assessment. [Conflict of interest disclosure: I am a coauthor of the WJ III and also am the Research Director for WMF]
________________________________________________________________

The Woodcock-Muñoz Foundation has established an institute to support the advancement of contemporary cognitive assessment and to provide professional growth opportunities for practitioners, students, and faculty. In recognition of the many contributions that Dr. Richard Woodcock has made to the field of psychology and cognitive assessment, the institute is named in his honor.

We invite our university grant programs to collaborate with the WMF on this venture by serving as a host site. Our plan is to hold each Institute at a different university so that professionals in various geographic locations can have access to this opportunity for professional growth.

The Institute is a one-day event featuring nationally-known speakers and topics related to contemporary cognitive assessment and theory. The first Institute will feature Dr. Richard Woodcock as the keynote speaker and Dr. Kevin McGrew and Dr. Nancy Mather as the session presenters. Our first host site is Tufts University and the Institute will be held September 29, 2012. Details regarding the inaugural Institute will be available at the WMF website (www.woodcock-munoz-foundation.org) by March 30, 2012.

If you are interested in serving as a host site or have ideas for topics or speakers for future institutes, please contact Barbara Wendling, Director, Richard Woodcock Institute, at b.wendling@woodcock-munoz-foundation.org.

___________________________________________________________________________________

Barbara J. Wendling
Director, The Richard Woodcock Institute
b.wendling@woodcock-munoz-foundation.org

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Fwd: American Psychologist - Volume 67, Issue 2

2012-02-14T06:14:00.001-08:00

A new issue is available for the following APA journal:

American Psychologist Volume 67, Issue 2, (Feb-Mar)

Training the brain: Practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention science.
Page 87-100

Bryck, Richard L.;Fisher, Philip A.

Beyond positive psychology? Toward a contextual view of psychological processes and well-being.
Page 101-110

McNulty, James K.;Fincham, Frank D.

Public skepticism of psychology: Why many people perceive the study of human behavior as unscientific.
Page 111-129

Lilienfeld, Scott O.

Correction to Nisbett et al. (2012).
Page 129

Nisbett, Richard E.;Aronson, Joshua;Blair, Clancy;Dickens, William;Flynn, James;Halpern, Diane F.;Turkheimer, Eric

Intelligence: New findings and theoretical developments.
Page 130-159

Nisbett, Richard E.;Aronson, Joshua;Blair, Clancy;Dickens, William;Flynn, James;Halpern, Diane F.;Turkheimer, Eric

Herschel Weldon Leibowitz (1925–2011).
Page 160

Harvey Jr., Lewis O.

Bartley Gore Hoebel (1935–2011).
Page 161

Gross, Charles

Marianne L. Simmel (1923–2010).
Page 162

Golomb, Claire

Laurence Binet Brown (1927–2011).
Page 162

Fuchs, Alfred H.

Journal of Educational Psychology - Online First Publications & Volume 104, Issue 1

2012-02-14T06:13:00.001-08:00

APA Journal alerts for:

Journal of Educational Psychology

Online First Publications
The following articles have been published online this week before they appear in a final print and online issue of Journal of Educational Psychology:

Predicting Early Academic Failure in High School From Prior Academic Achievement, Psychosocial Characteristics, and Behavior.
Casillas, Alex;Robbins, Steve;Allen, Jeff;Kuo, Yi-Lung;Hanson, Mary Ann;Schmeiser, Cynthia

doi: 10.1037/a0027180

Finding Similarities and Differences in the Solutions of Word Problems.
Reed, Stephen K.;Stebick, Sara;Comey, Brittany;Carroll, Donja

doi: 10.1037/a0027181

Reader–Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension.
Eason, Sarah H.;Goldberg, Lindsay F.;Young, Katherine M.;Geist, Megan C.;Cutting, Laurie E.

doi: 10.1037/a0027182

"The Snake Raised Its Head": Content Novelty Alters the Reading Performance of Students At Risk for Reading Disabilities and ADHD.
Beike, Suzanne M.;Zentall, Sydney S.

doi: 10.1037/a0027216

Perceived Competence Moderates the Relation Between Performance-Approach and Performance-Avoidance Goals.
Law, Wilbert;Elliot, Andrew J.;Murayama, Kou

doi: 10.1037/a0027179

Why Does Parents' Involvement Enhance Children's Achievement? The Role of Parent-Oriented Motivation.
Cheung, Cecilia Sin-Sze;Pomerantz, Eva M.

doi: 10.1037/a0027183

A new issue is available:

Journal of Educational Psychology Volume 104, Issue 1, (Feb)

Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students.
Page 1-18

Martin, Andrew J.;Anderson, Judy;Bobis, Janette;Way, Jennifer;Vellar, Rosemary

Relationships among adolescents' perceptions of friends' behaviors, academic self-concept, and math performance.
Page 19-31

Jones, Martin H.;Audley-Piotrowski, Shannon R.;Kiefer, Sarah M.

Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives.
Page 32-47

Conley, AnneMarie M.

Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis.
Page 48-73

Huang, Chiungjung

Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from the United Kingdom and Hong Kong.
Page 74-86

Ku, Lisbeth;Dittmar, Helga;Banerjee, Robin

The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science.
Page 87-107

Chiu, Mei-Shiu

Psychologically controlling teaching: Examining outcomes, antecedents, and mediators.
Page 108-120

Soenens, Bart;Sierens, Eline;Vansteenkiste, Maarten;Dochy, Filip;Goossens, Luc

Maternal mediation of word writing in Chinese across Hong Kong and Beijing.
Page 121-137

Lin, Dan;McBride-Chang, Catherine;Aram, Dorit;Shu, Hua;Levin, Iris;Cho, Jeung-Ryeul

Setting lower limits high: The role of boundary goals in achievement motivation.
Page 138-149

Corker, Katherine S.;Donnellan, M. Brent

Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.
Page 150-165

Klassen, Robert M.;Perry, Nancy E.;Frenzel, Anne C.

Prevalence and nature of late-emerging poor readers.
Page 166-181

Catts, Hugh W.;Compton, Donald;Tomblin, J. Bruce;Bridges, Mindy Sittner

Online tutoring as a pivotal quality of web-based early literacy programs.
Page 182-192

Kegel, Cornelia A. T.;Bus, Adriana G.

Unraveling the mystery of mirror writing in typically developing children.
Page 193-205

Fischer, Jean-Paul;Tazouti, Youssef

Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study.
Page 206-223

Geary, David C.;Hoard, Mary K.;Nugent, Lara;Bailey, Drew H.

Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment.
Page 224-234

Seethaler, Pamela M.;Fuchs, Lynn S.;Fuchs, Douglas;Compton, Donald L.

Narrative games for learning: Testing the discovery and narrative hypotheses.
Page 235-249

Adams, Deanne M.;Mayer, Richard E.;MacNamara, Andrew;Koenig, Alan;Wainess, Richard

Verbal redundancy in multimedia learning environments: A meta-analysis.
Page 250-263

Adesope, Olusola O.;Nesbit, John C.

Article: Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study.

2012-02-13T16:59:00.001-08:00

Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study.
http://psycnet.apa.org/journals/edu/104/1/206

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Educational Psychologist

Article: Enhancing spatial ability through sport practice: Evidence for an effect of motor training on mental rotation performance.

2012-02-13T16:58:00.001-08:00

Enhancing spatial ability through sport practice: Evidence for an effect of motor training on mental rotation performance.
http://psycnet.apa.org/journals/jid/33/2/83

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Cattell-Horn-Carroll (CHC) model of intelligence v2.0 - Model summary and definitions document updated

2012-02-13T08:45:00.000-08:00

Dr. Joel Schneider and I have crafted an abridged summary of our "tweaking" of the CHC taxonomy of broad and narrow ability definitions (CHC v2.0) published in the 3rd edition of Flanagan and Harrison's Contemporary Intellectual Assessment (CIA; 2012) book. The book chapter is extensive and does not included a table of revised definitions. Nor does it include a grand figure.Thus, we have developed such a summary and make it available here. Also, the slides are available for viewing via SlideShare.

Please be careful in the use of the definitions. In our chapter we expand on the definitions and include a section on "unresolved issues"....as the taxonomy is fluid and evolving and should not be seen as cast in stone. Purchasing the book and reading the complete chapter, as well as a ton of other excellent chapters in CIA-3, is strongly recommended.

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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 CHC definitions CHC v2.0 Contemporary Intellectual Assesment

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Fwd: Jan/Feb 2012 SchoolNeuro Newsletter

2012-02-13T06:58:00.001-08:00

.

School Neuro News: January/February, 2012

What's new from www.schoolneuropsych.com? A message from Daniel C. Miller, Ph.D., ABPP, ABSNP, NCSP

New www.schoolneuropsych.com Website Launched

After a year's work, KIDS, Inc. was pleased to launch a new version of the www.schoolneuropsych.com website, The look and feel of the website has been enhanced. For registered users on the previous site, your username and password have changed. If you did not receive an email from us with your new login information let me know (dcmiller@kidsinc.com).
Many of the new features are invisible to our users but are designed to make us more productive and to help us manage your interactions with our company. We are now offering credit card payments for Alumni Website Renewals and for making deposits and payments for the School Neuropsychology Training Program and the Summer Institute.

Two new paid CE/CPD Modules were added to the website. Dr. Elaine-Fletcher Janzen has a 4 hour webinar on the Neuropsychology of Chronic Illness (with a focus on diabetes, asthma, and seizure disorders). I would also highly recommend that you invite your school psychologist colleagues to view Dr. Flanagan's updated webinar or Dr. Hale's webinar, both of which address how to use neuropsychological assessment to identify patterns of strengths and weaknesses in children suspected of having specific learning disabilities.

Take time to visit the revised www.schoolneuropsych.com website and bookmark it to keep up with new trainings and resources related to school neuropsychology.

July 11-13, 2012 School Neuropsychology Summer Institute Speakers Finalized

Wednesday, July 11, 2012

Full Day Preconference Workshop: Dr. George McCloskey - Understanding Executive Functions: From Theories, Assessment, and Interventions

Keynote Presentation: Drs. Alan and Nadeen Kaufman and Dr. Elaine Fletcher-Janzen - The Role of Cognitive Assessment in Intervention Planning: Historical to Contemporary Practices

Thursday, July 12, 2012

Dr. Margaret Semrud-Clikeman - Nonverbal Learning Disabilities: In the Eye of the Beholder?

Using neuropsychology processing deficits to identify Specific Learning Disabilities: Oregon Models - Jim Hanson and Karen Apgar

Dr. David Schwartz - Making School Neuropsychological Reports Relevant to Curriculum and Instruction

Dr. Jack Naglieri - Using PASS Neurocognitive Theory and Cognitive Assessment System: From Evaluation to Instruction

Friday, July 13, 2012

Dr. Christopher G. Vaughan - Concussion Recognition and Response

Dr. Sam Goldstein - Executive Functions and Childhood Disorders: New Assessments and Interventions

Drs. Erin Avirett and Jordana Mortimer - Updates on Executive Functioning: How to Incorporate the Most Recent Literature on Executive Functioning into Practice

Dr. Daniel C. Miller - Update on the School Neuropsychology Conceptual Model and School Neuropsychology Report Shell

Check all of the Summer Institute details at http://www.schoolneuropsych.com/conferences/index.php?id=6.

Online Registration Starts March 1, 2012

New California Board of Behavioral Sciences CE Provider

KIDS, Inc. has been approved by the California Board of Behavioral Sciences to provide continuing education. This will specifically be helpful to those professional who are California Licensed Educational Psychologists (LEPs).

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Research byte: Dual method model of cognitive control

2012-02-12T09:37:00.001-08:00

Click on images to enlarge

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Research byte: A big picture cognitive model for informing instruction

2012-02-12T09:25:00.001-08:00

Click on images to enlarge. I love synthesis articles that present visual models.

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Quantoids rejoice: The age of big data

2012-02-12T08:53:00.001-08:00

Alvaro Fernandez

(@AlvaroF)

Posted at 8:59 AM February 12, 2012

on Twitter

"RT @mgorbis: NYTimes: The Age of Big Data http://t.co/vJp9J40o"

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Research bytes: Cognitive load theory--recent research updates

2012-02-11T11:41:00.001-08:00

Educational Psychology Review appears to be a hot bed for publications regarding cognitive load theory. Below are abstracts (double click to enlarge) of three articles I downloaded today at Springerlink.com. They are all open access articles. So, if you want to download and read go to their web page. You will need to set up an account first..then you can have access to a number of open access articles from a variety of journals.

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IQ's Corner and Brain Clock "Times" daily e-newspapers...free

2012-02-11T10:20:00.001-08:00

A number of months ago I started two different daily e-newspapers. It took a while to find feeds that provided good content related to each paper, but I think things are good now. However, I will continue to revise those feeds that are searched and incorporated with regularity.

The two papers are below with links to where you can subscribe by hitting the subscribe button at each page. You should be able to subsribe and have an email in your inbox each day. You do NOT need a Twitter or Facebook account to subsribe..which was a common complaint I had earlier. That problem turned out to be my error as I was providing people a link to my personal sign-in page.

Enjoy. There is some overlap in content.

IQ's Corner--Intelligent IQ Insights. This is associated with IQ's Corner Blog

The Brain Clock "Times." This is associated with the Brain Clock blog.

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Article: Beyond Perfection

2012-02-11T09:47:00.001-08:00

Beyond Perfection
http://theconnectome.wordpress.com/2012/02/11/beyond-perfection/

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Article: STUDY ALERT: Role of test motivation in intelligence testing

2012-02-11T09:33:00.001-08:00

STUDY ALERT: Role of test motivation in intelligence testing
http://scottbarrykaufman.com/article/study-alert-role-of-test-motivation-in-intelligence-testing/

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Cognitive psych and education--Special Issue intro by Earl Hunt

2012-02-11T09:12:00.001-08:00

Earl Hunt commentary on special issue of Ed Psych Review dealing with educating the developing mind...cognitive psychology contributions.

http://www.springerlink.com/content/m3g807766252847v/

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Educational Psychologist

Educational Psychology Review, Vol. 24, Issue 1 - New Issue Alert

2012-02-11T09:08:00.001-08:00

Saturday, February 11

Dear Valued Customer,

We are pleased to deliver your requested table of contents alert for Educational Psychology Review. Volume 24 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:

Commentary

Educating the Developing Mind: The View from Cognitive Psychology

Earl Hunt

Abstract    Full text HTML    Full text PDF

Commentary

Reprising John Dewey: A Review of Andreas Demetriou, George Spanoudis & Antigoni Mouyi's "Educating the Developing Mind: Towards an Overarching Paradigm"

David R. Olson

Abstract    Full text HTML    Full text PDF

Commentary

What Every Teacher Should Know: Reflections on "Educating the Developing Mind"

Lorin W. Anderson

Abstract    Full text HTML    Full text PDF

Commentary

Rejoinder in Defense of the Standard model of the Mind: From Whimsical to Systematic Science

Andreas Demetriou, George Spanoudis & Antigoni Mouyi

Abstract    Full text HTML    Full text PDF

Review

An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks

Fred Paas & John Sweller

Abstract    Full text HTML    Full text PDF

Review

Factitious Disorder by Proxy in Educational Settings: A Review

Ellen M. Frye & Marc D. Feldman

Abstract    Full text HTML    Full text PDF

Review

Reconstructing Readability: Recent Developments and Recommendations in the Analysis of Text Difficulty

Rebekah George Benjamin

Abstract    Full text HTML    Full text PDF

Review

The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review

Jennifer J. Vogel-Walcutt, Logan Fiorella, Teresa Carper & Sae Schatz

Abstract    Full text HTML    Full text PDF

Review

Understanding Vygotsky for the Classroom: Is It Too Late?

Margaret E. Gredler

Abstract    Full text HTML    Full text PDF

Review

Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences

Marcus Credé & Sarah Niehorster

Abstract    Full text HTML    Full text PDF

, please contact springeralerts@springer.com.

Springer's New Book Alert is the best way to keep up to date with new developments in your field.
Sign-up today for notification on new books and related information in your subject areas: springer.com/springeralerts/nba

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© Springer 2012, springer.com

Journal of Neurodevelopmental Disorders now open access

2012-02-11T08:59:00.001-08:00

Click here to visit this journal, which is now open access.

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Recommended resource: Dr. Scott Barry Kaufman

2012-02-10T07:42:00.001-08:00

I thought I should alert my readers to one of the best voices on the net, and other media, regarding human potential, intelligence, creativity, and a varieity of other topics related to the psychology of individual differences. Dr. Scott Barry Kaufman is one of those rare breed academics that knows how to bridge research/theory and practice...that is, translating cutting edge research into language the rest of us can understand. I have worked with Scott on a couple of papers and blog posts and had the honor of being interviewed by him recently.

If readers of my blogs want to stay current on a good chunk of emerging research and theory re: human capacities and potential, I would suggest making his material a regular read. I recommend following his blogs via RSS feeds and also following him on Twitter. He produces large volumns of content that is up-to-date, research based, and timely. Access to his social media sources can be found at his home page in the link above.

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Article: The Role Of Bilingualism In A Child's Development

2012-02-10T06:58:00.001-08:00

The Role Of Bilingualism In A Child's Development
http://www.medicalnewstoday.com/releases/241383.php

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Genetic contributions to stability and change in intelligence from childhood to old age : Nature : Nature Publishing Group

2012-02-09T19:59:00.001-08:00

http://www.nature.com/nature/journal/v482/n7384/pdf/nature10781.pdf

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Journal of Psychoeducational Assessment Table of Contents for Special Issue on Giftedness: 1 February 2012; Vol. 30, No. 1

2012-02-09T06:39:00.000-08:00

Journal of Psychoeducational Assessment Online Table of Contents Alert
A new issue of Journal of Psychoeducational Assessment is available online:

Special Issue on Giftedness:
1 February 2012; Vol. 30, No. 1

The below Table of Contents is available online at: http://jpa.sagepub.com/content/vol30/issue1/?etoc

Articles

Current Perspectives on the Identification and Assessment of Gifted Students
Steven I. Pfeiffer

Journal of Psychoeducational Assessment 2012;30 3-9
http://jpa.sagepub.com/cgi/content/abstract/30/1/3

Use of Brief Intelligence Tests in the Identification of Giftedness
Eric E. Pierson, Lydia M. Kilmer, Barbara A. Rothlisberg, and David E. McIntosh

Journal of Psychoeducational Assessment 2012;30 10-24
http://jpa.sagepub.com/cgi/content/abstract/30/1/10

Using Nonverbal Tests to Help Identify Academically Talented Children
David F. Lohman and James L. Gambrell

Journal of Psychoeducational Assessment 2012;30 25-44
http://jpa.sagepub.com/cgi/content/abstract/30/1/25

The Talent Search Model of Gifted Identification
Susan G. Assouline and Ann Lupkowski-Shoplik

Journal of Psychoeducational Assessment 2012;30 45-59
http://jpa.sagepub.com/cgi/content/abstract/30/1/45

Identifying and Assessing Creativity as a Component of Giftedness
James C. Kaufman, Jonathan A. Plucker, and Christina M. Russell

Journal of Psychoeducational Assessment 2012;30 60-73
http://jpa.sagepub.com/cgi/content/abstract/30/1/60

Assessment Practices and the Underrepresentation of Minority Students in Gifted and Talented Education
Jesse O. Erwin and Frank C. Worrell

Journal of Psychoeducational Assessment 2012;30 74-87
http://jpa.sagepub.com/cgi/content/abstract/30/1/74

Development of the Distance From Privilege Measures: A Tool for Understanding the Persistence of Talented Women in STEM
Barbara A. Kerr, Karen D. Multon, Maggie L. Syme, Nancy M. Fry, Rhea Owens, Marie Hammond, and Sharon Robinson-Kurpius

Journal of Psychoeducational Assessment 2012;30 88-102
http://jpa.sagepub.com/cgi/content/abstract/30/1/88

Is Response to Intervention and Gifted Assessment Compatible?
Elissa F. Brown

Journal of Psychoeducational Assessment 2012;30 103-116
http://jpa.sagepub.com/cgi/content/abstract/30/1/103

Gifted Identification With Aurora: Widening the Spotlight
Sergey A. Kornilov, Mei Tan, Julian G. Elliott, Robert J. Sternberg, and Elena L. Grigorenko

Journal of Psychoeducational Assessment 2012;30 117-133
http://jpa.sagepub.com/cgi/content/abstract/30/1/117

Article: WJIII Diagnostic Supplement: GIA-Edev

2012-02-08T21:34:00.000-08:00

WJIII Diagnostic Supplement: GIA-Edev
http://mentalmetrix.com/early-childhood/wjii-diagnostic-supplement-gia-edev/

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Article: WJIII Cognitive: Sound Blending Advice

2012-02-08T20:05:00.001-08:00

WJIII Cognitive: Sound Blending Advice
http://mentalmetrix.com/cognitive-achievement/wjiii-cognitive-sound-blending-advice/

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Neuroskeptic: Visualizing The Connected Brain -- More from the Human Connectome project

2012-02-08T08:14:00.001-08:00

Even more exciting visualization images from the Human Connectome project.

http://neuroskeptic.blogspot.com/2012/02/visualizing-circular-brain.html

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Ethical Questions Surround “Electrical Thinking Cap” That Improves Mental Functions | Observations, Scientific American Blog Network

2012-02-08T07:35:00.001-08:00

Very interesting development and possibilities. I plan to find the Current Biology article referenced and check it out

http://blogs.scientificamerican.com/observations/2012/02/06/ethical-questions-surround-electrical-thinking-cap-that-improves-mental-functions/

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Research byte: Relation between cognitive and achievement g across the lifespan

2012-02-08T07:21:00.001-08:00

Double click on images to enlarge.

I was honored to be included in this group of esteemed intelligence scholars research project. [Conflict of interest - I am a coauthor of the WJ III that was used in this study]

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Research byte: How accurate are self-estimates of select IQ abilities (Gf,Gc,Gv)?

2012-02-08T07:00:00.001-08:00

Double click on image to enlarge

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Article: STUDY ALERT: Are cognitive g and academic achievement g one and the same g?

2012-02-07T17:38:00.001-08:00

STUDY ALERT: Are cognitive g and academic achievement g one and the same g?
http://scottbarrykaufman.com/article/study-alert-are-cognitive-g-and-academic-achievement-g-one-and-the-same-g-an-exploration-on-the-woodcock-johnson-and-kaufman-tests/

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Article: Why people can hold visual information in great detail in their working memory

2012-02-07T17:34:00.001-08:00

Why people can hold visual information in great detail in their working memory
http://www.sciencedaily.com/releases/2012/02/120206143817.htm#.TzG5vrz2yx5.twitter

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IAP Applied Psychometrics 101 Brief Report # 11: What is the typical IQ and adaptive behavior correlation?

2012-02-07T09:29:00.001-08:00

What is the typical relation (correlation) between standardized measures of adaptive behavior (AB) and measures of intelligence (IQ)? This is an important question given the role both play in the definition diagnosis of mental retardation (MR) / intellectual disability (ID).

During the late 1970's and 1980's this was an active area of research. Numerous studies were published that reported correlations between a wide variety of adaptive behavior scales and intelligence tests. Probably the best synthesis of this research was provided by Harrison (1987). Harrison's review included a table of over 40+ correlations. This is Table 2 in the above referenced and linked article. Harrison concluded, as have most others who have reviewed the literature, that "the majority of correlations fall in the moderate range" (p.39). When the correlations with maladaptive measures are excluded from Harrison's table, the correlations range from .03 to .91. This is a wide range. Harrison could not identify a specific explanation for the variability or range of correlations. Harrison speculated that variables might impact the magnitude of the correlations were the specific adaptive behavior or measure of intelligence used and differences in sample variability.

Subsequently the Committee on Disability Determination for Mental Retardation published a National Research Council report (Mental Retardation: Determining Eligibility for Social Security Benefits; Reschly, Meyers & Hartel, 2001) that also addressed the AB/IQ relation. The report concluded that AB/IQ studies report correlations "ranging from 0 (indicating no relationship) to almost +1 (indicating a perfect relationship). Data also suggest that the relationship between IQ and adaptive behavior varies significantly by age and levels of retardation, being strongest in the severe and moderate ranges and weakest in the mild range. There is a dearth of data on the relationship of IQ and adaptive behavior functioning at the mild level of retardation" (p. 8). Factors identified as moderating the AB/IQ correlation were scale content, measurement of competences versus perceptions, sample variability, ceiling and floor problems of the scales, and level of mental retardation.

Given the above, it is hard to render an objective statement on the approximate typical AB/IQ correlation. With this in mind, an informal research synthesis was completed and is reported here.

First, only the AB/IQ correlations (IQ/maladaptive correlations were excluded) from Harrison's 1987 table were extracted (n = 43 correlations). Then, the technical manuals for the current editions of the three most frequently used contemporary adaptive behavior scales were reviewed for additional correlations. This included the Vineland Adaptive Behavior Scale (Sparrow, Cicchetti & Balla, 2005; n = 2 correlations of .12, .20) and the Adaptive Behavior Scales--II (Harrison & Oakland, 2008; n = 10 correlations ranging from .39 to .67; median = .51).

Although six different correlations were reported in the Scales of Independent Behavior-Revised manual (SIB-R; Bruininks, Woodcock, Weatherman & Hill, 1996), the values were not used as they are inflated estimates when compared to the type of correlations typically reported. For example, very high correlations of .79, .82 and .91 are reported for certain groups. A close reading of the tables reveals that the SIB-R correlations with either the WJ or WJ-R intelligence test were calculated on the basis of the W-score growth metric. By definition, a growth metric includes age variance. If correlations are reported across wide age groups the correlations convey variance related to the correlation between the AB and IQ constructs but also contains shared variance due to the influence of general age-base development (age). Thus, the SIB and SIB-R correlations with IQ, although not wrong and providing different information, are not comparable to all other reported correlations where age variance has been removed (typically by correlating age-based standard scores). Clear evidence for this point comes from McGrew and Bruininks (1990) who used the same SIB/WJ subject data reported in the SIB and SIB-R manuals, but who removed the W-score confounded age variance prior to the calculation of latent factor correlations (via confirmatory factor analysis) between latent practical intelligence (SIB adaptive behavior) and conceptual intelligence (WJ IQ) factors. The resulting AB/IQ correlations for three different age groups were .38, .56 and .58--far below the values in the .70 to .92 range. Thus, the values from McGrew and Bruininks (1990) were included for estimates of the SIB/SIB-R IQ correlations in the current synthesis.

Finally, latent AB/IQ correlations (as estimated from confirmatory factor analysis models) of .27 and .39 were included from Ittenbach, Spiegel, McGrew and Bruininks (1992) and Keith, Fehrmann,Harrison and Pottebaum (1987), respectively. This process resulted in the addition of 17 AB/IQ correlations to the 43 from Harrison, for a total of 60 correlations.

Descriptive statistics for this collection of 60 AB/IQ correlations are as follows: range of correlations from .12 to .90, a mean of .51 and a median of .48, and a standard deviation of .20. Below is a figure that includes a frequency polygon (and smoothed normal curve overlay) and a box-whisker plot of the data set. A review of the box and whisker plot (at the bottom) shows the median correlation (.48) as a vertical line within the rectangle. The rectangle includes the 50% middle of the distributions of correlations and shows an approximate range of just below .40 to just above .65. Of particular note is the shape of the frequency polygon and smoothed normal curve. The shape of the frequency polygon is consistent with a normal curve. In quantitative research synthesis this type of normal distribution suggests that total data set included in the review is not biased--both studies that are likely under- or overestimates of the "true" population correlation (due to method or sampling factors) are included. More importantly, the "bunching" up of the majority of the correlations in the middle provide confidence that the median of this distribution is a reasonable unbiased estimate of the populaiton correaltion. This type of relatively normal distribution suggests that the current collection of 60 AB/IQ correlations is likely a reasonable approximation of the complete set of population AB/IQ correlations.

Based on this informal (and admittedly incomplete review of all possible AB/IQ correlation research) one can conclude that a reasonable estimate of the typical AB/IQ correlation is approximately .50 (mean = .51; median = .48), with most ranging from approximately .40 to .65. This finding is consistent with Harrison's 1987 conclusion of a "moderate" correlation. The current analysis continues to reinforce Harrison's (and others) conclusions that adaptive behavior and intelligence are statistically related constructs, but they are still independent. An average correlation of .50 indicates that AB and IQ share approximately 25 % common variance (approximately 15% to 40 % common variance if one looks at the range of the 50% middle of the distribution of values). In practical terms this means that for any individual, standard scores from AB and IQ tests will frequently diverge and not always be consistent.

Harrison (1987) provides a nice explanation for the primary reasons for the moderate correlation between AB and IQ. Her quote is reproduced below

Numerous caveats need to be applied to this analysis and report. The most important are:

A comprehensive review of all possible published and unpublished AB/IQ research studies was not completed. Clearly there are more studies "out there" that could be added to the synthesis.
The analysis makes no attempt to determine if there are moderator effects. That is, is the typical correlation likely to systematically vary as a function of AB measures, IQ measures, variability in the sample's level of functioning, manifest/measured versus latent variable correlations, level of ability, etc.?
This has not been peer reviewed.

It is hoped that this ad hoc update of Harrison's (1987) review, augmented by quantitive organizational methods, will serve to stimulate a formal meta-analysis by others (hint---a nice study or thesis for someone?)

Article: My connectome, myself

2012-02-07T04:39:00.001-08:00

And yet another review of Connectome

My connectome, myself
http://web.mit.edu/newsoffice/2012/connectome-0207.html

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Article: Developing Adaptive Tests with Concerto: a one day workshop

2012-02-07T04:38:00.001-08:00

Developing Adaptive Tests with Concerto: a one day workshop
http://www.psychometrics.cam.ac.uk/page/309/adaptive-testing-with-concerto.htm

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Article: What is Science-Help?

2012-02-07T04:37:00.001-08:00

What is Science-Help?
http://www.forbes.com/sites/daviddisalvo/2012/02/07/what-is-science-help/

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Book nook: You are your connectome?

2012-02-06T18:11:00.001-08:00

U snooze and you lose. I had received an advanced copy of Sebastian Seung's Connectome and had hoped to make one of the first book review posts about it. I simply could not find time to read it fast enough and the professionals have already weighed in on the book...so you might as well read their reviews. I have a few minor comments.

I agree with the review in the Wall Street Journal review that this may be one of the best written books on the basics of brain science. Keeping up with contemporary neuroscience and placing it in the context of what I learned during my training and professional experiences has been hard. As I read some of the material that I consider "review" I realized that it was not just a review for me, but it helped my mind see the forrest-from-the-trees re: the neuroscience knowledge I had accumulated---but had not taken time to distill. It is a very good introductory book for the educated lay public on brain science and a nice "organizing review" for professionals.

Another review, which is more an excerpt of of the essence of the book is now also available at the brain fitness heart of the internet--SharpBrains.

My only complaint is that I had hoped it would deal more with the exciting research being completed by the Human Connectome Project. The project receives mention, but Seung then tends to dismiss the approach in favor of his ideas on how to understand the human mind at different level of the connectome. In contrast, I am increasingly excited with the research on brain networks...and ultimately the brain connectome.

Finally, you can listen and watch Seung speaking about connectomes during his TED talk.

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test post-ignore

2012-02-06T17:38:00.001-08:00

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Why people can hold visual information in great detail in their working memory

2012-02-06T17:24:00.001-08:00

Why people can hold visual information in great detail in their working memory
http://www.sciencedaily.com/releases/2012/02/120206143817.htm#.TzBrzDVYPvk.twitter

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What Happens When the IQ Test Taker Becomes the IQ Test Constructor?

2012-02-06T17:23:00.001-08:00

What Happens When the IQ Test Taker Becomes the IQ Test Constructor?
http://www.huffingtonpost.com/scott-barry-kaufman/what-happens-when-the-iq-taker_b_1258013.html?ref=tw

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Opinion: The Upside of Dyslexia

2012-02-05T10:10:00.001-08:00

Opinion: The Upside of Dyslexia
http://www.nytimes.com/2012/02/05/opinion/sunday/the-upside-of-dyslexia.html

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Kevin McGrew, PhD

Educational Psychologist

goCognitive 2.0

2012-02-04T08:29:00.001-08:00

goCognitive 2.0
http://mindhacks.com/2012/02/04/gocognitive-2-0/

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Kevin McGrew, PhD

Educational Psychologist

Article: Discovering How to Learn Smarter

2012-02-02T16:12:00.001-08:00

Discovering How to Learn Smarter
http://mindshift.kqed.org/2012/02/discovering-how-to-learn-smarter/

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Kevin McGrew, PhD

Educational Psychologist

Children's Psychological Processes Scale (CPPS) is now on-line and available

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

Kudos to Milt Dehn. His new Children's Psychological Processes Scale (CPPS) is now on-line and available for purchase and use (click here for info).

(Conflict of interest disclosure: I was the measurement person for this instrument)

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Article: The Test Score Hypothesis

2012-02-02T06:39:00.001-08:00

The take way message of the article below is very consistent with the Beyond IQ message and posts at IQs Corner--available via this link: http://www.iqscorner.com/search/label/Beyond%20IQ

The Test Score Hypothesis
http://www.huffingtonpost.com/michael-j-petrilli/school-testing_b_1246431.html?ref=tw

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Kevin McGrew, PhD

Educational Psychologist

White House office studies benefits of video games

2012-02-01T06:11:00.000-08:00

White House office studies benefits of video games
http://www.usatoday.com/news/washington/story/2012-01-26/edcuational-video-games-white-house/52908052/1?loc=interstitialskip

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Kevin McGrew, PhD

Educational Psychologist

test post--ignore

2012-01-31T18:24:00.001-08:00

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Current Directions in Psychological Science Table of Contents for 1 February 2012; Vol. 21, No. 1

2012-01-31T17:48:00.000-08:00

Current Directions in Psychological Science Online Table of Contents Alert
A new issue of Current Directions in Psychological Science is available online:

1 February 2012; Vol. 21, No. 1

The below Table of Contents is available online at: http://cdp.sagepub.com/content/vol21/issue1/?etoc

Articles

Identifying and Remediating Failures of Selective Attention in Older Drivers
Alexander Pollatsek, Matthew R. E. Romoser, and Donald L. Fisher

Curr Dir Psychol Sci 2012;21 3-7
http://cdp.sagepub.com/cgi/content/abstract/21/1/3

The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions
Akira Miyake and Naomi P. Friedman

Curr Dir Psychol Sci 2012;21 8-14
http://cdp.sagepub.com/cgi/content/abstract/21/1/8

GLOMO^sys: The How and Why of Global and Local Processing
Jens Förster

Curr Dir Psychol Sci 2012;21 15-19
http://cdp.sagepub.com/cgi/content/abstract/21/1/15

Self-Control and Aggression
Thomas F. Denson, C. Nathan DeWall, and Eli J. Finkel

Curr Dir Psychol Sci 2012;21 20-25
http://cdp.sagepub.com/cgi/content/abstract/21/1/20

Risky Decisions: Active Risk Management
Oswald Huber

Curr Dir Psychol Sci 2012;21 26-30
http://cdp.sagepub.com/cgi/content/abstract/21/1/26

Beyond Comprehension: The Role of Numeracy in Judgments and Decisions
Ellen Peters

Curr Dir Psychol Sci 2012;21 31-35
http://cdp.sagepub.com/cgi/content/abstract/21/1/31

Risk and Reward Are Processed Differently in Decisions Made Under Stress
Mara Mather and Nichole R. Lighthall

Curr Dir Psychol Sci 2012;21 36-41
http://cdp.sagepub.com/cgi/content/abstract/21/1/36

Broken Hearts and Broken Bones: A Neural Perspective on the Similarities Between Social and Physical Pain
Naomi I. Eisenberger

Curr Dir Psychol Sci 2012;21 42-47
http://cdp.sagepub.com/cgi/content/abstract/21/1/42

Dissociation and Dissociative Disorders: Challenging Conventional Wisdom
Steven Jay Lynn, Scott O. Lilienfeld, Harald Merckelbach, Timo Giesbrecht, and Dalena van der Kloet

Curr Dir Psychol Sci 2012;21 48-53
http://cdp.sagepub.com/cgi/content/abstract/21/1/48

Motivational Salience: Amygdala Tuning From Traits, Needs, Values, and Goals
William A. Cunningham and Tobias Brosch

Curr Dir Psychol Sci 2012;21 54-59
http://cdp.sagepub.com/cgi/content/abstract/21/1/54

Patients' Perceptions of Their Illness: The Dynamo of Volition in Health Care
Keith J. Petrie and John Weinman

Curr Dir Psychol Sci 2012;21 60-65
http://cdp.sagepub.com/cgi/content/abstract/21/1/60

Canadian WAIS-IV: New cognitive proficiency index scores now available

2012-01-31T06:37:00.001-08:00

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New Cognitive Processing Index score now available for Canadian WAIS-IV

2012-01-31T06:34:00.001-08:00

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Research byte: Executive function weaknesses related to anti-social syndromes: New meta-analysis

2012-01-30T17:43:00.001-08:00

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Article: The Need to Believe in the Ability of Disability

2012-01-30T05:47:00.001-08:00

I coauthored this piece with Scott Barry Kaufman.

The Need to Believe in the Ability of Disability
http://www.creativitypost.com/education/the_need_to_believe_in_the_ability_of_disability

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Kevin McGrew, PhD

Educational Psychologist

Brain Awareness Week

2012-01-29T08:15:00.001-08:00

Brain Awareness Week
http://dana.org/brainweek/

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Kevin McGrew, PhD

Educational Psychologist

Article: Playing with blocks improves spatial vocabulary

2012-01-28T08:52:00.001-08:00

Playing with blocks improves spatial vocabulary
http://www.brainpowerinitiative.com/2011/11/playing-with-blocks-improves-spatial-vocabulary/

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Kevin McGrew, PhD

Educational Psychologist