#WJV and #CHC theory of #cognitive abilities: An animated video overview of CHC theory model used in WJ V revision - attention #schoolpsychology #SLD #SPED #psychology #intelligence

An oldie but goodie.  I originally posted this CHC cognitive theory 2.5 update video 6 years ago, after Joel Schneider and I published the latest update to the CHC theory of cognitive abilities (Schneider & McGrew, 2018).  

I ran across it the other day.  It is a “silent animated movie” presentation with cool animations and morphing slide transitions.  See the second image below (second slide in video) for an important instruction….the slides automatically transition every 4 seconds—-so be ready to push the “pause” button if you need time to read and study any slide in detail.  

Warning.  If I access this video directly (outside of blogger platform) from my browser, it runs just fine.  But, if you click on the third image below (that should start the video), you may likely get a  message that you “need to sign in” to view the video…and I can’t figure it out…perhaps you can.  So, if that happens, either click on the raw URL link that follows or in blue font or cut and paste that lin (just the link info between the “ ” marks) into your web browser… “ https://www.youtube.com/watch?v=6FVEyaBT2R4”.  I hope one option works.  If not…”it is what it is”..it is worth the extra small effort. The YouTube video is the third image down.  I can’t control if YouTube inserts brief ads, it is what they do these days with many uploaded videos.

This 2018 version of the CHC theory is the theoretical blueprint for the forthcoming WJ V revision, scheduled for launch in Feb. 2025.  Additional free information about the WJ’s and CHC theory can be found at my MindHub web page.  COI disclosure—I am the senior author of the WJ V and a coauthor of the current WJ V

Enjoy  

MindHub Pub #3: WJ IV Norm-Based and Supplemental Clinical Test Groupings for “Intelligent” Intelligence Testing with the WJ IV

I am pleased to announce the availability of MindHub Pub #3 (WJ IV Norm-Based and Supplemental Clinical Test Groupings for "Intelligent" Intelligence Testing with the WJ IV).  Click the link to view or download.

The material in this document is based on my work during the development of the WJ IV as well as significant post-WJ IV publication analyses.  I have been completing considerable post-WJ IV data analysis in response to questions on listservs and to develop advanced and clinical interpretation information for convention presentations and workshops.  In the past I had the luxury of time to write professional books re: clinical "intelligent" intelligence testing with the WJ (1986) and WJ-R (1984).  I was unable to find time for the WJ III nor the WJ IV.  So much to do....so little time.

I have presented early versions of this material at conventions and workshops.  However, I never felt comfortable with the final product.  The most important reason for not distributing widely was my knowledge that the CHC model was in the process of responding to new research and insights--to be published this fall 2018 in a chapter by Joel Schneider and myself.  I only wanted this"supplemental grouping strategy" worksheet material (ala, Dr. Alan Kaufman's shared ability approach to test interpretation) to be made available once the revised CHC model had been described.  This event will occur this August with the publication of our chapter.  An early visual-graphic overview of the chapter, presented in a nifty animated YouTube video was released at this blog approximately a week ago.

So...enjoy the material.  This is not a book or article--more of a detailed PPT presentation.  It should be understandable to clinicians familiar with the WJ IV, CHC theory, and Kaufman's "intelligent" intelligence test interpretation approach.

Below is a sample worksheet--for Gc related tests.  Click on images to enlarge.

Cattell-Horn-Carroll (CHC) intelligence theory update (2.5): Animated summary of Schneider & McGrew (2018; fall) chapter theory update

A static PDF copy of this animated video PPT can be downloaded here.

CHC theory update: Live chat or later YouTube viewing from #psychedpodcast

I am looking forward to talking about the Cattell-Horn-Carroll (CHC) model of intelligence on the #psychedpodcast this sunday evening.

I will present material largely based on the forthcoming CHC chapter coauthored with Dr. Joel Schneider.  Tune it....it shall be fun. Or, watch the discussion later on YouTube, and eventually as an audio podcast on iTunes

What about executive functions and CHC theory? New research for discussion

What about executive functions and CHC theory: New research for discussion from Kevin McGrew

CHC theory I love you

I occasionally like to spend some free time (when I need a break) surfing the net with certain key terms...just to see "what is out there."  Tonight I searched for "CHC intelligence theory" and found all kinds of material.  My favorite was a YouTube video and jingle about CHC theory.  Cute.

New and emerging models of human intelligence (Conway and Kovacs): Comments and elaboration

A nice article that provides an overview of contemporary intelligence research. More importantly, the authors summarize and contrast the psychometric and information processing approaches to understanding human intelligence.

A few comments.  Also, click on any image to enlarge and make more readable.

First.  The CHC figure presented in the article is not a 100% accurate representation of the CHC model.  The figure in the article is most consistent with Jack Carroll's 1993 model.  His model was integrated with Cattell and Horn's models as the CHC model.  A recent chapter by Schneider and McGrew (2012)  provides the best summary of the "CHC" model.

Second. I have been a huge fan of Conway and Engle's executive attention model of working memory and love the figure explaining working memory and the focus of attention.  In fact, in a recent IM Keynote presentation I used a simpler version of this model to explain the importance of attentional control (AC; aka focus) in working memory, and in turn, it's role in understanding higher level cognition.  You can watch this material at the following YouTube video of the entire presentation.  You should start at approximately the 28 minute mark to see the relevant material.

Finally. The authors make the following statements in their "future directions"conclusion.  These points resonate to my thinking as recently outlined in a 4-level explanatory hierarchy for integrating different types of intelligence research.  That information is available in the last (brief) video (Human Intelligence Research:  Connecting the dots) at the end of this post.

Intelligence Testing in Proper Perspective: The Big Picture - a MindHub video-PPT show

I am pleased to announce the availability of my second video-PPT at IQ's Corner YouTube Channel.  The first video can be found here.  The current video is 20 minutes.  You can skip the first three minutes if you don't want background "front matter" material regarding me (the narrator), etc.

The new video-PPT  is called "Intelligence Testing in Proper Perspective:  The Big Picture"

This presentation places the power and value of intelligence testing into a big picture perspective which recognizes the strengths and limitations of intelligence testing.  The goal is to encourage users and consumers of intelligence tests to better understand what these measures can and cannot do, and, more importantly, recognize the other personal and environmental characteristics that influence an individual's learning and development.

Be gentle.  I am not a professional video producer and I do not have the time to edit out pauses, minor mistakes, etc.---- hey...this is FREE quality information. :)

Update 02-27-15.  Thanks to Rueben Lopez for making the suggestion that I reduce the 3 minutes of the introductory "front matter."  I have taken his advice (which I will incorporate into future videos) and have now posted the identical video with the very brief introduction.  It can be accessed here.

Research Byte: Strong working memory (WM)--fluid intelligence (Gf) relationship not due to time allowed on both sets of tasks

Very good article that does not support Chuderski's research that had suggested a relationship between time on task (not the same as cognitive processing speed-Gs) and fluid reasoning or working memory. The current study reinforces the very high (but not 1.0) effect size from working memory to Gf. However, how much time an individual (at least for young adults) spends on working memory or fluid tasks does not explain the strong WM--Gf relation. Generalization to children and the elderly cannot be made without further research.

What I find particularly interesting is the authors hypothesis that one possible general mechanism explanation for the WM-->Gf link is temporal based processing of information. This is consistent with the temporal power resolution hypotheses (or temporal g) of Rammsayer and colleagues and a large body of research I have reported at the Brain Clock blog. If you visit that link, pay particular attention to the MindHub Pub2 that presents a three-level hypothesized model for understanding the IM effect. Note that at the lowest neurocognitive and biological level of intelligence research, I have hypothesized that temporal g (and not Jensen's reaction time g) may be one of the key domain-general mechanisms driving critical cognitive abilities, especially working memory and fluid intelligence.

As per the recent four-level reductionistic framework (see brief 10 minute video explanation) I have offered to organize intelligence related research (adapted from Earl Hunt's work), the current study links research at the psychometric, information processing, and neurocognitive and biological (neural efficiency) levels.

Click on images to enlarge.













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Human Intelligence Research: Connecting the Dots Video