iPost: Educational Psychology Review, Vol. 22, Issue 2 - New Issue Alert

Issue focuses on cognitive load theory and research

Friday, May 21 Dear Valued Customer, We are pleased to deliver your requested table of contents alert for Educational Psychology Review. Volume 22 Number 2 is now available on SpringerLink Register for Springer's email services providing you with info on the latest books in your field. ... More! Important News! Identifying, Assessing, and Treating Dyslexia at School Catherine Christo, John Davis and Stephen E. Brock Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come. More... International Journal of Early Childhood Now published at Springer. Works for the child's right to education and care. Publish well-researched papers on early childhood (education). ...More In this issue: Review Article Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives Author(s) Fred Paas, Tamara van Gog & John Sweller DOI 10.1007/s10648-010-9133-8 Online since May 06, 2010 Page 115 - 121 Review Article Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load Author(s) John Sweller DOI 10.1007/s10648-010-9128-5 Online since April 23, 2010 Page 123 - 138 Review Article Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches Author(s) Jeroen Janssen, Femke Kirschner, Gijsbert Erkens, Paul A. Kirschner & Fred Paas DOI 10.1007/s10648-010-9131-x Online since May 04, 2010 Page 139 - 154 Review Article Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives Author(s) Tamara van Gog & Nikol Rummel DOI 10.1007/s10648-010-9134-7 Online since May 08, 2010 Page 155 - 174 Reflection on the Field Facilitating Flexible Problem Solving: A Cognitive Load Perspective Author(s) Slava Kalyuga, Alexander Renkl & Fred Paas DOI 10.1007/s10648-010-9132-9 Online since April 30, 2010 Page 175 - 186 Request a free sample copy

WJ test reliability over time

"A test does not change from one time to another: people do. There may be considerable change on some traits, but relatively little on others. Test-retest studies evaluate the tendency for change in people, not some aspect of test quality. A test that does not reflect such changes in human traits would be an insensitive measure of those traits" (McGrew, Werder, & Woodcock, 199, p. 99).

Over on the NASP Listserv Dr. Gary Canivez asked the following question, in response to a post regarding changes in scores on the K-ABC and WJ---"Does anyone have references for long-term stability of WJ or KABC-2 scores? I'd be interested in references for such studies."

There was a very sophisticated test-retest study reported in the WJ-R Technical Manual (McGrew, Werder & Woodcock, 1991) (click here to view/download). Unfortunately it is in a test technical manual...a document that is too often ignored once a test is purchased. Additonal information can be found in the following article.

• McArdle, J. J., FerrerCaja, E., Hamagami, F., & Woodcock, R. W. (2002). Comparative longitudinal structural analyses of the growth and decline of multiple intellectual abilities over the life span. Developmental Psychology, 38(1), 115-142. (click to view)
  

I urge practicing psychologists to read these reports. Yes..they are hard to digest. They are not reporting simple test-retest correlations. Instead, they are complex research designs intended to identify and partition the sources of test score variance that change over time. Scores for some tests will change over time...and this is what you want...as it is reflecting trait variance....some traits do change over time (just as our weight changes over time...unfortunately, using in an upward direction). Other traits measured by tests are more stable across time...and thus the scores will likely change less.

And then, of course, a person's state (concentration, anxiety, fatigue, etc.) at any testing moment can impact test performance...and test's sensitive to these states (e.g., Gsm, Gs) will likely reflect these temporary state fluctuations. This reflects state variance...which is NOT a problem with the measure...the measure is accurately reflecting how the person is doing at that time. School psychologists (and others who do psychological testing), unfortunately, typically receive measurement training that only talks about simple test-retest reliability studies and results....a diservice to our profession. We need to understand our instruments better. Properly designed test-retest studies, where the retest interval is varied, can help identify and portion the difference sources of test score variance to the appropriate sources of stable or unstable change score variance.

Read the WJ-R technical manual excerpt in particular. It is the most readable and understandable of the two sources I've included in this post.

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, psychometrics, reliability, test-retest, measurement, WJ-R, WJ III, K-ABC, KABC-II, Woodcock Johnson

WJ III: Guttman Radex MDS analysis

More on "Gf=g revisited" thread (click here for original post) that produced some excellent discussion (click here) on the NASP listserv.

In response to the request for the application of Guttman's Radex MDS model to the Woodcock Johnson III (in age 9-13 norm sample), I looked through my old files and found a 3D MDS WJ III model that I completed a number of years ago. The slides have been posted in a pdf file for viewing. It would take a manuscript to explain and interpret everything....I hope the broad stroke hypotheses (esp. regarding the nature of three dimensions) stimulate some thought and discussion.

Yesterday I completed a new 2D model across all school-age subjects (6-18 years). I hope to post those findings within the week. Stay tunned.

[Conflict of interest disclosure - I'm a coauthor of the WJ III]


Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, CHC, CHC theory, IQ, IQ tests, intelligence, g, Guttman, Radex, MDS, WJ III, WJ III, test interpretation, Gv, Ga, Gsm, Glr, Gf, Gc, Grw, Gq, Gs

IQ Research bytes #5: Working memory and motviation orientation

The most recent issue of the Journal of Educational Psychology has a number of interesting articles which are featured below.

Working memory and intelligence in children: What develops? By Swanson, H. Lee

• This study explored the contribution of the phonological and executive working memory (WM) systems to 205 (102 girls, 103 boys, 6 to 9 years old) elementary school children's fluid and crystallized intelligence. The results show that (a) a 3-factor structure (phonological short-term memory [STM], visual-spatial WM, and verbal WM) was comparable between age groups, (b) controlled attention and STM storage accounted for 67% of the age-related variance in WM, (c) effect sizes for direct paths from WM were substantially larger when predicting fluid intelligence than crystallized intelligence, and (d) the contribution of STM to intelligence was isolated to reading. The results suggest that the development of WM is distinct from STM, controlled attention plus storage accounted for age-related WM changes, and WM underlies age-related changes in both fluid and crystallized intelligence.

The following articles all deal with some important conative variables related to academic and intellectual performance, as I've summarized in a Model of Academic Competence and Motivation (MACM) in my Beyond IQ Project. (esp. note section on Motivation Orientation)


On the measurement of achievement goals: Critique, illustration, and application. By Elliot, Andrew J.; Murayama, Kou

• The authors identified several specific problems with the measurement of achievement goals in the current literature and illustrated these problems, focusing primarily on A. J. Elliot and H. A. McGregor's (2001) Achievement Goal Questionnaire (AGQ). They attended to these problems by creating the AGQ-Revised and conducting a study that examined the measure's structural validity and predictive utility with 229 (76 male, 150 female, 3 unspecified) undergraduates. The hypothesized factor and dimensional structures of the measure were confirmed and shown to be superior to a host of alternatives. The predictions were nearly uniformly supported with regard to both the antecedents (need for achievement and fear of failure) and consequences (intrinsic motivation and exam performance) of the 4 achievement goals. In discussing their work, the authors highlight the importance and value of additional precision in the area of achievement goal measurement

The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment. By Tabachnick, Sharon E.; Miller, Raymond B.; Relyea, George E.

• The authors performed path analysis, followed by a bootstrap procedure, to test the predictions of a model explaining the relationships among students' distal future goals (both extrinsic and intrinsic), their adoption of a middle-range subgoal, their perceptions of task instrumentality, and their proximal task-oriented self-regulation strategies. The model was based on R. B. Miller and S. J. Brickman's (2004) conceptualization of future-oriented motivation and self-regulation, which draws primarily from social-cognitive and self-determination theories. Participants were 421 college students who completed a questionnaire that included scales measuring the 5 variables of interest. Data supported the model, suggesting that students' distal future goals (intrinsic future goals in particular) may be related to their middle-range college graduation subgoal, to their perceptions of task instrumentality, and to their adoption of proximal task-oriented self-regulation strategies.

Addressees of performance goals. By Ziegler, Albert; Dresel, Markus; Stoeger, Heidrun

• As performance goals aim to both procure acknowledgment of one's abilities and to avoid revealing a lack of one's abilities, the authors hypothesized that students hold specific performance goals for different addressees and that there are specific correlational patterns with other motivational constructs. They analyzed a data set of 2,675 pupils (1,248 boys and 1,426 girls) attending Grades 8 and 9 (mean age=15.0, SD=0.97). The students completed a questionnaire consisting of 12 items measuring performance approach goals and 12 items measuring performance avoidance goals. In each subset, 4 groups of addressees were differentiated: parents, teachers, peers, and the acting individual him/herself. Additionally, several external criteria were measured. The authors concurrently tested theory-driven, structural equation models. Incorporating all 24 items, the best-fitting model was a multitrait-multimethod model, which posited 2 factors for approach and avoidance goals and 4 addressee factors. While performance goals addressing parents showed relationships to maladaptive motivational and learning patterns, performance goals addressing classmates and self showed relationships to adaptive motivational and learning patterns. The relationships between performance goals addressing teachers and external criteria were rather weak and unsystematic.

Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis. By Shim, S. Serena; Ryan, Allison M.; Anderson, Carolyn J.

• The present study advances understanding of (a) the development of achievement goals, (b) the changing association of achievement goals and achievement over time, and (c) the implications of changes in achievement goals for changes in achievement over time. African American and European American adolescents' (N=588) achievement goals and subsequent achievement were assessed at 4 time points (fall and spring of 6th and 7th grades) and modeled using growth-curve analytic techniques. There was an overall decline in all 3 types of achievement goals (mastery, performance-approach, and performance-avoidance goals), because of within-year rather than between-year decreases. The association between mastery goals and achievement was null at Time 1 and then positive at the following 3 time points. The association between performance-approach goals and achievement went from negative to null across time. Changes in students' goals, as well as their initial levels of goals, were particularly important in understanding how mastery goals foreshadow achievement. The implications of the findings for both theory and practice are discussed.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, conative, intelligence, cognition, motivation, goal orientation, working memory, Gsm, motivation goal orientation

Gf=g revisited: Schneider, Lopez and Fiorello comment

Joel Schneider provided some excellent thoughts and questions related to my recent "Gf=g: Maybe not" post over on the NASP listserv. His comments were then augmented by Ruben Lopez and Cathy Fiorello. I thought the quality of the comments were so good that they should be preserved for others to read. They are produced below - "as is" from the NASP list.

Joel Schneider comment:

Kevin's recent blog post about the Gf=g hypothesis is interesting and worth reading.

For most hypotheses about the structure of cognitive abilities, I can think of no better dataset on which to test them than on the WJ-III standardization sample. However, in this particular case, I've always had my doubts about WJ-III Gf tests. I am confident that both the primary WJ-III Gf tests are excellent markers of Gf. However, I've always thought that they contained a hint of common variance that was non-Gf related. What that is, I can't quite put my finger on it but it has something to do with executive control of attention. Both involve a need to generate hypotheses and test them in working memory in ways that seem more involved than the traditional matrix Gf tests. Both of them also seem to require math-like thought processes, especially in the more difficult items.

Suppose that the Gf=g hypothesis were true. Let's say that Concept Formation and Analysis-Synthesis both consist of the following sources of variance:

CF = Gf + Something Extra + error
AS = Gf + Something Extra + error

The latent variable that would be constructed to represent Gf in a CFA would thus be: WJ-III Gf = Gf + Something Extra

The chi square test to see if constraining the Gf to g path to 1.0 would be significant, not because the Gf=g hypothesis is wrong, but because the 2 WJ-III Gf subtests were not pure enough markers of Gf. It would only take a little something extra for the chi square test to be significant.

I would think that adding one Raven-like matrix in the Gf mix would reduce the problem (if there actually is a problem). These tests seem less-mathy and more visual-spatialish and thus might reduce the non-Gf common variance.

The tables Kevin links to include a Gf latent variable that consists of:

Concept Formation
Analysis-Synthesis
Numerical Reasoning (Number Matrices + Number Series?)
Applied Problems
Quantitative Concepts

If I am right about CF and AS being mathy and if mathiness is not exactly the same as Gf, then this WJ-III Gf is likely to be WJ-III Gf = Gf + Mathiness

I was very surprised to see how strong an indicator of Gf Quantitative Concepts is, given its Gc-like question format. Perhaps it is glomming onto Gf not because it has a lot of Gf in it but because it is attracted to the math-like elements of the other indicators. Even so, I am very much at a loss to understand why Quantitative Concepts has a higher loading on Gf than does Applied Problems.


Ruben Lopez responds:

Hi Joel,

Maybe the messiness of Gf's measurability even in an exceptional measure like the WJ-III--may have more to do with abstraction and its relationship to g than with a separate Gf.

Consider Dr. David Lohman's discussion of Gf's relationship to Gq in "The Woodcock-Johnson III and the Cognitive Abilities Test (Form 6): A concurrent validity study" (March 2003):

"Recent discussions of the nature of general ability have emphasized the importance of physiological processes (Jensen, 1998), the role of working memory (Kyllonen, 1996), or the congruence between aprimary Inductive Reasoning factor, the stratum II Fluid Ability factor (Gf), and g (Gustafsson, 2002). However, the present study supports Keith and Witta's (1997) hypothesis that quantitative reasoning may be an even better indicator of g. Quantitative reasoning has always been represented in some form in achievement test batteries, and in aptitude tests (such as the SAT) designed to predict academic success. But a broad quantitative knowledge factor (Gq) was not added to Gf-Gc theory until the late 1980s (Horn, 1989). Carroll's (1993) three-stratum theory, on the other hand, considers quantitative reasoning to be part of a broad fluid reasoning (Gf) factor. Confirmatory factor analyses of different ability test batteries mirror this ambivalence. Some studies find g and Gq indistinguishable [as in Keith & Bickley's (1992) factor analysis of the Stanford-Binet IV or Lohman & Hagen's (2002) factor analyses of the CogAT Primary Battery], other studies find Gq to be the best indicator of g (as in Keith & Witta's (1997) factor analyses of the WISC-III or Lohman & Hagen's (2002) factor analyses of the CogAT Multilevel Battery], and yet other studies find distinguishable g and Gq factors [as in Bickley, Keith, & Wolfe's (1995) factor analysis of the Woodcock-Johnson Psychoeducational Battery-Revised].

Paradoxically quantitative reasoning has not been much studied because it is difficult to separate from g unless combined with tests of more specific mathematical knowledge and skill (as in the Gq factor). But it is this overlap with g that makes quantitative reasoning particularly interesting as a vehicle for understanding the nature of g. Perhaps the most salient characteristic of quantitative concepts is abstraction. Even elementary operations like counting require abstraction: two cats are in some way the same as two dogs or two anything. The number line itself is an abstraction, especially when it includes negative numbers. Abstraction is most obvious in understanding concepts such as variable or, later, imaginary number.

Several early definitions of g emphasized abstract thinking or reasoning abilities. And the transition from concrete to abstract thinking figured prominently in Piaget's theory of intelligence. Modern definitions of g emphasize the importance of working memory resources or even of reasoning, but do not have much to say about the role of abstract thinking. These analyses suggest a closer study of quantitative reasoning might be a good place to begin in exploring this possibility." (p. 16).

And don't forget Keith and colleagues recommendation that the Arithmetic subtest should be added to the Perceptual Reasoning scale to assess Gf.

Cathy Fiorello chimes in:

Folks may be interested in looking at Guttman's model of intelligence in this context. Some colleagues and I had an article in Intelligence a couple of years ago (Cohen, Fiorello, & Farley, maybe 2006?) with a Smallest Space Analysis of the WISC-IV. Guttman's model was supported, which considers level of abstraction as one dimension of a three-dimensional model.

IQs Corner Recent Literature of Interest- 10-11-08

This weeks "recent literature" of interest is now available. Click here to access.

Third National School Psychology Neuropsychology Conference - July 9-12, 2008

Registration for the The Third National School Neuropsychology Conference (July 9-12; Grapevine, Texas) is now open. It looks like a very good conference with presentations/workshops on the NEPSY-II, CHC cross-battery assessment, the CAS, working memory assessment, the D-KEFS, culturally and linguistically oriented assessment, LD/RTI, etc.

The Keynote Address is by Richard Woodcock (The evolution of the assessment of cognitive functions).

Shameless plug. I'm down for an invited address (immediately following Dr. Woodcock's address) on Advances in the prediction of academic achieveming using WJ III cognitive subtests. In reality this presentation will be CHC-focused, with research derived from the WJ III serving as the primary vehicle to illuminate CHC-achievement relations. This will be similar to the first half of my NASP08 workshop were I unveiled the Cattell-Horn-Carroll (CHC) Cognitive Abilities Meta-Analysis project.

Kudos to Dr. Dan Miller for organizing an exciting conference.

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, neuroscience, intelligence, IQ, NEPSY-II, CAS, WJ III, Woodcock-Johnson, cross-battery, CHC, Cattell-Horn-Carroll, RTI, LD, learning disabilities

IQ's Corner Recent Literature of Interest 3-16-08

This weeks recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

Cognitive load instructional theory and working memory

[double click on image to enlarge]

Yesterday I made a post to the NASP listserv, with a redirect to a post at this blog, regarding the importance of working memory to cognitive functioning and school learning. Wally Howe, president of Psychological Assessments Australia, made a wonderful follow-up post regarding the relevance of cognitive load theory to instruction-- a theory grounded heavily in the notion of designing instruction around the constraints of working memory.

Wally's responses to my NASP post (and redirect to detailed blog post) follow below. Following Wally's comments are references I found in my IAP Reference Database. For those references where I had previously harvested copies of the article (n=8) there are "click here" links to the articles.

I have always intended to review and summarize this literature (see 4 prior posts on cognitive load theory)...but alas.....I've never found the time. Maybe some reader will be interested in reading the articles (via the links below) and will be willing to write a guest blog post. If anyone is interested in drafting such a guest post, please contact me at iap@earthlink.net.

Wally Howe comments: Just a comment on this thread. I am not entirely up to date on all the literature, but thought I might put in my two cents worth for comment. I have studied under John Sweller at the University of NSW. Kevin, you have mentioned his work previously as being of interest and although he doesn't work in individual differences, his work appears to overlap with this discussion of MW. Sweller has researched Cognitive Load Theory. This research, mainly using adolescents working High School math problems, has looked at how different ways of formatting materials effects learning. He argues that the main factor in learning complex material is working memory - it has huge limitations, so to learn, humans have to work within these limitations (and even find ways around these limitations). Thus any method that reduces the cognitive load on working memory is useful (eg worked examples, using both visual and auditory working memory together etc). He has an evolutionary explanation for this, too, as it is somewhat unusual that a limitation like this has survived for so long if one believes in natural selection.

John hasn't researched how individual differences in working memory (or different aspects of it) effect learning, which is more yours and my interest, Kevin, but his model of human learning puts MW firmly at the centre, as does the research you have just outlined.

At NASP recently, one presenter suggested that "Intelligence is what allows students to learn in spite of their teachers" - a somewhat cynical view, you may think, but a comment worthy of further thought. If MW is central to learning, those with high capabilities in this area will not be as effected by cognitive load as those not so lucky - the formatting of learning materials for example, won't be as critical for them. The knowledge of how cognitive load effects learning isn't widely appreciated (or even researched in detail), so it's no surprise that teachers do not consciously or systematically design lessons to reduce it (so don't deserve blame - ignorance is a defence in my opinion). Thus these lucky students build procedural knowledge more quickly and so are advantaged increasingly as they learn more and come to be be seen as "highly intelligent". I conceptualise Gs, or fluency in some contexts, as the speed with which information can move between long term memory (knowledge store) and working memory and the presenting problem. Given that working memory decays very quickly, the speed with which an individual can move information back and forth helps immensely, both in accessing data and refreshing data.

I also agree with your premise that there are different factors underpinning the construct of MW that come in to play with different people - speed, size of store, speed of decay etc, but we don't seem to measure too many of these at the moment. There must also be interact ional effects too, just to make the picture even more complex. MW may well be too global a construct to fully explain a wide range of individual differences.

Sweller's research is very practical. Even if we can tease out all the factors underpinning MW, we still have to design teaching materials and programs that make learning more efficient or in some cases, possible, in spite of problems in these complex cognitive processes.

Wally Howe.


1. Ayres, P., & Paas, F. (2007). Can the cognitive load approach make instructional animations more effective? Applied Cognitive Psychology, 21(6), 811-820.

2. Ayres, P., & Paas, F. (2007). Making instructional animations more effective: A cognitive load approach. Applied Cognitive Psychology, 21(6), 695-700.

3. Barrouillet, P., Bemardin, S., Portrat, S., Vergauwe, E., & Camos, V. (2007). Time and cognitive load in working memory. Journal of Experimental Psychology Learning Memory and Cognition, 33(3), 570-585. (click here)

4. Brunken, R., Plass, J. L., & Leutner, D. (2003). Direct measurement of cognitive load in multimedia learning. Educational Psychologist, 38(1), 53-61.

5. DeNeys, W., & Schaeken, W. (2007). When people are more logical under cognitive load - Dual task impact on scalar implicature. Experimental Psychology, 54(2), 128-133.

6. DeStefano, D., & LeFevre, J. A. (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616-1641.

7. Fink, A., & Neubauer, A. C. (2001). Speed of information processing, psychometric intelligence: and time estimation as an index of cognitive load. Personality and Individual Differences, 30(6), 1009-1021. (click here)

8. Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38(1), 33-41.

9. Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology, 21(6), 713-729.

10. Igo, L. B., Kiewra, K. A., Zumbrunn, S. K., & Kirschbaum, A. L. (2007). How best to remove the snare from the pair: Construction and cognitive load hypotheses. Journal of Experimental Education, 75(2), 130-144.

11. Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96(3), 558-568. (click here)

12. Lee, H., Plass, J. L., & Homer, B. D. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 98(4), 902-913.

13. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.

14. Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing Constructivist Learning From Multimedia Communications by Minimizing Cognitive Load. Journal of Educational Psychology, 91(4), 638-643.

15. Moreno, R. (2007). Optimising learning from animations by minimising cognitive load: Cognitive and affective consequences of signalling and segmentation methods. Applied Cognitive Psychology, 21(6), 765-781.

16. Moreno, R. (2006). When worked examples don't work: Is cognitive load theory at an Impasse? Learning and Instruction, 16(2), 170-181. (click here)

17. Owens, P., & Sweller, J. (2008). Cognitive load theory and music instruction. Educational Psychology, 28(1), 29-45.

18. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4. (click here)

19. Paas, F., Tuovinen, J. E., Tabbers, H., & VanGerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63-71. (click here)

20. Paas, F., & vanGog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and Instruction, 16(2), 87-91.

21. Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective. Educational Psychologist, 38(1), 15-22.

22. Schnotz, W., & Kurschner, C. (2007). A reconsideration of cognitive load theory. Educational Psychology Review, 19(4), 469-508. (click here)

23. Sirois, S., & Shultz, T. R. (2006). Preschoolers out of adults: Discriminative learning with a cognitive load. Quarterly Journal of Experimental Psychology, 59(8), 1357-1377.

24. Tuovinen, J. E., & Sweller, J. (1999). A Comparison of Cognitive Load Associated With Discovery Learning and Worked Examples. Journal of Educational Psychology, 91(2), 334-341.

25. vanMerrienboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177. (click here)

26. Vrij, A., Fisher, R., Mann, S., & Leal, S. (2006). Detecting deception by manipulating cognitive load. Trends in Cognitive Sciences, 10(4), 141-142.


Technorati Tags: psychology, educational psychology, school psychology, instruction, instructional design, cognitive load theory, working memory, Gsm, NASP, neuropsychology

IQs Corner Book Nook reviews- 02-27-08

A new issue of PsycCRITIQUES is available online.

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February 27, 2008
Volume 53, Issue 9

Book Reviews
1.	Childhood Mental Health Disorders: Evidence Base and Contextual Factors for Psychosocial, Psychopharmacological, and Combined Interventions Authors: Ronald T. Brown, David O. Antonuccio, George J. DuPaul, Mary A. Fristad, Cheryl A. King, Laurel K. Leslie, Gabriele S. McCormick, William E. Pelham, John C. Piacentini, and Benedetto Vitiello Reviewer: Kevin Rooney
2.	What Is Intelligence? Beyond the Flynn Effect Author: James R. Flynn Reviewer: Robert J. Sternberg
3.	Geropsychology: European Perspectives for an Aging World Author: Rocio Fernandez-Ballesteros (Ed.) Reviewer: Viola Mecke
4.	The Loss of Sadness: How Psychiatry Transformed Normal Sorrow Into Depressive Disorder Authors: Allan V. Horwitz and Jerome C. Wakefield Reviewer: Brian H. Stagner
5.	Acceptance and Commitment Therapy for the Treatment of Post-Traumatic Stress Disorder and Trauma-Related Problems: A Practitioner's Guide to Using Mindfulness and Acceptance Strategies Authors: Robyn D. Walser and Darrah Westrup Reviewers: Rebecca M. Pasillas and Victoria M. Follette
6.	Cultures of Infancy Author: Heidi Keller Reviewer: Karen Zelan
7.	Art Therapy and Social Action Author: Frances F. Kaplan (Ed.) Reviewer: Ilene Serlin
8.	Rethinking Commonsense Psychology: A Critique of Folk Psychology, Theory of Mind, and Simulation Author: Matthew Ratcliffe Reviewer: Thomas Leahey
9.	Resolving Difficult Clinical Syndromes: A Personalized Psychotherapy Approach Authors: Theodore Millon and Seth Grossman Reviewer: John Edward Ruark
10.	Surviving and Transcending a Traumatic Childhood: The Dark Thread Authors: Linda Skogrand, Nikki DeFrain, John DeFrain, and Jean E. Jones Reviewer: Mardi Allen
11.	Beyond Deserving: Children, Parents, and Responsibility Revisited Author: Dorothy W. Martyn Reviewer: Alice Sterling Honig
12.	Reclaiming Your Life From a Traumatic Experience Authors: Barbara Olasov Rothbaum, Edna B. Foa, and Elizabeth A. Hembree Reviewer: Itai Danovitch
13.	Evidence-Based School Counseling: Making a Difference with Data-Driven Practices Authors: Carey Dimmitt, John C. Carey, and Trish Hatch Reviewer: Victoria L. Bacon
14.	From the Classroom to the Corner: Female Dropouts' Reflections on Their School Years Author: Cynthia Cole Robinson Reviewer: Carlton W. Parks, Jr.
15.	Toward Successful School Crisis Intervention: 9 Key Issues Author: Charles M. Jaksec III Reviewer: Rosemary Flanagan
Film Review
16.	Rendition Director: Gavin Hood Reviewer: Paul B. Pedersen

Is Lake Wobegon falling below average in IQ?

Interesting blog post at the BPS blog regarding a Danish study, published in the journal Intelligence, that suggests that average levels of intelligence may be in decline. Of course, much has recently been written about the Flynn Effect (which has documented an increase in average IQ for many decades) and one needs to read many of these recent articles to get a comprehensive understanding of the change in population intelligence over time.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, intelligence, IQ, IQ tests, IQ scores, Flynn effect, g

IQ's Corner Book Nook reviews 2-20-08

A new issue of PsycCRITIQUES is available online.

• If you are a subscriber, please go to http://psycinfo.apa.org/psyccritiques and log in.
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February 20, 2008
Volume 53, Issue 8

Book Reviews
1.	Listening to Battered Women: A Survivor-Centered Approach to Advocacy, Mental Health, and Justice Authors: Lisa A. Goodman and Deborah Epstein Reviewer: Linda Rubin
2.	A History of Modern Experimental Psychology: From James and Wundt to Cognitive Science Author: George Mandler Reviewer: Susana Urbina
3.	“It's Being Done”: Academic Success in Unexpected Schools Author: Karin Chenoweth Reviewer: Susan Catapano
4.	Creations of the Mind: Theories of Artifacts and Their Representation Authors: Eric Margolis and Stephen Laurence (Eds.) Reviewer: William A. Adams
5.	Best Practices for Teaching Statistics and Research Methods in the Behavioral Sciences Authors: Dana S. Dunn, Randolph A. Smith, and Bernard C. Beins (Eds.) Reviewer: David S. Kreiner
6.	Communicating Gender Diversity: A Critical Approach Authors: Victoria Pruin DeFrancisco and Catherine Helen Palczewski Reviewer: Patricia M. Berliner
7.	Suicide in Schizophrenia Authors: Roberto Tatarelli, Maurizio Pompili, and Paolo Girardi (Eds.) Reviewer: Gitry Heydebrand
8.	Passions and Tempers: A History of the Humours Author: Noga Arikha Reviewer: Simon Boag
9.	Treating Gambling Problems Authors: William G. McCown and William A. Howatt Reviewer: Leslie M. Lothstein
10.	Homo Domesticus: Notes From a Same-Sex Marriage Author: David Valdes Greenwood Reviewer: Julio Rique
11.	Humanising Psychiatry and Mental Health Care: The Challenge of the Person-Centred Approach Author: Rachel Freeth Reviewer: Nancy L. Murdock
12.	Drinking and Sobriety Among the Lakota Sioux Author: Beatrice Medicine Reviewer: Matthew Taylor
13.	Handbook of Cognitive-Behavior Group Therapy With Children and Adolescents: Specific Settings and Presenting Problems Authors: Ray W. Christner, Jessica L. Stewart, and Arthur Freeman (Eds.) Reviewer: Rosemary Flanagan
14.	Childhood Autism: A Clinician's Guide to Early Diagnosis and Integrated Treatment Authors: Jennifer Hillman and Stephen Snyder Reviewer: Brooke Ingersoll
15.	Marking Short Lives: Constructing and Sharing Rituals Following Pregnancy Loss Author: Ewan R. Kelly Reviewer: Michele Hoffnung
Film Review
16.	Walk the Talk Director: Matthew Allen Reviewer: Kathleen E. Cook

IQ's Corner Recent Literature of Interest 2-14-08

This weeks (actually, the last two weeks) recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

IQ's Corner Recent Literature of Interest 2-2-08

This weeks recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

IQ's Corner recent literature of interest 1-27-08

This weeks recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

CHC cognitive-achievement correlates meta-analysis project

[Double click on image to enlarge]

I'm pleased to announce the Cattell - Horn - Carroll (CHC) Cognitive Abilities-Achievement Meta-Analysis project. This is a work "in progress". The purpose of this project is to systematically synthesize the key Cattell-Horn- Carroll (CHC) theory of cognitive abilities designed research studies that have investigated the relations between broad and narrow CHC abilities and school achievement.

The current results of this project can be accessed via a clickable MindMap visual-graphic navigational tool (similar to the image above...but "active" and "dyanamic") or via the more traditional web page outline navigational method. You can toggle back and forth between the different navigation methods via the options in the upper right hand corner of the respective home web page.

Feedback is appreciated. I request that feedback be funneled to either the CHC and/or NASP professional listservs, mechanisms that provide for a more dynamic give-and-take exchange of ideas, thoughts, reactions, criticisms, suggestions, etc.






Technorati Tags: psychology, education, educational psychology, school psychology, neuropsychology, reading, math, CHC, Cattell-Horn-Carroll, intelligence, IQ, IQ tests, IQ scores, g, general intelliigence, meta-analysis, school learning, Beyond IQ, learning disabilities, reading disabilities, math disabilities, dyslexia, dyscalculia

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IQ's Corner Recent Literature of Interest 1-16-08

This weeks recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

IQs Corner Recent Literature of Interest 1-12-08

This weeks recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

What is wisdom?

Thanks to Improbable Research for the FYI post re: a new research effort to define and understand the concept of "wisdom."

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, developmental, wisdom, intelligence, knowledge, aging, cogniton, expertise

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Psychology book nook reviews 01-08-08

A new issue of PsycCRITIQUES is available online.

• If you are a subscriber, please go to http://psycinfo.apa.org/psyccritiques and log in.
• If you would like subscription information, please go to http://www.apa.org/psyccritiques.
• If you have a subscription to the product and experience any access problems, please go to http://members1.apa.org/memhelp1.html.

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January 9, 2008
Volume 53, Issue 2

Book Reviews
1.	Cognitive-Behavioral Therapy for Adult ADHD: An Integrative Psychosocial and Medical Approach Authors: J. Russell Ramsay and Anthony L. Rostain Reviewer: Robert K. Ax
2.	Personality Disorders: Toward the DSM-V Authors: William O'Donohue, Katherine A. Fowler, and Scott O. Lilienfeld (Eds.) Reviewer: Joseph J. Guido
3.	Child Sexual Abuse: Disclosure, Delay, and Denial Authors: Margaret-Ellen Pipe, Michael E. Lamb, Yael Orbach, and Ann-Christin Cederborg (Eds.) Reviewers: April R. Bradley and Holly M. Rusinko
4.	Adolescent Psychopathology and the Developing Brain: Integrating Brain and Prevention Science Authors: Daniel Romer and Elaine F. Walker (Eds.) Reviewer: F. Richard Ferraro
5.	Prologue to Violence: Child Abuse, Dissociation, and Crime Author: Abby Stein Reviewer: Steven N. Gold
6.	Asylum: A Mid-Century Madhouse and Its Lessons About Our Mentally Ill Today Author: Enoch Callaway Reviewer: John M. Reisman
7.	The Political Brain: The Role of Emotion in Deciding the Fate of the Nation Author: Drew Westen Reviewer: Richard W. Bloom
8.	The Science of Social Influence: Advances and Future Progress Author: Anthony R. Pratkanis (Ed.) Reviewer: Jared A. DeFife
9.	Collateral Damage: How High-Stakes Testing Corrupts America's Schools Authors: Sharon L. Nichols and David C. Berliner Reviewer: Ellen L. Nuffer
10.	Bodymind Healing Psychotherapy: Ancient Pathways to Modern Health Author: Michael Mayer Reviewer: Michael J. Gilewski
11.	Handbook of Injury and Violence Prevention Authors: Lynda S. Doll, Sandra E. Bonzo, James A. Mercy, and David A. Sleet (Eds.) Reviewer: James Campbell Quick
12.	Hope and Despair in Narrative and Family Therapy: Adversity, Forgiveness and Reconciliation Authors: Carmel Flaskas, Imelda McCarthy, and Jim Sheehan (Eds.) Reviewer: Alice Sterling Honig
13.	Clinical Manual of Eating Disorders Authors: Joel Yager and Pauline S. Powers (Eds.) Reviewer: Cindy Ycaza Stroschein
14.	Living Alongside a Child's Recovery: Therapeutic Parenting With Traumatized Children Authors: Billy Pughe and Terry Philpot Reviewer: Nancy Burke
15.	Social Neuroscience: Integrating Biological and Psychological Explanations of Social Behavior Authors: Eddie Harmon-Jones and Piotr Winkielman (Eds.) Reviewer: Susan L. Trumbetta
16.	In the Mind's Eye: Julian Hochberg on the Perception of Pictures, Films, and the World Authors: Mary A. Peterson, Barbara Gillam, and H. A. Sedgwick (Eds.) Reviewer: Thomas F. Cloonan
Video Review
17.	Interpersonal Psychotherapy for Older Adults With Depression with Gregory A. Hinrichsen Reviewer: Jerry Gold
Film Review
18.	Longford Director: Tom Hooper Reviewer: Marianne Arieux