Flynn effect methodological issues: Special issue of the Journal of Intelligence

Special Issue "Methodological Advances in Understanding the Flynn Effect

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A special issue of Journal of Intelligence (ISSN 2079-3200).

Deadline for manuscript submissions: closed (31 August 2015)

Special Issue Editor

Special Issue Information

Submission
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. Papers will be published continuously (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are refereed through a peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Intelligence is an international peer-reviewed Open Access quarterly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. For the first couple of issues the Article Processing Charge (APC) will be waived for well-prepared manuscripts. English correction and/or formatting fees of 250 CHF (Swiss Francs) will be charged in certain cases for those articles accepted for publication that require extensive additional formatting and/or English corrections.

Guest Editor Prof. Dr. Joseph Lee Rodgers Department of Psychology and Human Development, Vanderbilt University, Peabody, 230 Appleton Place, Nashville, TN 37203, USA Website: http://www.vanderbilt.edu/psychological_sciences/bio/joe-rodgers

More support for the Flynn effect: Meta-Analysis of Ravens (Gf)

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Sunday, December 28, 2014

1:57 PM

 

 

A seminal meta-analysis of the size of the Flynn effect on IQ scores (norm obsolescence) just published

Trahan et al. (2014) have just published the most comprehensive meta-analysis of the size of the Flynn effect (norm obsolescence) to date. This is seminal work adds significant credibility to the Flynn effect as a scientific fact. Link to article above. Click on image to enlarge the abstract. I promise that one of these days I will update the Flynn Effect Archive Project. I have many other articles to add.

The Flynn effect, g, and ability differentiation

Another FE article to be added to the Flynn Effect Archive Project On next update

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New Flynn Effect study supports Rodgers (reduced IQ distribution variability) hypotheses

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A critical review of Dr. James Flynn's "Are we getting smarter?" book

Dr. James Flynn  recently published a new book entitled "Are we getting smarter?", where he continues to outline his theoretical explanation for the systematic increase in average IQ scores over time due to IQ test norm obsolescence  (a.k.a., the Flynn Effect - click here to visit the Flynn Effect Archive Project).

Although an appealing theoretical explanation, his theory has not meet with universal acclaim, particularly regarding the underlying research methodology and logic that is the foundation of his theory.  In a new APA PsycCITIQUES review of Flynn's new ook, Kaufman, Dillon and Kirsch (2013) present a rather scathing critique of the book ("A beautiful theory, killed by a nasty, ugly little fact").

One of Kaufman et al.'s (2013) multiple criticisms is Flynn's failure to mention an important special issue of the Journal of Psychoeducational Assessment (JPA) re: the Flynn Effect.  In this JPA issue a number of scholars (myself included; McGrew, 2010) provided a number of methodological, theoretical, and logical criticisms of the major data analytic and logical linchipins of Dr. Flynn's theory.  Yet, in his new book he  ignores the critical articles in the JPA special  issue.  Kaufman et al.'s review is a recommended reading for scholars who seek to understand the Flynn Effect and who also seek to appropriately evaluate the strengths and limitations of Flynn's theory.

Errror in Dr. James Flynn's (2009) WAIS-IV norming data: Quest blog post by Dr. Dale Watson

This is a guest blog post by Dr. Dale Watson.  The opinions expressed do not necessarily reflect the official position of the ICDP blog or the blogmaster.  However, it is of interest to note that the error Dr. James Flynn (2009) made in reporting the WAIS-IV norming date (here reported by Dr. Dale Watson) is true, and was also in a published review that I received a few days after I received Dr. Watson's guest post.  This second verification source (Kaufman, Dillon, & Kirsch, 2013) will be the subject of my next post.

Dr. Dale Watson's guest post 

In an article entitled, The WAIS-III and WAIS-IV: Daubert motions favor the certainly false over the approximately true, Dr. James Flynn analyzed data from a number of IQ tests, including the WAIS-R, WAIS-III, and WAIS-IV to estimate the rate of the “Flynn Effect” on the Wechsler scales in the U.S. over time.[i] He concluded, as have others, that in order to account for the obsolescence of aging IQ test norms, a “Flynn Effect” adjustment of 0.30 points per year from the date of a tests norming should be applied to the obtained IQ test scores (Flynn, 2009; Fletcher et al., 2010). For example, if the WAIS-III (normed in 1995) was administered to an individual in 2005, the obtained IQ should be downwardly adjusted by 0.30 x 10 or 3.0 points. Thus, an obtained IQ score of 72 would result in a Flynn-adjusted score of 69. Such adjustments have been recommended for use in Atkins evaluations (Flynn, 2009; Gresham & Reschly, 2011; cf Hagen et al., 2010).[ii]

Flynn compared the IQ scores obtained on the WAIS-III and the WAIS-IV in a sample of 240 examinees reported in the Technical and Interpretive Manual for the WAIS-IV (2008).[iii] The Technical Manual reported that the mean IQs differed by 2.9 points with the sample mean for the WAIS-IV being 100 and for the WAIS-III 102.9 (Wechsler, 2008, p. 75). However, because these IQ scores were calculated using different combinations of subtests, Flynn re-calculated the IQ scores utilizing the same combination of 11 subtest scores used on the WAIS-III to calculate the IQs. Flynn (2009) noted, “The list of subtests used to compute Full Scale IQ had not only changed, but had dropped from 11 to 10. But, once again, they gave the comparison group all 11 of the old WAIS-III subtests, and once again that was fortunate because it meant that the true obsolescence of the WAIS-III could be measured. I calculated the total standard score the group got on the same 11 WAIS-III and WAIS-IV subtests. Using the totals and the WAIS-III conversion table, I calculated Full Scale IQs for the two tests” (p. 102). 

In examining Flynn’s Table 2, it appears that these calculations included scores for the Picture Arrangement subtest for both the WAIS-III and WAIS-IV. However, the Picture Arrangement subtest is not included in the WAIS-IV so it is quite unclear how this calculation was performed. Moreover, there is a footnote to this table indicating that the “WAIS-IV estimate is eccentric in carrying over WISC-III subtests (and scoring vs. the WAIS-III tables)…” but the meaning of this statement is also uncertain. In addition, substitution of the Symbol Search subtest for Picture Arrangement appears to yield very similar results.

In any case, the point of this note is not to recalculate Flynn’s estimates but rather to point out what appears to be a discrepancy between WAIS-IV norming date provided by Flynn and that found in the Technical and Interpretive Manual for the WAIS-IV. Flynn indicated that the WAIS-IV was normed in 2006 (Table 1) whereas the Manual reported, “The WAIS-IV normative data was established using a sample collected from March 2007 to April 2008.” [iv] If we use 2007 as the mid-point norming date, the time between the norming of the WAIS-III and WAIS-IV is 12 years and not 11 as provided by Flynn. Using the Flynn 2006 date resulted in a calculated Flynn Effect between the WAIS-III and WAIS-IV of 0.306 points per year (+3.37 / 11 years). Using the norming date provided in the manual resulted in a calculated score of 0.281 points per year (+3.37 / 12 years). It is understood that this discrepancy of just 0.025 points is of little practical significance but it should be noted nonetheless. Moreover, the metaphorical splitting of hairs is not uncommon when discussing the Flynn Effect. Hagan et al. (2010) asserted, “Decades of FE research and testimony… depict the amount of this shift as a moving target. For example, Flynn (1998) once identified the annual shift as 0.25 rather than 0.30, but later testified in Ex Parte Eric Dewayne Cathey (2010) that 0.29 would be appropriate. Schalock et al. (2010) have called for an annual adjustment of 0.33” pp. 1-2.[v] Flynn has acknowledged that the results reported in his report are estimates for the Wechsler scales, writing, “It is quite possible that the rate of gain on Wechsler tests is 0.275 or 0.325 points per year” (Flynn, 2009, p. 104). The recalculation noted here is consistent with this judgment. Further, the weight of the available evidence, including that of a recent meta-analysis, continues to support the Flynn Effect adjustment of 0.3 points per year.[vi]

---

[i] Flynn, J. R. (2009). The WAIS-III and WAIS-IV: Daubert motions favor the certainly false over the approximately true. Applied Neuropsychology, 16(2), 98-104. doi: 10.1080/09084280902864360

[ii] Gresham, F. M., & Reschly, D. J. (2011). Standard of practice and Flynn Effect testimony in death penalty cases. Intellectual and Developmental Disabilities, 49(3), 131-140. doi: 10.1352/1934-9556-49.3.131

[iii] Wechsler, D. (2008). Wechsler Adult Intelligence Scale: Technical and interpretive manual (4^th ed.). San Antonio, TX: Pearson.

[iv] Id., p. 22.

[v] Hagan, L. D., Drogin, E. Y., & Guilmette, T. J. (2010). IQ scores should not be adjusted for the Flynn Effect in capital punishment cases. Journal of Psychoeducational Assessment, 28(5), 474-476. doi: 10.1177/0734282910373343

[vi] Fletcher, J. M., Stuebing, K. K., & Hughes, L. C. (2010). IQ scores should be corrected for the Flynn Effect in high-stakes decisions. Journal of Psychoeducational Assessment, 28(5), 469-473. doi: 10.1177/0734282910373341

Another Flynn Effect study: Impact on LD diagnosis

This article will be added to the Flynn Effect Archive Project when it is updated next. Click on image to enlarge.


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The Flynn Effect in MR/ID Capital Cases: Adjust or not to adjust?--That is the question". Select PPT slide images

I am in the process of finalizing a PPT presentation for an Atkins related invited symposium at APA conference next week. The title of my presentation is in the slide below. (double lick on images to enlarge)









This slide is followed by a few of the introductory slides that related to the first working paper previously posted as part of the Flynn Effect series. Eventually the entire PPT show will be uploaded for on-line viewing. Stay tuned.


























































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intelligence intelligence testing Atkins cases ICDP blog psychology school psychology neuropsychology forensic psychology criminal psychology criminal justice death penalty capital punishment ABA IQ tests IQ scores adaptive behavior AAIDD mental retardation intellectual disability Flynn Effect norm obsolescence APA

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Flynn Effect Archive: Kanaya & Ceci (2011) WISC special ed. flynn effect study

Another new study by Kanaya & Ceci on the WISC Flynn effect in special education populations. Next time the FE Archive Project is updated, this will be added.

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Research brief: Another study (German) supporting validity of IQ Flynn effect

Yet another article supporting the scientific fact of the Flynn effect for IQ scores (IQ norm obsolescence) This article will be added to the online Flynn Effect archive next time it is updated.

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Impact of CHC intelligence theory beyond psychometric sandbox

I have made numerous posts about the CHC theory of intelligence now being considered the consensus psychometric model of the structure of intelligence (click here for latest)

The conclusion that CHC Theory is the consensus psychometric model of the structure of intelligence is reinforced by a diverse set of activities that have occurred beyond the boundaries the CHC-focused research and test development. Select examples are listed below:

• In a methodological research review, Reeve and Blacksmith (2009) used the CHC taxonomy to code the type and proportion of ability indicators present in published factor studies that sought to identify the g-factor.

• Haier, Colom, Schroeder, Condon, Tang, Eaves & Head (2009) added methodological rigor to their research on the parieto-frontal integration theory of intelligence (P-FIT), via the CHC classification of psychometric measures of g (and other select broad CHC constructs) used in their neuro-imaging studies, studies that have investigated the link between psychometric g, as well as Gf, Gc, and Gc indicators, and neuro-anatomical substrates of the brain (neuro-g).

• Using the CHC conceptual framework to operationalize the measurement model for the latent factors of g, Gf, Gc, Gv, and Gs, Kvist and Gustafsson (2008) used structural equation methods to test Cattell’s Investment theory for individual differences in the acquisition of knowledge and skills.

• Using measures of abilities intended to measure Howard Gardner’s multiple intelligences (Spectrum assessments), Castejon, Perez and Gilar (2010) prominently referenced CHC Theory and related research in their discussion and interpretation of a CFA study that concluded that Gardner’s multiple intelligence model does indeed support a higher-order psychometric g construct.

• Reeve (2004) used the CHC framework to organize an SEM-based study that replicated the general conclusions of the CHC organized g+specific cognitive-achievement research (see McGrew, 2005), this time demonstrating that some narrow CHC abilities were important in understanding domain-specific declarative knowledge above and beyond the effects of g.

• A number of researchers have used the CHC framework and CHC-designed intelligence batteries (KABC-III, WJ-R/WJ III) to investigate possible gender differences on CHC constructs (Camarata & Woodcock, 2006; Reynolds, Keith, Ridley & Patel, 2008) and Spearmans’s law of diminishing returns (SLODR; Reynolds, Keith & Beretvas, 2010; Reynolds & Keith, 2007).

• A recent special issue of the Journal of Psychoeducational Assessment on the Flynn Effect included four key articles (Kaufman, 2010a, 2010b; McGrew, 2010b, Zhou, Zhu & Weiss, 2010) that discussed and interpreted the Flynn Effect with the terminology of CHC theory.

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The Flynn Effect IQ Project: Announcement and request for assistance

This is a cross post from IQs Corner sister blog--ICDP

Anyone familiar with Atkins MR/ID death penalty cases knows that the Flynn Effect is a frequently argued measurement issue in these cases.  To facilitate a thorough understanding of the pro- and con- Flynn Effect research literature, a small group of individuals are working together to build a master archive of FE related research articles. 

The individuals who have contributed their time and effort to this project currently include Dale Watson, Greg Olley, Karen Salekin, Kevin Foley and the blogmaster (Kevin McGrew).  The core of the system is the master reference list of all articles.  This is a project of the Intellectual Competence and Death Penalty blog.

This on-line archive system is issue neutral.  The systems goal is simple--to put the key Atkins MR/ID death penalty FE articles in one location for use by researchers, expert witnesses in such proceedings, psychologists who engage in intelligence testing, and lawyers and officers of the court.  The system will be updated as new material is published.

Accessing and navigating the archive

The archive material can be accessed one of three ways (and you can switch between each navigation mode via the viewing options in the upper right-hand corner of the web pages).

• If you want to navigate via a more traditional web-page expanding outline format click on the "Home" option.
• If you want a linear table of contents outline navigation mode click on the Table of Contents option.
• If you love seeing the "big picture" all at once (using your Gv or visual-spatial skills), start with the blogmasters favorite, the clickable visual-graphic overview map mind map approach and click on the Overview Map option.

Or mix and match navigational methods to meet your temporary whims.

Also, please visit the "Requests for input, articles, and new categories" section - the system will improve as a function of reader feedback and contributions.

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