Quote2note: The difference between #knowledge and #wisdom

 “Knowledge is a process of piling up facts; wisdom lies in their simplification"

-Harold Fabing and Ray Marr

Research byte: Verbal ability (Gc) and knowledge (Gkn) highly related but still separate constructs

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Research byte: Excellent article on multiple causes of expertise development

This is an excellent integrative review of the various causes (multiple--no single cause) of the development of expertise in different domains. I love the "big picture" model integration figure (it belongs in the Gv Gallery Hall of Fame). My only complaint is that the review failed to recognize the very relevant and important work of Richard Snow on the development of aptitude...which uses a similar big picture integrative model that touches on many of the same explanatory variables.

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Gc as higher order factor including other knowledge systems (verbal, Gq, Grw, Gkn, etc).

Interesting new study that provides some support for our (Schneider & McGrew, 2012 - largely the brilliance of Joel Schneider) conceptualization of Gc as a higher stratum factor, consistent with Cattell's provincial power gc, that includes language/verbal abilities, reading abilities (Grw), quantitative knowledge (Gq), domain-specific knowledge (Gkn), and possible other sources of knowledge. Our figure is at the end of this post. Click on images to enlarge.

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The psychology of wisdom: Latest Annual Review of Psych overview article

Love the Annual Review of Psychology for contemporary overview articles. Double click on images to enlarge










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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 psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence Annual Review of Psychology wisdom expertise knowledge Gkn

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A map of knowledge

I think this map of knowledge is one of the best data visualizations
I've ever seen. See link to article in WIRED.

http://blog.wired.com/wiredscience/2009/03/mapofscience.html

Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)

Broad knowledge Gkn factor explained--maybe

In response to my CHC ability definition post, someone asked the question "If Gkn is domain specific, in what sense can it be a broad factor?"

My reading of the literature is that the various stores of domain-specific knowledge may be like narrow abilities with an over-arching broad factor that accounts for the covariance among them being broad Gkn. Ackerman et al have published considerable research demonstrating a broad knowledge factor. In addition, two recent articles in Intelligence present analyses that demonstrate a higher-order broad Gkn (although labeled differently by the the researchers) factor when narrow domain-specific Gkn abilities are present (e.g., knowledge of different domains of current events; technical knowledge, arts knowledge, etc.) --- Two relevant model figures are below (double click on images to enlarge). These are from Reeve (2004) and Hambrick et al. (2008). There are more such studies....esp. by the Ackerman et al. research group.

Mabye the name (broad domain-specific) is a bit confusing....as how can something be "broad" and "specific" at the same time. Suggestions for a better knowledge label? Gk?

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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CHC cognitive abilities and math achievment research

This is a follow-up to my post last week re: the relations between CHC cognitive abilities and reading achievement...this time, a summary work "in progress" re: CHC cognitive abilities and math achievement.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, math, Gq, CHC, CHC theory, intelligence, IQ, IQ tests, WJ III, WJ III NU, NASP, learning disabilities, math disabilities, dyscalculia, LD, special education

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Reading confusion and compensatory cognitive strategies

I just read a great article that presents an excellent framework for conceptualizing certain types of confusion that occurs during reading (Grw) and, more importantly, a conceptual framework for categorizing and describing "meta-compensation strategies"....which, IMHO, strike at the heart of self-regulated learning strategies (associated with executive functioning). Check out the article by Walczyk (2007) in the Journal of Educational Psychology.





Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, reading, Grw, automaticity, cognition, intelligence, reading disability, learning disability, metacognition, executive function

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Handbook on Aging and Cognition

I don't often make posts about new book advertisements that pass through my email box, but I thought this one might be worthy of mention, primarily because I've always been impressed with the cognition/intelligence research completed by one of the editors (Dr. Tim Salthouse). Check out the new edited text Handbook on Aging and Cognition. I've not read the book nor do I have a copy (hint....if the publisher is reading this post...how about a free copy for the blogmaster).

Technorati Tags: psychology, educational psychology, neuropsychology, developmental, geriatric, aging, intelligence, cognition, IQ tests, IQ scores, Handbook on Aging and Cognition

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Random tidbits from the mind blogosphere - 5-9-07

• LA Times.com has an article on death row cases, the courts, and IQ scores
• Check out Data Mining for a nifty visualization of the blogosphere
• Check out Mind Hacks for a post about wisdom
• Intelligence Machines has made a post re: the prediction that artificial intelligence (AI) may surpass human intelligence after the year 2020.
  

Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, IQ test, IQ scores, intelligence, death row, blogosphere, visualization, wisdom, AI

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The dark side of being an expert

An interesting (brief) article in Psychological Science re: how the advantage experts enjoy in a specific domain (domain-specific expertise) can also have a slight "dark side"....namely, having a well organized body of knowledge can result in "intrusion errors" when recalling information. All-in-all......being an expert is what we all strive for in given domains.

This may also explain why experts may make errors when interviewed live on TV. Their recall is so automatic that they may not be alert to possible errors in their recalled information.

I'll now use this article to explain any recall errors I make when making a live professional presentation and I mispeak....it will be nice to blame my slight errors on this being "the price paid to be an expert." :)


Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, experts, expertise, cognition, intelligence, wisdom, knowledge, Gc, Gkn, crystallized intelligence, knowledge, information processing, domain specific


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Defintion and explanation of Glr (long-term retrieval)

Over on the IAPCHC listserv there has been a thread touching on the definition of Glr and Gsm (primarily Glr). As per CHC theory, there is often confusion re: the definition of Glr given the clinical meaning that has become associated with the term "long-term memory" over the years.

Below is some text from the Flanagan, McGrew (yes...me...usual conflict of interest disclosure...you buy the book I can buy a latte) and Ortiz Wechsler Gf-Gc (CHC) book. Emphasis has been added by the blog master.

Long Term Storage and Retrieval (Glr)

• Long Term Storage and Retrieval is the ability to store information in and fluently retrieve new or previously acquired information (e.g., concepts, ideas, items, names) from long term memory. Glr abilities have been prominent in creativity research where they have been referred to as idea production, ideational fluency, or associative fluency. It is important to not confuse Glr with Gc, Gq, and Grw, a person's stores of acquired knowledge. That is, Gc, Gq, and Grw represent what is stored in long term memory, while Glr is the efficiency by which this information is initially stored in and later retrieved from long term memory. Using the fishing net analogy [Editorial Blog note - this is inserted below] from the prior discussion of Gc abilities (where the nodes and links of the net represent the knowledge that is stored in long-term memory), Glr is the process by which individuals efficiently add new nodes and links to their “fishing net” of stored knowledge then later use these additional nodes and links when retrieving information.

• Different processes are involved in Glr and Gsm. Although the word "long term" frequently carries with it the connotation of days, weeks, months, and years in the clinical literature, long term storage processes can begin within a few minutes or hours of performing a task. Therefore, the amount of time that lapses between the initial task performance and the recall of information related to that task is not of critical importance in defining Glr.

Fishing net acquired knowledge (Gc, Gq, Grw) metaphor

• Schematically, Gc might be represented by the interconnected nodes of a fishing net. Each node of the net represents an acquired piece of information, and the filaments between nodes (with many possible filaments leading to and from multiple nodes) represent links between different bits of stored information. A person high in Gc abilities would have a rich “fishing net” of information as represented by many meaningfully organized and interconnected nodes. Gc is one of the abilities mentioned most often by lay persons when they are asked to describe an “intelligent” person (Horn, 1988). The image of a sage captures to a large extent the essence of Gc.

• [Bog editorial comment - in this explanation, Glr is the process of adding new nodes and then, later, doing a "hard target" search to locate and extract/retrieve information in different nodes - Glr is not the content or the node]

Keywords: Glr Gsm Gc CHC acquired knowledge Wechsler teaching tool