Research Alert: Cognitive (CHC)–Mathematics Relations: A Meta-Analysis of Norm-Referenced Standardized Test Batteries

This is an impressive, and much needed, contribution to the CHC cognitive-math achievement relations modeling research literature.  It is open access available here. 

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Abstract

The relationships between cognitive abilities and mathematics skills are important to examine to help clarify how cognitive abilities promote mathematics development and inform why some individuals have difficulty acquiring mathematics skills. Meta-analyses of cognitive–mathematics relations can help summarize this research across a wide variety of test batteries and samples. This study compiled data from technical manuals of 122 norm-referenced standardized test batteries and included over 47,000 correlations from over 550 correlation matrices to summarize cognitive–mathematics relations using meta-analysis. The meta-analytic correlations were used to estimate cognitive–mathematics relations in an integrated model of cognitive abilities and mathematics skills. Fluid reasoning and comprehension-knowledge were two of the most consistent cognitive predictors of mathematics skills, and foundational mathematics skills (e.g., number sense and math fluency) were consistent predictors of advanced mathematics skills (e.g., math problem solving). A supplemental analysis examined how several narrow cognitive abilities (e.g., lexical knowledge, induction) predict mathematics skills. Results suggested that some narrow cognitive abilities, like general knowledge and general sequential reasoning, were consistent predictors of mathematics skills. This study summarizes a large amount of data from norm-referenced standardized test batteries to clarify how cognitive abilities predict mathematics skills. These results can inform both theoretical models of mathematics development and practical strategies when evaluating individuals who may have difficulty acquiring mathematics skills.

Keywords: 

cognitive abilities; mathematical skills; cognitive–achievement relations; CHC theory; meta-structural equation modeling

Research alert: Unveiling #Mathematical #Creativity: The Interplay of Intelligence, Intellect, and Education - #Gq #Gr #aptitudetraitcomplex #schoolpsychologists #schoolpsychology

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Open access to dowload article here

The effect of #processingspeed [#Gs] on academic #fluency in children with #neurodevelopmental disorders - #CHC #WISCV #WJV #intelligence #schoolpsychologists #schoolpsychology #SLD #SLD #SPED #fluency #EDPSY

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PDF copy of article can be downloaded here.

Abstract 

Poor processing speed (PS) is frequently observed in individuals with neurodevelopmental disorders. However, mixed findings exist on the predictive validity of such processing speed impairment and the role of working memory (WM). We conducted a retrospective chart review of patients evaluated at a developmental assessment clinic between March 2018 and December 2022. Patients with available data on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) and the Woodcock-Johnson, Fourth Edition, Tests of Achievement (WJ IV ACH) were included (n = 77, 69 % male; Mage = 10.6, SDage = 2.5; FSIQ range = 47–129). We performed a mediation analysis with academic fluency (AF) as the dependent variable, PS as the predictor, WM as the mediator, and academic skills and general intelligence as covariates. Both the direct and indirect effects of PS were significant prior to adding covariates. However, only the direct effect of PS was robust, independent of the effects of academic skills and general intelligence. The indirect effect of PS through WM was insignificant after accounting for the general academic skills and intelligence. Therefore, PS explains a unique variance in AF. This finding suggests that PS may be an exception to the criticism of cognitive profile analysis. Interpreting the PS score as a relative strength or weakness within a cognitive profile may uniquely predict their timed academic performance in youth with neurodevelopmental disorders.

CHC cognitive theory update: Glr is now separate Gl and Gr broad abilities & upcoming change in WJ V Tests of Cognitive Ability—minimizing the jingle-jangle fallacy.

In the latest “unofficial” CHC theory of intellectual abilities description and definition of broad and narrow CHC abilities, Schneider and McGrew [me] (2018), declared the broad Glr ability divorce (which had a trial separation in our prior 2012 CHC chapter) official with the cleaving of Glr into the separate broad abilities of learning efficiency (Gl) and retrieval fluency (Gr). Gl is now “the ability to learn, store, and consolidate new information over periods of time measured in minutes, hours, days, and years” (Schneider & McGrew, 2018, p. 100).  Gr is “the rate and fluency at which individuals can access information (Schneider & McGrew, 2018, p. 102).

Schneider and McGrew (2018) recognized the risk involved in using the term learning efficiency for Gl.  They stated we:

               recognize the risk in using the word efficiency, given the conceptual confusion surrounding the term—stemming from its use in a variety of disciplines and even its multiple meanings within educational psychology (Hoffman, 2012; Hoffman & Schraw, 2009, 2010). We do not mean efficiency as conveyed by the Gs + Gwm mental efficiency notion present in certain intelligence composite scores (the WJ III/WJ IV Cognitive Efficiency cluster; the Wechsler batteries' Cognitive Proficiency Index). Our definition is consistent with Hoffman's (2012) conception as related to the efficiency of learning and storing new information: ‘Learning efficiency is primarily based upon individual performance during learning when accounting for the incremental costs associated with the learning process. Individual performance means measurable changes in the amount, rate, frequency, or qualitative complexity of knowledge structures. Incremental costs mean factors such as time taken, effort invested, or error rates incurred’ (p.  134; original emphasis). For example, to learn and retain a certain amount of information (e.g., a 16-word list), some individuals need to exert more effort than others. To achieve the same outcome, they need more learning inputs (e.g., more learning trials or more time to study) (p. 100).

Although Schneider and McGrew (2018) recommended calling the new CHC Gl domain learning efficiency, they noted that the term learning efficiency has multiple meanings and can suffer from the jingle-jangle fallacy (Kelly, 1927)— “when erroneous assumptions are made that two different things are the same because the same name (the jingle fallacy), or that identical to almost identical things are different because they are labeled differently (the jangle fallacy) (p. 143). As a result, I (Kevin McGrew) have recommended that in the forthcoming WJ V, Gl be called long-term storage instead of learning efficiency. The prior WJ IV had the previous Glr ability domain cluster.

Joel Schneider and I, at some future point, will revisit our official CHC Gl term and definition in future publications.

Schneider, W. J., & McGrew, K. S. (2018). The Cattell-Horn-Carroll Theory of Cognitive Abilities. In D. P. Flanagan & Erin M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests and issues (4th ed., pp. 73-163).  New York: Guilford Press.

 

How to keep your memory as you age: Annual Review of Psychology

Annual Review of Psychology: Successful Memory Aging. Article link.

Lars Nyberg and Sara Pudas

Abstract

For more than 50 years, psychologists, gerontologists, and, more recently, neuroscientists have considered the possibility of successful aging. How to define successful aging remains debated, but well-preserved age-sensitive cognitive functions, like episodic memory, is an often-suggested criterion. Evidence for successful memory aging comes from cross-sectional and lon-gitudinal studies showing that some older individuals display high and sta-ble levels of performance. Successful memory aging may be accomplished via multiple paths. One path is through brain maintenance, or relative lack of age-related brain pathology. Through another path, successful memory aging can be accomplished despite brain pathology by means of efficient compensatory and strategic processes. Genetic, epigenetic, and lifestyle fac-tors influence memory aging via both paths. Some of these factors can be promoted throughout the life course, which, at the individual as well as the societal level, can positively impact successful memory aging.

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Musicians have better memory than nonmusicians: A meta-analysis

More research, this time a meta-analysis, documenting the cognitive benefits of musical training. I better not show this to my mother who never liked the fact that I only took one year of piano:)

Musicians have better memory than nonmusicians: A meta-analysis

Francesca Talamini, Gianmarco Altoè, Barbara Carretti, Massimo Grassi

Abstract

The three meta-analyses revealed a small effect size for long-term memory, and a medium effect size for short-term and working memory, suggesting that musicians perform better than nonmusicians in memory tasks. Moreover, the effect of the moderator suggested that, the type of stimuli influences this advantage.

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The CHC model of human cognitive abilities--a proposed revision (v2.3): Has Glr been incorrectly conceptualized since 1997?

This presentation contains a historical overview of the derivation of the Glr ability domain in contemporary CHC theory. It then presents new data, as well as historical conclusions of the CHC masters, that makes a strong case for replacing the stratum II broad ability domain of Glr with two separate broad ability domains of Gl (learning efficiency) and Gr (retrieval fluency). How to obtain WJ IV scores for these two broad abilities is presented, as well as other possible Gl and Gr tests indicators from the CHC cross-battery literature.

A pdf copy of this set of slides, one per page, can be downloaded here.

CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptualized since 1997? from Kevin McGrew

Creativity and IQ tests: Review and thoughts of James Kaufman

 

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