Showing posts with label Gsm. Show all posts
Showing posts with label Gsm. Show all posts

Tuesday, May 24, 2016

Research Byte: Short-term memory for faces is related to general intelligence: A possible new CHC narrow ability taxonomy candidate?

Click on image to enlarge.

Available online 21 May 2016

Highlights

Short-term memory for faces correlated positively with several stratum II factors.
Short-term memory for faces was associated with general intelligence at .34.
Short-term memory for faces should not be considered “special” (i.e., independent of g).
Prosopagnosia may be best characterised as a learning disability.

Abstract

The results associated with a small number of investigations suggest that individual differences in memory for faces, as measured by the Cambridge Face Memory Test (CFMT), are independent of intelligence. Consequently, memory for faces has been suggested to be a special construct, unlike other cognitive abilities. However, previous investigations have measured intelligence with only one or two subtests. Additionally, the sample sizes upon which previous investigations were based were relatively small (N = 45 to 80). Consequently, in this investigation, a battery of eight cognitive ability tests and the CFMT were administered to a relatively large number of participants (N = 211). Based on a correlated-factor model, memory for faces was found to be correlated positively with fluid intelligence (.29), short-term memory (.23) and lexical knowledge ability (.19). Additionally, based on a higher-order model, memory for faces was found to be associated with g at .34. The results are interpreted to suggest that memory for faces, as measured by the CFMT, may be characterised as a relatively typical narrow cognitive ability within the Cattell–Horn–Carroll (CHC) model of intelligence, rather than a special ability (i.e., independent of other abilities). Future research with a greater diversity in the measurement of face recognition ability is encouraged (e.g., long-term memory), as the CFMT is a measure of short-term face memory ability.

Keywords

  • Intelligence;
  • CHC theory;
  • Face identity recognition;
  • Prosopagnosia

Saturday, December 20, 2014

Thursday, November 13, 2014

Gf (Ravens) training: Improved Gf, Gv, or cognitive strategies?

Very thought provoking article with solid methodological recommendations for conducting research on brain training programs that are inteneded to increase fluid intelligence (Gf) or working memory (Gwm).




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Saturday, November 01, 2014

Klingberg on working memory dev/trng, P-FIT model, neural/temporal efficiency, bran networks and cognitive development

Excellent article by Klingberg (2014) (copy with annnotated comments and links to other research) that brings together important constructs of working memory (Gwm), working memory training, brain networks and synchronization, white matter mattters, neuroal and temporal processing efficiency, and maturation and training effects on children's cognitive development.
The article does a good job of "connecting the dots" from many different programs of research.

Monday, June 09, 2014

Gs->working memory->Gf developmental-differential psych developmental cascade model

Very interesting research that suggests a developmental (neo-Piagetian) wrinkle to the developmental cascade model, a model that has shown that Gs influences working memory (Gwm), and working memory in turn influences Gf (but Gs has no direct influencee on Gf).
[Click on images to enlarge]

"However, the exact role of speed and working memory is still debated. Some researchers emphasize speed as a purer index of the quality of information processing in the brain (e.g., Jensen, 1998). This interpretation is based on studies which estimate the relation between speed and intelligence without involving working memory. Others emphasize working memory because it is the workspace of thinking (Kyllonen & Christal, 1990). Studies emphasizing working memory usually measure all three constructs in young adults, when working memory is the dominant predictor of Gf, according to the patterns to be described below. Finally, others assume a causal linear relation between them such that changes in speed cause changes (or differences) in working memory which, in turn, cause changes (or differences) in Gf (Case, 1985; Coyle, Pillow, Snyder, & Kochunov, 2011; Kail, 1991; Kail & Ferrer, 2007). However, this chain of relations may only reflect the fact that working memory tasks are both timed, like speed tasks, and require information management, like Gf tasks, rather than a causal sequence. In fact, there is evidence that control of attention is common to all, speed, WM, and Gf, explaining their relations (Cowan, Morey, Chen, & Bunting, 2007; Engle et al., 1999; Stankov & Roberts, 1997)"

Note. Attentional control (AC) is now proposed to represent a narrow ability under the broad CHC domain of Gwm (short-term working memory) by the authors of the forthcoming WJ IV [Conflict of interest disclosure--I am one of the coauthors of the WJ III and WJ IV). This is consistent with Schneider and McGrew's (2012) recent book chapter CHC model update.

[Click on images to enlarge]

"Demetriou et al. (2013) showed recently that the relations between these constructs are more complicated than originally assumed, because they vary with growth. Specifically, speed increases and WM expands. Gf evolves along a reconceptuali-zation sequence (ReConceP) where changes in the nature of representations alternate with changes in the command and interlinking of representations constructed earlier."

"These patterns provide support for an integrated developmental–differential theory of intelligence that would explicate why Gf changes coalesce with speed at the beginning of developmental cycles and with WM changes at the end. Gf undergoes three types of change: representational, inferential, and complexity."

I previously presented (McGrew, 2005) support for the developmental cascade model in 5 age-differentiated WJ III norm samples (see one of the sample models below). Instead of causal models with Gf as the criterion, I specified a criterion g-factor defined by Gv, Ga, Glr, Gf, and Gc. The results strongly supported the Gwm->g link, and significant causal links from Gs to working memory. Gs did not dispaly a direct link to g in the childhood samples, but did demonstrate small significant direct paths to g in the adolescent and adult samples.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wednesday, November 27, 2013

Beyond CHC: Very preliminary and evolving model

I am just going to throw this evolving Gv-based working model "out there" for review. I believe that if a figure is well done it should be understandable to others with baseline knowledge in the area of study. So, this is being presented "as is" with little explanatory text. The model is an ongoing attempt to integrate psychometric based CHC constructs with information processing models. I have an increasing interest in the role of attentional control in "cognitive performance"--not to be confused with cognitive "ability" or "intelligence."
If you are interested and want more background, check IQ's Corner blog for links to two recent chapters I wrote with the brilliant Dr. Joel Schneider. The actual PPT for this slide has the read and blue "activated" concepts bouncing around inside the "focus of attention", and sometimes going beyond the boundaries---when internal and external distractions disrupt focused controlled attention.
Click on image to enlarge.


Sunday, November 17, 2013

Does working memory training work? For whom..and why or why not?

"Under which circumstances, and for which person, can WM be improved and why?"

The above title is a quote from a new article by van Basian and Oberauer (2013) that provides a balanced treatment of issues that should be examined when evaluating the wave of working memory training articles that are being published at a steady stream. They reviewed over 40 different working memory intervention studies. I particularly like the visual model of possible factors/mechanisms that should be considered.

Click on images to enlarge

Monday, September 02, 2013

The Wechsler Arithmetic subtest measures quantitative reasoning...another study

A new study on the now "old" WISC-III which still provides insights into the debate regarding what the Wechsler Arithmetic subtest measures. Consistent with research I have coauthored and my analysis of other studies (click here to view), this new study is consistent with the classification of Arithmetic as primarily a measure of quantitative reasoning.

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Friday, July 05, 2013

Memory Interventionist Certification Program; Psychological Processing Analyzer 2.0; Review of CPPS


On behalf of my friend and colleague, Dr. Milton Dehn, I am sharing some announcements from Schoolhouse Educational Services..

First is a Memory Interventionist Certification Program for psychologists and school psychologists.  This is a 36-hour, competency-based program to train psychologists on evidence-based methods to improve memory, learning, and daily functioning for individuals with memory programs.

Second, version 2.0 of the Psychological Processing Analyzer will be released in a few weeks.  This software is designed to identify the pattern of strengths and weaknesses among psychological processes.

I have no financial interests in either of these two activities/products.  However, I was the measurement consultant for Dr. Dehn's Children's Psychological Processing Scale (CPPS) and do have a small financial royalty interest in the sales of that instrument.  The CPPS was just independently review in the Journal of Psychological Assessment (click here).

Monday, March 11, 2013

CHC Theory: Short-term memory (Gsm) defined


Short-Term Memory (Gsm): The ability to encode, maintain, and manipulate information in one’s immediate awareness. Gsm refers to individual differences in both the capacity (size) of primary memory and to the efficiency of attentional control mechanisms that manipulate information within primary memory.
  • Memory Span (MS). The ability to encode information, maintain it in primary memory, and immediately reproduce the information in the same sequence in which it was represented.
  • Working Memory Capacity (WM). The ability to direct the focus of attention to perform relatively simple manipulations, combinations, and transformations of information within primary memory while avoiding distracting stimuli and engaging in strategic/controlled searches for information in secondary memory. 

The above definitions were abstracted from Schneider and McGrew's (2012) contemporary CHC theory chapter in the form of a special CHC v2.0 publication. See the chapter for more in depth information regarding this ability domain and contemporary CHC theory.

Prior definitions in this series can be found here.

Thanks to Dr. Scott Barry Kaufman for permission to to use the above graphic depiction of this CHC ability. These CHC icons are part of Dr. Kaufman's book, Ungifted: Intelligence Redefined, and are the creative work of George Doutsiopoulos.


Friday, June 29, 2012

Research byte: CHC cognitive abilities and math ach in LD college students




Very interesting study by Dr. Briley Proctor on the relations between CHC cognitive abilities and math achievement in LD university students. The results, in general, are very consistent with the referenced McGrew & Wendling CHC-->ACH research synthesis (2010). The article references that review as "in press." The actual published review can be found here.






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www.themindhub.com

Saturday, April 28, 2012

Research byte: WISC-IV CHC-->math achievement study

A very interesting study that supports the cautions outlined by myself and Wendling (McGrew & Wendling, 2010) that the extant CHC cognitive-achievement relations research completed during the past 20 years consists primarily of studies conducted with the WJ-R and WJ-III (94 %) and that generalization of the COG-ACH conclusions to other instruments are not established and should only be undertaken with significant caution.
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www.themindhub.com

Thursday, March 08, 2012

Research Bytes: What is cognitive efficiency--conceptual and methodological models




Cognitive efficiency has become a hot construct in the psychometric measurement of intelligence. However, not much conceptual or methodological foundation work has addressed the issue of "what is CE" and "what methodological model should be used?"

Hoffman and associates have written some interesting conceptual articles that we in the area of intelligence testing may want to review to add some clarity to the measurement and interpretation of our CE measures on IQ batteries. Below are two recent articles.

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Sunday, February 12, 2012

Research byte: A big picture cognitive model for informing instruction

Click on images to enlarge. I love synthesis articles that present visual models.









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Friday, January 27, 2012

Dissertation Dish: CHC neurocognitive predictors of flying performance




Neurocognitive Predictors of Flight Performance of Successful Solo Flight Students by Emery, Brian, Ph.D., Northcentral University, 2011 , 362 pages; AAT 3489209

Abstract

Cognitive abilities have been identified as a significant source for determining the potential for individuals to achieve success as pilots. However, while assessments of specific cognitive abilities are considered critical to predicting pilot performance, they do not form part of university admission processes for students applying to flight programs, where attrition rates can be high as 70%. The Cattell-Horn-Carroll (CHC) three-stratum model theory of cognitive abilities links academic and cognitive performance; however, further research could contribute to stratum modifications by expanding understanding of the relationships between CHC theory information processing abilities and specific human performance. In an independent-sample t test research design, this nonexperimental quantitative study examined the relationship between cognitive predictors and successful solo flight performance of student pilots. The CogScreen Aeromedical Edition neurological assessment was used to determine if cognitive factors are valid and reliable of successful solo flight performance. The study participants were 70 student pilots (a convenience sample) between the ages of 18 and 25, 10 female (14%) and 60 male (86%), selected from Embry-Riddle Aeronautical University. The CogScreen-AE measure was administered to the participants prior to their flight instruction. Flight instructors used the FA121 Flight Training Syllabus to evaluate student performance during their training. At the completion of the training, participants were placed in Solo-Completed ( n = 52) and Solo-Not-Completed ( n = 18) groups. Independent-sample t tests were used to compare the mean scores between the Solo-Completed and Solo-Not-Completed groups. The test was significant for the three cognitive measures: divided attention t (68) = 3.77, p < .001, speed-working memory t (68) = 6.81, p < .001, and LRPV t (68) = 17.67, p < .001. The Pearson correlation results revealed that LRPV ( r [52] = .32, p < .05) had the strongest relationship of the three cognitive measures. In addition, regression analyses revealed that the LRPV was the most predictive that explained 81% of the variance ( R ² = .81, F [1, 51] = 213.15, p < .001) in successful solo flight performance. These findings suggest that these cognitive measures are significant of successful solo flight performance and provide further evidence in support of the CHC theory. It is concluded that applying a cognitive performance measure prior to admission to a flight program may reduce attrition rates, support necessary accommodations, and identify flight deficiencies. Further research should compare results among different university flight programs to confirm the findings and to improve the reliability of the CogScreen-AE as a standardized measure for beginning flight students.



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Wednesday, December 14, 2011

Miyake and Shah's (1999) book on models of working memory



The complete PDF copy of this chapter is available at Dr. Miyake's web page (link below).

http://psych-www.colorado.edu/~miyake/MWM%20Chapter%201.pdf

Info regarding the book is available at the followowing link.

http://www.amazon.com/Models-Working-Memory-Mechanisms-Maintenance/dp/0521587212









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