Research Byte: The #cultural construction of #executivefunction - EF tasks reflect culturally-specific forms of #cognitive development - #cognition #schoolpsychology #schoolpsychologists #neuropsych

The cultural construction of “executive function”.  PNAS:  Research Article:  Psychological and Cognitive Sciences.  This is open access and can be downloaded or read online.  Link here.

Ivan Kroupin , Helen Elizabeth Davis, Emily Burdette, Agustina Bani Cuataf, Vahumburuka Hartley, and Joseph Henrich

Abstract

In cognitive science, the term “executive function” (EF) refers to universal features of the mind. Yet, almost all results described as measuring EF may actually reflect culturally specific cognitive capacities. After all, typical EF measures require forms of decontextualized/arbitrary processing which decades of cross-cultural work indicate develop primarily in “schooled worlds”–industrialized societies with universal schooling. Here, we report comparisons of performance on typical EF tasks by children inside, and wholly outside schooled worlds. Namely, children ages 5 to 18 from a postindustrial context with universal schooling (UK) and their peers in a rural, nonindustrialized context with no exposure to schooling (Kunene region, Namibia/Angola), as well as two samples with intermediate exposure to schooled worlds. In line with extensive previous work on decontextualized/arbitrary processing across such groups, we find skills measured by typical EF tasks do not develop universally: Children from rural groups with limited or no formal schooling show profound, sometimes qualitative, differences in performance compared to their schooled peers and, especially, com-pared to a “typical” schooled-world sample. In sum, some form of latent cognitive control capacities are obviously crucial in all cultural contexts. However, typical EF tasks almost certainly reflect culturally specific forms of cognitive development. This suggests we must decide between using the term EF to describe 1) universal capacities or 2) the culturally specific skill set reflected in performance on typical tasks. Either option warrants revisiting how we understand what has been measured as EF to date, and what we wish to measure going forward.

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IQ and state level innovation and growth: Does where you live make a difference

Interesting study in the latest issue of Intelligence that suggests a link between state-level IQ and growth and innovation. Of course, this looks good to me as I live in MN (see last figure). That being said, the R-squared values must be interpreted appropriately. They are in the mid .50s to high .60's, which indicates that the variables included as predictors in this investigation accounted for 25% to approximately 45% of the innovation dependent variable. That is large and statistically significant, but it indicates (aside from the fact that this is a correlational and not experimental study--correlation does not prove causality) that there are many other variables that need to be considered. It is a complex multivariate issue.

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Six principles of language development for second language learners

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The CLIM linguistic/cultural assessment matrix: Another study not supporting the framework

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Research byte: Phonological awareness across different cultures/languages

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Research byte: What is, and how to measure, cultural IQ

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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 neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence cultural intelligence

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Research byte: Culture and cognition/IQ

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Research brief: Accounting for degree of linguistic demand in IQ test directions

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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 neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence linguistic demand culture culture and IQ

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iPost: Adapting psych instruments to other languages: Master plans good idea

The adaptation of assessment instruments to the various European languages.

By Schweizer, Karl

European Journal of Psychological Assessment, Vol 26(2), 2010, 75-76.

Abstract

The peoples of Europe use many languages for communication. This variety of languages is, on the one hand, advantageous for the expression of local specialties and peculiarities; but there are also disadvantages. One of them is the restriction on the applicability of psychological measures since psychological assessment by means of questionnaires, tests, and other assessment instruments can only be accomplished by taking the clients' linguistic capabilities into account. As a consequence, measures have to be developed and validated separately for each and every European language. The development and validation of measures can be achieved in two ways: They can be developed according to one master plan or by following quite different routes. Fortunately, there is presently the tendency to accept major theoretical developments and related measures as master plans and to transfer such measures from the original language into other languages. This makes it possible that many scientists concentrate their research efforts on key concepts and theories. 

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Culture-Language Interpretive Matrix for IQ tests: New research

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How good are current models for evaluating the cultural loading and linguistic complexity of individual tests in individually administered intelligence batteries?

To date, the most visible work has been based on the Flanagan, Ortiz et al. groups cross-battery work and their presentation of the Culture-Language Interpretive Matrix (C-LIM) in which individual tests in IQ batteries are categorized in terms of their perceived linguistic demand and cultural loading.

I've always believed that the C-LIM made logical and theoretical sense, but was in sore need of some empirical research evidence support.

Previously I presented an attempt by myself and Jeff Evans to quantify the linguistic demands of individually administered tests. That research effort was conducted in the spirit of stimulating others to attempt more sophisticated methods for validating the quantification of the two dimensions of the C-LIM. That post and unpublished research report is available here. Until my attendance at NASP 2009 in Boston this past week, I was unaware of any other empirical attempts to investigate the validity of this model (for example, I've routinely searched the ProQuest digital dissertation abstract service for any CHC, XBA, etc. related dissertations, and to date have not found one that has investigated this matrix-- check out those found at WMF Dissertation Abstracts Project). [Note - if such disserations exist and I've missed them, please contact me to rectify my lack of knowledge and I'll make the appropriate post]

At NASP, John Kranzler and students presented a poster (click here for single page PPT image of poster) (albeit based on a small n---thus caution is urged in generalizing from the results) that investigated the C-LIM classifications of certain Woodcock-Johnson III (WJ III) tests [conflict of interest disclosure - I'm a coauther of the WJ III). The purpose of Kranzler et al's study "was to empirically examine the relationship between English-language proficiency and linguistic demands on the cognitive test performance of a sample of culturally and linguistically diverse children in the English for Speakers of Other Languages (ESOL) program". The authors concluded that:

Results of this study for an ESOL sample do not follow the predicted pattern based on the C-LIM for the WJ-III. It is important to note that this is a small sample and replication is needed. Nonetheless, these results do not support the use of the C-LIM. These results are consistent with the general conclusion that, on IQ tests, there is very little evidence to suggest that any of the cognitive factor, scale, or subtest profile differences can be used to improve decisions about individuals.

Of course, an alternative explanation is that the C-LIM model may be correct/valid but the Flanagan, Ortiz et al. classifications of some of the WJ III tests are not accurate.

We need more research on this matrix and related interpretations. It is nice to see that some folks are attempting to do this. Kudos to Kranzler and his students for adding a small piece of empircal data to this literature.


Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, special education, learning disabilities, LD, cross-battery, XBA, CHC, Cattell-Horn-Carroll, WJ III, WJ III NU, cultural oading, linguistic complexity

Australian Psychologist special issue on culture, language, and cognitive assessment

The March 2009 issue of the Australian Psychologist (44-1) is a special issued dealing with cultural and language issues in cognitive assessment in Australia. The opening editorial by Stolk (2009) is "Approaches to the influence of culture and language on cognitive assessment instruments: The Australian context"

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, Australia, Australian Psychologist, IQ, IQ test, IQ score, intelligence testing, culture, language

New Culture and Cognition blog

Thanks to MIND HACKS for the FYI tip

http://www.mindhacks.com/blog/2008/11/the_excellent_cognit.html

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Dissertation dish: WJ III cognitive performance and English language proficiency

Another new WJ III/CHC-related doctoral dissertation has found it's way to IQ's Corner radar screen.

Cognitive performance and the development of English language proficiency by Sotelo-Dynega, Marlene, Psy.D., St. John's University (New York), 2007, 79 pages; AAT 3282715

Abstract (Summary)

• The present investigator set out to dispel the myth that performance on cognitive assessments and tests of academic achievement are two separate entities, by evaluating the performances of students who are learning English as their second language. A review of the literature indicates that individuals that are culturally and linguistically different from the mainstream, monolingual English population are at risk for receiving a discriminatory assessment of their cognitive abilities, which in turn will lead to an erroneous classification as a student with a disability, as per criteria set forth by the Individual with Disabilities Education Improvement Act (IDEA, 2004). Sixty-one students in a suburban public school district that were designated as Limited English Proficient (LEP) were given the Woodcock-Johnson-Third Edition-Tests of Cognitive Abilities (WJ-III) during the spring term of the 2005-2006 academic year to coincide with the annual administration of the New York State English As a Second Language Achievement Test (NYSESLAT). The sample included students from the four NYSESLAT proficiency groups: 4 Beginner (7%), 14 Intermediate (23%), 29 Advanced (47%), and 14 Proficient (23%). The results support the investigator's hypotheses and confirm the existence of a linear relationship of moderate strength between the WJ-III and the NYSESLAT. In addition, analyses of the data collected demonstrated the impact of acculturation and English language proficiency on the overall General Intellectual Ability (GIA) scores, obtained from the WJ-IIII and on the performance of those specific subtests that have been deemed linguistically demanding and culturally loaded. Generally, performance on tests of cognitive abilities approached the average range as English language proficiency increased. By studying the impact of second language acquisition and acculturation on measures of cognitive abilities, school psychologists will be better able to differentiate between developmental issues related to second language acquisition and disabilities that affect learning. This information will in turn prevent the number of LEP students that are currently referred to and over-represented in special education programs.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, ESL, ELP, language proficiency, WJ III, intelligence, IQ, IQ test, IQ scores, language

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More on the Flynn effect

Thanks to the Frontal Cortex for saving me some time. I had just set aside a new article on the relevance of the Flynn Effect and neuropsychological testing for reading as a potential blog post. FC beat me to it...and also provided a link to the actual article. Visit the FC blog for the low down.

Readers should be aware that there has been a recent flurry of new research on the Flynn effect, and not all researchers are in agreement. See my prior posts for more information. Also, a relatively comprehensive list of 24 articles dealing with various aspects of the Flynn effect can be found by clicking here.


Technorati Tags: psychology, educational psychology, education, neuropsychology, intelligence, IQ, IQ scores, Flynn effect, developmental, culture

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Parenting, race, SES and cognitive development

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It is no secret that I'm a firm believer that researchers, practitioners, and policy-makers need to pay closer attention to large-scale, national, longitudinal studies that use multiple indicators and complex statistical model testing to understand important child development issues. One such study, which is now producing some high quality and interesting research articles (and which I previously blogged about re: impact of school retention policies) is the Early Childhood Longitudinal Study.

Although not the easiest read, I found the conceptual model (see figure above) and literature review in the following article of interest. I love conceptual models that provide a means by which to organize data, research, etc. that pass through my mind.

• Raver, C. C., Gershoff, E. T., & Aber, J. L. (2007). Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and hispanic children in a national sample. Child Development, 78(1), 96115. (click here to view)

New Charles Murray black-white IQ difference research article

As noted in prior posts, research on black-white intelligence differences has been one of the most hot button topics in individual differences research. Recently there has been a flurry of new articles based on new data sets.

Charles "Bell Curve" Murray has recently completed an analysis of BW differences across all three standardization samples of the Woodcock-Johnson intelligence battery (WJ, WJ-R, WJ III). His article (the title and abstract which are reproduced below) is currently "in press" in the journal Intelligence.

Given my conflict of interest (coauthor of the WJ III) I'm not going to make any comments. Readers can read and form their own judgments and interpretations. URL link is provided below


Murray, C. (2007,in press). The magnitude and components of change in the black–white IQ difference from 1920 to 1991: A birth cohort analysis of the Woodcock–Johnson standardizations. Intelligence. (click here to view)

Abstract

• The black–white difference in test scores for the three standardizations of the Woodcock–Johnson battery of cognitive tests is analyzed in terms of birth cohorts covering the years from 1920 through 1991. Among persons tested at ages 6–65, a narrowing of the difference occurred in overall IQ and in the two most highly g-loaded clusters in the Woodcock–Johnson, Gc and Gf. After controlling for standardization and interaction effects, the magnitude of these reductions is on the order of half a standard deviation from the high point among those born in the 1920s to the low point among those born in the last half of the 1960s and early 1970s. These reductions do not appear for IQ or Gc if the results are restricted to persons born from the mid-1940s onward. The results consistently point to a B–W difference that has increased slightly on all three measures for persons born after the 1960s. The evidence for a high B–W IQ difference among those born in the early part of the 20th century and a subsequent reduction is at odds with other evidence that the B–W IQ difference has remained unchanged. The end to the narrowing of the B–W IQ difference for persons born after the 1960s is consistent with almost all other data that have been analyzed by birth cohort.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, IQ, IQ test, IQ score, intelligence, race, black white differences, individual differences, Woodcock-Johnson, WJ, WJ-R, WJ III, CHC, CHC theory, Gf-Gc, Charles Murray

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National intelligence (IQ) and outcomes - more info

As promised, here is more information regarding national IQ and various outcome measures. I found some of the articles and have posted links to them. In addition, I found I had omitted an important 2007 article by Lynn and Mikk....it is now included in the list below.

Be aware....the research in this area is not without controversy. Check out the post regarding Lynn's book (IQ and the Wealth of Nations) on this topic at Wikipedia.

• Barber, N. (2005). Educational and ecological correlates of IQ: A cross-national investigation. Intelligence, 33(3), 273-284. (click here)
  
• Lynn, R. & Mikk, J. (2007). National differences in intelligence and educational attainment. Intelligence, 35, 115-121 (click here)
  
• Lynn, R., & Vanhanen, T. (2001). National IQ and economic development: A study of eighty-one nations. Mankind Quarterly, 41(4), 415-435.
  
• Voracek, M. (2004). National intelligence and suicide rate: an ecological study of 85 countries. Personality and Individual Differences, 37(3), 543-553. (click here)
  
• Voracek, M. (2005). National intelligence, suicide rate in the elderly, and a threshold intelligence for suicidality: An ecological study of 48 Eurasian countries. Journal of Biosocial Science, 37(6), 721-740.
• Whetzel, D. L., & McDaniel, M. A. (2006). Prediction of national wealth. Intelligence, 34(5), 449-458. (click here)
  

Technorati Tags: psychology, educational psychology, neuropsychology, Canada, intelligence, IQ, IQ test, IQ score, national intelligence, nation IQ, national IQ, Test the Nation, CBC

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Cross-cultural 3 to 5 year old cognitive development study

Cross-cultural study compares cognitive development in 3-to-5-year-olds

Thanks to Adrew Livanis for a post regarding the following article.

• Sabbagh, M.A., Xu, F., Carlson, S.M., Moses, L.J., Lee, K. (2006). The development of executive functioning and theory of mind.Psychological Science, 17, 1, 74-81.

As stated by Livanis, "I find this article extremely interesting for many reasons. The
researchers decided to compare a group of Chinese preschoolers to American preschoolers. They administered tests of verbal abilities to match controls and then they administered several tests of executive functioning....... Click on link above to visit School Psychology blog for more indepth discussion.

Technorati Tags: intelligence, Gc, crystallized intelligence, executive function, neuroscience, brain, school psychology, CHC theory