Dissertation Dish: Structural Validity of the WJ III in a Referred Sample

Structural Validity of the Woodcock Johnson III Cognitive in a Referred Sample by Strickland, Tracy, Ph.D., Arizona State University, 2012 , 85 pages; AAT 3505630

Abstract (Summary)

The structural validity of the WJ-III Cognitive was investigated using the GIA-Extended Battery test scores of 529, six-to-thirteen-year-old students referred for a psychoeducational evaluation. The results of an exploratory factor analysis revealed 11 of the 14 tests loaded on their expected factors. For the factors Gc , Gf , Gs , and Gv , both tests associated with the factor loaded highly; for Gsm , Glr , and Ga , only one test associated with each factor loaded highly. Obtained congruence coefficients supported the similarity between the factors Gs , Gf , Gc , Glr , and Gv for the current referred sample and the normative factor structure. Gsm and Ga were not found to be similar. The WJ-III Cognitive structure established in the normative sample was not fully replicated in this referred sample. The Schmid-Leiman orthogonalization procedure identified a higher-order factor structure with a second-order, general ability factor, g , which accounted for approximately 38.4% of common variance and 23.1% of total variance among the seven, first-order factors. However, g accounted for more variance in both associated tests for only the orthogonal first-order factor Gf . In contrast, the Gc and Gs factors accounted for more variance than the general factor for both of their respective tests. The Gsm , Glr , Ga , and Gv factors accounted for more variance than g for one of the two tests associated with each factor. The outcome indicates Gc , Gf , Gs , and Gv were supported and thus are likely factors that can be utilized in assessment while Gsm , Glr , and Gr were not supported by this study. Additionally, results indicate that interpretation of the WJ-III scores should not ignore the global ability factor.




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Dissertation dish: Does music perception predict phonological awareness

The role of music perception in predicting phonological awareness in five- and six-year-old children by Lathroum, Linda M., Ph.D., University of Miami, 2011 , 130 pages; AAT 3491105

Abstract

The purpose of this study was to examine the role of music perception in predicting phonological awareness in five- and six-year-old children. This study was based on the hypothesis that music perception and phonological awareness appear to have parallel auditory perceptual mechanisms. Previous research investigating the relationship between these constructs--music perception and phonological awareness--has been promising, but inconclusive. Phonological awareness is an important component of early literacy which many children struggle to acquire. If the constructs are shown to be related, music-based interventions may then be developed to promote phonological awareness, thus enhancing early literacy.

Music perception, phonological awareness, and visual-spatial skills of 119 five- and six-year-old children were tested. The researcher administered the Children's Music Aptitude Test (Stevens, 1987) in order to assess perception of pitch, rhythm, and melody. Subsequently, the Comprehensive Test of Phonological Processing (Wagner, Torgesen, & Rashotte, 1999) was administered in order to measure phonological awareness skills, including blending, elision, and sound matching. The Visual Spatial Relations subtest of the Woodcock Johnson III (Woodcock, McGrew, & Mather, 2001) was later used to assess visual spatial skills.

Structural equation modeling (SEM) allowed the researcher to model relationships between the latent variables to investigate the contribution of music perception, visual-spatial skills, and age to phonological awareness. Results supported the hypothesis that music perception, visual spatial skills, and age predict phonological awareness.

Additionally, music perception made a statistically significant contribution to phonological awareness, when controlling for visual spatial skills and age. Specifically, music perception predicted a larger amount of standardized unit change in phonological awareness than did the other predictors in the theory. Thus, music perception appears to have a stronger relationship with phonological awareness than age or visual spatial skills.

Further, results showed that a model without music perception as a predictor of phonological awareness was not supported. These findings confirm that music perception plays a unique role in predicting phonological awareness, above and beyond the contribution made by visual spatial skills and age. This study's results could be used in support of the development of music-based interventions for promoting phonological awareness in five- and six-year-old children.




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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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Dissertation Dish: Can pitch or rhythm (Ga-auditory processing) training improve phonological awareness (Ga)

The effectiveness of Separate Pitch and Rhythm Training Interventions on the Phonological Awareness of Kindergarten Learners by Richards, Susannah Converse, Ed.D., Northcentral University, 2011 , 171 pages; AAT 3472255

Abstract

Although neuroscientists assert that music training impacts neural development, previous research has not teased apart which components of music possibly enhance language literacy in emergent readers. The purpose of this quantitative research study was to establish if immersion in pitch activities as compared with rhythm activities could cause the significant development of initial sound (IS) skills, letter sounds (LS) skills, and sound pattern skills in kindergarten readers. This study examined the effectiveness of supplemental music instruction on the phonological awareness skills of kindergarten learners ( N = 38) who originated from seven classrooms in one suburban elementary school. Leveled subjects randomly were assigned to an experimental pitch group ( n = 12), or an experimental rhythm group ( n = 11), or a control group ( n = 15). During sixteen 40-minute sessions that spanned eight weeks, pitch group subjects explored the highness and lowness of sound, while rhythm group subjects investigated the duration of sound. The control group engaged in 20-minute weekly read-aloud sessions. Pre- and post-test data collection consisted of the kindergarten version of the Test of Phonological Awareness - Second Edition: Plus , and the sound patterns music subtest of the Woodcock Johnson III . Data was converted to Statistical Package for the Social Sciences (SPSS) for analysis. Separate 3 x 3 factorial Analysis of Variance (ANOVA) revealed the levels differed on each of the IS variables (pitch [ F =7.74; df = 3], rhythm [ F = .07; df = 3], control [ F = .18; df = 2]); and the LS variables (low pitch [ F = 1.0; df = 3], low rhythm [ F = 6.62; df = 3], low control [ F = 4.0; df = 2]). Significance was observed with a matched-pairs t -test with the low pitch treatment group ( t [3] = 0.034, p < 0.04). Future research should recruit a larger sample and utilize a different music assessment. This study provides insight into a real-world application relative to specific components of music that potentially enhance the phonological awareness of the most challenged of kindergarten readers before remediation is necessary.



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Dissertation Dish: The WJ III and math LD

The Woodcock Johnson Three and Math Learning Disabilities by Bacal, Emily, M.A., Arizona State University, 2011 , 70 pages; AAT 1497640

Abstract

This study investigated the link between the cognitive clusters from the Woodcock-Johnson III Tests of Cognitive Ability (WJ III COG) and Broad Math, Math Calculation Skills, and Math Reasoning clusters of the Woodcock-Johnson III Tests of Achievement (WJ III ACH) using data collected over seven years by a large elementary school district in the Southwest. The students in this study were all diagnosed with math learning disabilities. Multiple regression analyses were used to predict performance on the Broad Math, Math Calculation Skills, and Math Reasoning clusters from the WJ III ACH. Fluid Reasoning (Gf), Comprehension-Knowledge (Gc), Short-Term Memory (Gsm), and Long-term Retrieval (Glr) demonstrated strong relations with Broad Math and moderate relations with Math Calculation Skills. Auditory Processing (Ga) and Processing Speed (Gs) demonstrated moderate relations with Broad Math and Math Calculation Skills. Visual-Spatial Thinking (Gv) and Processing Speed (Gs) demonstrated moderate to strong relations with the mathematics clusters. The results indicate that the specific cognitive abilities of students with math learning disabilities may differ from their peers.

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Dissertation Dish: CHC ability relations to sensory motor abilities and parent levels of stress

No detailed comment on either as both are not available for purchase. The high shared cognitive and sensory motor variance values (first dissertation) puzzle me and suggest the possibility, given what I know about the two batteries, that the analysis may have been completed on W-scores.....and if across a wide age range, may be inflated due to age variance that was not partialled out of the developmental W-scores prior to the analysis. Wish I could access to dissertation to check this out.


Canonical relationship between sensory-motor functions and cognitive factors in traumatic brian injury by Mazur-Mosiewicz, Anna, Ph.D., Ball State University, 2011, 123 pages; AAT 3466812

Abstract

There is a growing body of recent data suggesting that sensory and motor functions are significantly related to the overall integrity of the brain and nervous system. Although historically used as an indicator of the existence of brain damage, recent research suggests that sensory-perceptual and motor functions underlie and are relevant to higher-order cognitive functions. The present study explored the relationship between sensory-motor and cognitive functions in patients diagnosed with traumatic brain injury (TBI). All patients were administered the Dean-Woodcock Neuropsychology Assessment System. This included cognitive and neuropsychological tests based on CHC theory, the Dean-Woodcock Sensory Motor Battery and Woodcock-Johnson Test of Cognitive Abilities, Third Edition. The purpose of the study was (1) to quantify the amount of shared variance between cognitive and sensory-motor functions and (2) to estimate the variance in cognitive functions that could be explained by sensory and motor performance. As hypothesized, canonical analysis indicated that sensory and motor functions significantly overlapped with cognitive performance, suggesting a high degree of relationship between sensory-motor functions and Gf-Gc factors. Using canonical correlation, 78% of the shared variance of sensory-motor functions was correlated with cognitive functions, and 23% of cognitive performance was predicted by sensory-motor functions. The results of the study suggested that sensory and motor functions not only underlie the ability to perceive, learn, and express information, but also the ability to reason and process information. These data was consistent with Davis, Pass, Finch, Dean, and Woodcock (2009) who examined the relationship between these measures with patients diagnosed with Attention Deficit/Hyperactivity Disorder.


Levels of stress as reported by parents and its relationship to their child's cognitive abilities by Woodbury, Christine, Ph.D., Texas Woman's University, 2011 , 138 pages; AAT 3467088

Abstract

The purpose of this study was to examine if any relationship exists between Parenting Stress Index factors and child's cognitive abilities (Cattell-Horn-Carroll Theory of general intelligence). The participant population consisted of 16 mothers and 16 children. The cognitive abilities were measured by using one of the following measures: (1) Kauffman Assessment Battery for Children-Second Edition , KABC-II, (Kaufman & Kaufman, 2004), (2) Wechsler Intelligence Scale for Children , WISC-IV, (Wechsler 2003), and/or (3) Woodcock Johnson III Test of Cognitive Abilities , WJ III COG, (Woodcock, McGrew, & Mather, 2001). The results from the Parenting Stress Index , (Abidin, 1995) factors had both positive and negative influences on cognitive processes. The results indicated negative effects of distractibility, demandingness, and mood on long term retrieval, processing speed, auditory processing, and fluid intelligence. Conversely, distractibility, adaptability, and demandingness seemed to improve the cognitive processes of auditory processing, crystallized intelligence, and short term memory. Thus, distractibility and demandingness had both positive and negative influences on the cognitive processes.


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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 intelligent IQ testing validity intellectual assessment sensory motor parent stress dissertation dish

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Dissertation Dish: Two new neuropsych studies involving WJ III, D-KEFS and NEPSY

Examining the concurrent validity of visual and auditory attention tasks of the D-KEFS, NEPSY, and WJ III COG using structural equation modeling
by Mortimer, Jordana E., Ph.D., Texas Woman's University, 2011 , 247 pages; AAT 3464568

Abstract

Attention is a broad cognitive function that is thought to be a foundational skill necessary for all other neurocognitive operations. Differences in theoretical orientations have led to a lack of consensus regarding a specific definition of attention. Because attention theories have a direct impact upon cognitive assessments, continued debate has resulted in a failure to establish appropriate tasks which measure attention constructs. The purpose of this study was to determine the concurrent validity of the attention subscales of three commonly administered neurocognitive instruments: the Woodcock Johnson III Tests of Cognitive Abilities (WJ III COG; Woodcock, McGrew, & Mather, 2001c; Woodcock et al., 2007), the NEPSY: A Development Neuropsychological Assessment (Korkman, Kirk, & Kemp, 1998), and the Delis-Kaplan Executive Function System (D-KEFS; Delis, Kaplan, & Kramer, 2001). Additionally, this study examined the underlying factor structure of the D-KEFS, NEPSY, and WJ III COG, and their fit with four theories of attention. The four theories which were analyzed are Mirsky and colleagues' (1991) model of attention, the Cattell-Horn-Carroll model of cognitive abilities (CHC theory; McGrew, 2005), the Conceptual Model for School Neuropsychological Assessment (SNP model; Miller, 2007, 2010), and a model which examines tasks based on auditory and visual modalities. Data was extracted from archival case studies submitted to the KIDS, Inc.'s School Neuropsychology Post-Graduate Certification Program, which included a mixed clinical sample of children, age 8 through 12. Correlations were utilized to determine relationships among attention subtests. Some evidence demonstrated similar internal consistency of the attention subtests within both the WJ III COG and the NEPSY. Less evidence was provided in support of the internal validity of the D-KEFS. Relationships between the theories and attention subtests were examined using structural equation modeling. Confirmatory factor analysis (CFA) was conducted to determine how well the various attention theories fit with the attention subtests. Results from the CFA, demonstrated the model which assessed attention using visual and auditory modalities indicated the best fit with the sample data when compared to the other models. Limitations of the current investigation as well as suggestions for future studies are also discussed.



Validity of executive functioning tasks across the WJ III COG, NEPSY, and D-KEFS in a clinical population of children: Applicability to three neurocognitive theoriesby Avirett, Erin K., Ph.D., Texas Woman's University, 2011 , 244 pages; AAT 3464570

Abstract

Inconclusive research regarding the neurocognitive construct of executive functioning has restricted the development of valid pediatric executive functioning assessments (Floyd et al., 2006: Maricle, Johnson, & Avirett, 2010). Misunderstandings in the research have led to divergent executive functioning theories and assessment tasks. Therefore. it cannot be assumed that all executive functioning instruments are measuring the same construct. Given the common inclusion of executive functioning tasks in pediatric neuropsychological evaluations (Stuss & Alexander, 2000), it is important to determine the validity of executive functioning theories and assessment tools. Furthermore, because these evaluations are often administered to children with clinical diagnoses, it is important to assess validity issues with this group. Therefore, this study aimed to determine the concurrent validity of the executive functioning subscales of three commonly utilized neurocognitive instruments: the Woodcock Johnson III Tests of Cognitive Abilities (WJ III COG; Woodcock, McGrew, & Mather, 2001c), the NEPSY (Korkman, Kirk, & Kemp, 1998), and the Delis Kaplan Executive Function System (D-KEFS; Delis, Kaplan, & Kramer, 2001). An associated purpose of this study was to determine the underlying factor structure of the WJ III COG, NEPSY, and D-KEFS, and their fit with three theories of executive functioning. The three theories that were analyzed include the Anderson, Levin, and Jacob (2002) model of executive functioning, the Cattell-Horn-Carroll theory of cognitive abilities (CHC theory; McGrew, 2005), and the Conceptual Model for School Neuropsychological Assessment (SNP model; Miller, 2007, 2010). Archival data was extracted from school neuropsychology case study reports. Children from a clinical sample, aged 8 through 12, were included in the study. Bivariate correlations were conducted in order to determine relationships among executive functioning subtests. These analyses revealed that executive functioning subtests appear to be measuring distinct abilities and are not interchangeable. Furthermore; the reliable use of most of these subtests within a clinical population was indicated. Level of fit between executive functioning models and sample data was depicted using structural equation modeling and analyzed using confirmatory factor analysis. The SNP conceptual model indicated the best fit with sample data.



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Dissertation dish: WJ III TBI cognitive profiles by gender

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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 TBI brain injury WJ III Woodcock-Johnson

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Dissertation Dish: WISC-IV and WJ III relationship in clinical referral population

The relationship between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a clinically referred pediatric population by Shaw, Lindsay Anne, Ph.D., Nova Southeastern University, 2010 , 157 pages; AAT 3427690

Abstract

This research involves an investigation of the construct validity of the Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) when compared to the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) to provide evidence for the utility of using the WISC-IV in assessing cognitive abilities according to the Cattell-Horn-Carroll (CHC) theory. The study was conducted using archival data consisting of 92 children and adolescents between the ages of 6 years and 16 years, 11 months referred for a comprehensive neuropsychological evaluation at a university-affiliated assessment center. Data for all participants were collected following administration of a battery of measures as part of a neuropsychological evaluation, with tests administered in no particular order. The mean age of children was 9.82 years ( SD = 2.81) with a mean grade level of 3.95 ( SD = 2.63). Ten hypotheses were investigated specifically to examine the comparability of the general intellectual functioning scores for each battery among a sample of children with neuropsychiatric disorders, as well as to examine the convergent and discriminate validity of the WISC-IV index scores. The first hypothesis utilized a paired samples t-test and found that the WISC-IV Full Scale IQ score was significantly below that of the WJ III COG General Intellectual Ability-Extended score. For the remaining hypotheses, Pearson product-moment correlations revealed large correlations between the WISC-IV and WJ III COG convergent constructs of general intellectual functioning, comprehension-knowledge, fluid reasoning, working memory, and processing speed. For correlations between divergent constructs, the WISC-IV Verbal Comprehension Index and the WJ III COG Visual-Spatial Thinking ( Gv ) factor demonstrated a large correlation. Both the WISC-IV Processing Speed Index and Working Memory Index correlated moderately with the WJ III COG Gv factor, while the WISC-IV Perceptual Reasoning Index correlated moderately with the WJ III COG Auditory Processing factor. Fisher's r to Z transformation was used to assess for significant differences between the observed correlations and stipulated values determined. Results indicated that correlations between the global IQ, fluid reasoning, and short-term memory composite scores of the two measures were significantly greater than that found for the WISC-III and WJ III COG, while the relationship between the verbal ability and processing speed composite scores were consistent with past findings. Correlations between divergent constructs revealed a reliable pattern of significantly greater relationships than was found for research concerning the WISC-III and WJ III COG. Primarily, results of this study provided evidence that the substantive changes made to the WISC-IV have improved the ability to interpret the Full Scale IQ score as a measure of general intelligence similar to that obtained by the WJ III COG. However, the global IQ scores between the two measures cannot be assumed to be equivalent among children with neuropsychiatric disorders. Results also suggested that the WISC-IV appears to provide improved measurement of the CHC broad abilities of fluid reasoning ( Gf ) and short-term memory ( Gsm ). Correlations between divergent constructs provided evidence for relationships between cognitive abilities suggested to be significantly related to academic achievement. This study concluded that research findings for the WISC-III cannot be applied conclusively to the WISC-IV and that the substantive changes made to the WISC-IV have improved the ability to interpret the battery under the CHC framework. However, findings underscore the importance of examining performance across second-order factors that may contribute to differences in general intelligence, as well as remaining aware of differences in narrow ability constructs measured, task demands, or shared variance between subtests when making interpretations of test performance.


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intelligence IQ tests IQ scores CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition WISC-IV WJ III

Dissertation Dish: Brief neuropsych. battery for reading disability screening

Sensitivity of an abbreviated neuropsychological battery in screening for reading disability by Kane, Cynthia, Ph.D., Illinois Institute of Technology, 2010 , 71 pages; AAT 3417931

Abstract

Identification of reading disorder in children is the first step in providing appropriate intervention. Neuropsychological assessment provides comprehensive information regarding cognitive strengths and weaknesses; however, there are several inherent drawbacks to this type of evaluation that limit its accessibility, including the time and cost involved. The objective of this study was to determine whether an abbreviated neuropsychological battery, decreasing both time and cost could effectively identify reading disorder. 78 children, ages 6-18, were administered the Woodcock Johnson Academic Achievement Scales, Third Edition (WJ-III) Broad Reading Index, the California Verbal Learning Test for Children (CVLT-C), the Behavior Rating Inventory of Executive Function (BRIEF), and the Matrix Reasoning, Similarities, Block Design, and Vocabulary subtests of the Wechsler Intelligence Scales for Children, Fourth Edition (WISC-IV). Of these 78 children 52 had been previously diagnosed with reading disorder, while the remaining 26 had no diagnosis. A discriminant function analysis resulted in a significant Wilks' Lambda and the abbreviated battery successfully classified cases into their correct diagnostic groups at a rate of 80%. Two subsequent analyses were computed, first with the combination of the WJ-III, the BRIEF, and Similarities, and then with just the WJ-III. Results of these analyses indicated that both models significantly discriminated between groups. The three variable model predicted diagnostic classification with 78% accuracy, while the single variable model predicted with 65% accuracy. Results of this study suggest that an abbreviated battery can have diagnostic utility in screening for reading disorder

Technorati Tags: Psychology, school psychology, developmental psychology, educational psychology, forensic psychology, neuropsychology, special education, intelligence, cognitive abilities, cognition, intelligence theories, CHC theory, CHC, Cattell-Horn-Carroll, intelligence, cognition, IQ, IQ tests, Gf, Gc, Gv, Ga, Gsm, Glr, Gs, Gq, Grw, WJ-R, WJ III, Woodcock-Johnson, WJ III NU, reading disability, screening, LD, learning disabilities, brief neuropsych, dissertation dish

Dissertation Dish: WJ III Normative Update (NU) vs original WJ III norm scores

Normative comparison for the Woodcock-Johnson III: Tests of achievement in 15 and18 year olds by Cummings, Amber, Ed.S., Marshall University, 2009 , 27 pages; AAT 1481309

Abstract

This study evaluates the use of the original and updated norms of the Woodcock Johnson-III in making educational decisions. The method of collection involved placing the raw score obtained from the updated norms into the original Compuscore program to see if there is a difference between the two scoring systems. The scores were then placed in a figure to see how much the scores varied from each other. Results of the study showed that there was a 1 to 3 point difference between specific skill areas, with some skill areas obtaining a 5 to 6 point difference. Suggestions are made for Practitioners when using the updated norms.

Technorati Tags: educational psychology, school psychology, special education, neuropsychology, forensic psychology, WJ III, WJ III NU, WJ III normative update, psychometrics

Dissertation Dish: Cognitive training and cognitve and achievement gains

Cognitive and academic gains as a result of cognitive training by Luckey, Alicia J., Ph.D., Arizona State University, 2009 , 204 pages; AAT 3391981

Abstract (Summary)

The purpose of this study was to test Feuersetein's Structural Cognitive Modifiability model by evaluating changes in cognitive skills and reading scores after participation in one of two cognitive skills training programs. The Woodcock Johnson Tests of Cognitive Abilities and Tests of Achievement, 3 rd editions were used as evaluation tools. Specific scores evaluated included General Intellectual Ability (GIA), Working Memory (MW), Sound Awareness (SA), and Word Attack (WA).

Three groups, differentiated by parent report, were studied. These groups included; Attention Deficit Hyperactivity Disorder, Dyslexia, and students who were not reported to have any type of disability. The intervention programs differed by focus (Reading or Cognitive) and intensity of training.

Significant differences were found between pre and post test scores for all four variables measured. GIA scores increased from pre- to post-test by almost one standard deviation. MW and SA scores increased 2/3 of a standard deviation, and a five standard score point gain was achieved for WA.

There were no significant differences in gain scores between intervention groups in regards to intensity of training or diagnostic group. Students enrolled in the reading-focused intervention group showed slightly higher gains in WA when compared to students in cognitive-focused intervention programs. Students enrolled in the cognitive-focused intervention programs showed larger growth for GIA when compared to students in reading focused intervention. No significant differences were found between intervention groups on measures of MW or SA.

Limitations of the current study included lack of a control group and the use of parent reported diagnoses to differentiate diagnosis groups. Additionally, examiner effects including the halo or expectancy effect may have impacted scores at post-test. The sample was limited in regards to ethnicity and SES, which may limit generalizability of findings to other ethnic or SES groups.

Directions for future studies may include using more robust achievement measures to evaluate academics before and after training, and getting confirmed diagnoses from medical and psychoeducational reports to differentiate groups. Follow up assessment to determine if gains are maintained in the long-term and focus on gains in particular areas of reading may allow for more specific interpretation of findings.

Technorati Tags: psychology, school psychology, special education, educational psychology, cognition, intelligence, achievment, ADHD, dyslexia, LD, cognitive training, cognitive interventions, WJ III, Woodcock Johnson, CHC theory

Dissertation dish: WISC-IV and WAIS-IV research dissertations during last 5 years

I ran a search of the ProQuest Digital Dissertation Database in search of studies involving the most recent versions of the WAIS-IV and WISC-IV.  I found nothing for the WAIS-IV but did find the following for the WISC-IV.  Click here for a PDF file that also includes the abstracts.

Adolescents with attention deficit/hyperactivity disorder: WISC-IV working memory and processing speed indices
Largotta, Danielle.  Proquest Dissertations And Theses 2009.  Section 0287, Part 0633 71 pages; [Ph.D. dissertation].United States -- New Jersey: Fairleigh Dickinson University; 2009. Publication Number: AAT 3371366.   

Examining the relationship between the WISC-IV, the OLSAT-7, and the EQAO achievement test
Duncan, Amanda Lynn.  Proquest Dissertations And Theses 2009.  Section 1100, Part 0632 81 pages; [M.A. dissertation].Canada: Laurentian University (Canada); 2009. Publication Number: AAT MR48862.

The relationship between visual-spatial reasoning ability and math and geometry problem-solving
Markey, Sean M..  Proquest Dissertations And Theses 2009.  Section 0950, Part 0633 75 pages; [Ed.D. dissertation].United States -- Massachusetts: American International College; 2009. Publication Number: AAT 3385692.   

The relationship between executive functioning and attention in a clinically referred pediatric sample
Hines, Lindsay.  Proquest Dissertations And Theses 2009.  Section 1191, Part 0622 89 pages; [Ph.D. dissertation].United States -- Florida: Nova Southeastern University; 2009. Publication Number: AAT 3368971.   

The value of IQ scores in detecting reading patterns in younger and older elementary aged children referred for learning difficulties
Herman, Gayle Striar.  Proquest Dissertations And Theses 2009.  Section 0483, Part 0633 227 pages; [Psy.D. dissertation].United States -- New York: Pace University; 2009. Publication Number: AAT 3358196.

Validation of abbreviated forms of the Wechsler Intelligence Scale for Children---Fourth Edition specific for mentally retarded & low functioning populations
Kurtyka, Jonathan R..  Proquest Dissertations And Theses 2009.  Section 0287, Part 0622 104 pages; [Ph.D. dissertation].United States -- New Jersey: Fairleigh Dickinson University; 2009. Publication Number: AAT 3365022.

An examination of the effects of stimulant medication on the IQ test performance of children with AD/HD
Adams, Jennifer S..  Proquest Dissertations And Theses 2008.  Section 0154, Part 0622 118 pages; [Ph.D. dissertation].United States -- North Carolina: The University of North Carolina at Greensboro; 2008. Publication Number: AAT 3338759.   

Cerebral asymmetry, working memory, and verbal-performance IQ differences, as predictors of disruptive behavior levels among child and adolescent psychiatric patients
Yokoyama, Youko.  Proquest Dissertations And Theses 2008.  Section 1435, Part 0622 119 pages; [Ph.D. dissertation].United States -- California: Alliant International University, Fresno; 2008. Publication Number: AAT 3335272.

Evaluation of attention and executive control within a model of Gf-Gc cognitive functioning
Scheller, Adam C..  Proquest Dissertations And Theses 2008.  Section 0067, Part 0632 121 pages; [Ph.D. dissertation].United States -- Pennsylvania: Duquesne University; 2008. Publication Number: AAT 3322182.

Executive functioning in the presence of sleep disordered breathing
Sutton, Amy M..  Proquest Dissertations And Theses 2008.  Section 0079, Part 0622 85 pages; [Ph.D. dissertation].United States -- Georgia: Georgia State University; 2008. Publication Number: AAT 3301012.

Maximizing resources to gain information about clients: Profile analysis, Configural Frequency Analysis, and the WISC-IV
Wakkinen, Howard B..  Proquest Dissertations And Theses 2008.  Section 0161, Part 0633 190 pages; [Ph.D. dissertation].United States -- Colorado: University of Northern Colorado; 2008. Publication Number: AAT 3322469.   

Resilience, social competence, and intelligence in children
Sanders, Angela C..  Proquest Dissertations And Theses 2008.  Section 1009, Part 0622  [Psy.D. dissertation].United States -- Wisconsin: Wisconsin School of Professional Psychology, Inc.; 2008. Publication Number: AAT 0820405.

The relationship between aspects of cognitive functioning and academic skills in a clinically referred population
Garcia, Jessica.  Proquest Dissertations And Theses 2008.  Section 1191, Part 0622 86 pages; [Ph.D. dissertation].United States -- Florida: Nova Southeastern University; 2008. Publication Number: AAT 3325542.   

The validation of a measure of competency in the use of psychological assessment in career counseling: A Piagetian framework
Etheridge, Roy L..  Proquest Dissertations And Theses 2008.  Section 0071, Part 0519 116 pages; [Ph.D. dissertation].United States -- Florida: The Florida State University; 2008. Publication Number: AAT 3340711.

Visual-spatial processing and mathematics achievement: The predictive ability of the visual-spatial measures of the Stanford-Binet intelligence scales, Fifth Edition and the Wechsler Intelligence Scale for Children-Fourth Edition
Clifford, Eldon.  Proquest Dissertations And Theses 2008.  Section 0203, Part 0525 195 pages; [Ph.D. dissertation].United States -- South Dakota: University of South Dakota; 2008. Publication Number: AAT 3351188.   

A preliminary study of WISC-IV and WAIS-III IQ scores for students with extremely low cognitive functioning
Bresnahan, Joseph A..  Proquest Dissertations And Theses 2007.  Section 0287, Part 0529 68 pages; [Psy.D. dissertation].United States -- New Jersey: Fairleigh Dickinson University; 2007. Publication Number: AAT 3284746.

Cognitive processing in children and adolescents with Fetal Alcohol Spectrum Disorder: Assessing alternative measures in predicting adaptive behavior
Odishaw, Janine Danielle.  Proquest Dissertations And Theses 2007.  Section 0351, Part 0622 186 pages; [Ph.D. dissertation].Canada: University of Alberta (Canada); 2007. Publication Number: AAT NR33040.   

Cognitive deficits associated with childhood depression: Patterns of performance on the Wechsler Intelligence Scale for Children: Fourth Edition
Sweitzer, Shannon Taich.  Proquest Dissertations And Theses 2007.  Section 0225, Part 0622 85 pages; [Ph.D. dissertation].United States -- Pennsylvania: Temple University; 2007. Publication Number: AAT 3268215.

Cognitive profiles of children with attention-deficit/hyperactivity disorder
Schwebach, Adam J..  Proquest Dissertations And Theses 2007.  Section 0240, Part 0622 91 pages; [Ph.D. dissertation].United States -- Utah: The University of Utah; 2007. Publication Number: AAT 3255572.   

Comparative study of the Working Memory Scales of the WISC-IV and SB5 in referred students
Abbott, Erica N..  Proquest Dissertations And Theses 2007.  Section 0817, Part 0525 31 pages; [Ed.S. dissertation].United States -- West Virginia: Marshall University; 2007. Publication Number: AAT 1448545.

Empirically supported interpretation of the WISC-IV: A commonality analysis approach
Underwood, Jennifer E..  Proquest Dissertations And Theses 2007.  Section 0543, Part 0288 98 pages; [Ph.D. dissertation].United States -- Minnesota: Walden University; 2007. Publication Number: AAT 3288764.

Estimation of premorbid intellectual abilities in children with traumatic brain injury
Malec, Tara.  Proquest Dissertations And Theses 2007.  Section 1351, Part 0622 83 pages; [Ph.D. dissertation].United States -- Minnesota: Capella University; 2007. Publication Number: AAT 3263170.   

Existing practice and proposed changes in cognitive assessment of Utah students identified as deaf and hard of hearing
Voorhies, Leah.  Proquest Dissertations And Theses 2007.  Section 0022, Part 0288 79 pages; [Ph.D. dissertation].United States -- Utah: Brigham Young University; 2007. Publication Number: AAT 3293984.   

Gender differences for children and adults in cognitive, academic, visual-motor, emotional and behavioural functioning in a clinic-referred population
Gowers, Aspen.  Proquest Dissertations And Theses 2007.  Section 0351, Part 0519 163 pages; [M.Ed. dissertation].Canada: University of Alberta (Canada); 2007. Publication Number: AAT MR29905.   

Neuropsychological and behavioral correlates of prenatal cocaine exposure in boys with severe psychopathology
Wagreich, Michele.  Proquest Dissertations And Theses 2007.  Section 0198, Part 0317 124 pages; [Ph.D. dissertation].United States -- New York: Long Island University, The Brooklyn Center; 2007. Publication Number: AAT 3285797.   

The impact of relaxation training on cognition and academic ability
Fernandez, Miguel Richardo.  Proquest Dissertations And Theses 2007.  Section 1443, Part 0622 90 pages; [Ph.D. dissertation].United States -- Arizona: Northcentral University; 2007. Publication Number: AAT 3252087.   

The psychometric profile of adolescent Attention Deficit Hyperactivity Disorder
Sherlin, Leslie H..  Proquest Dissertations And Theses 2007.  Section 1351, Part 0620 69 pages; [Ph.D. dissertation].United States -- Minnesota: Capella University; 2007. Publication Number: AAT 3288699.

Transfer of learning in children with fetal alcohol spectrum disorder
McInerney, Robert John.  Proquest Dissertations And Theses 2007.  Section 0244, Part 0622 121 pages; [Ph.D. dissertation].Canada: University of Victoria (Canada); 2007. Publication Number: AAT NR28286.   

A comparison of the WISC-IV and COMIT results and the influence of intelligence, age, and gender on the COMIT performance scores
Bailey, Craig O..  Proquest Dissertations And Theses 2006.  Section 1351, Part 0632 81 pages; [Ph.D. dissertation].United States -- Minnesota: Capella University; 2006. Publication Number: AAT 3199316.   

Comparison of the Kaufman Brief Intelligence Test (K-BIT) and the Wechsler scale for children (WISC-IV) with referred students
York, Jennifer.  Proquest Dissertations And Theses 2006.  Section 0817, Part 0622 16 pages; [Ed.S. dissertation].United States -- West Virginia: Marshall University; 2006. Publication Number: AAT 1434510.

Correlations between the WISC-IV, SB: V, and the WJ-III Tests of achievement. Which has a better relationship with reading achievement?
Campbell, Krystal.  Proquest Dissertations And Theses 2006.  Section 0817, Part 0288 17 pages; [Ed.S. dissertation].United States -- West Virginia: Marshall University; 2006. Publication Number: AAT 1434477.

Is the GAI a good short form of the WISC-IV?
Scott, Kimberly A..  Proquest Dissertations And Theses 2006.  Section 0817, Part 0633 16 pages; [Ed.S. dissertation].United States -- West Virginia: Marshall University; 2006. Publication Number: AAT 1434505.

Social Stories: Mechanisms of effectiveness in increasing social skills, social skill comprehension, generalization and maintenance of newly acquired skills in school-aged children diagnosed with autism
Quirmbach, Linda Melissa.  Proquest Dissertations And Theses 2006.  Section 1389, Part 0620 260 pages; [Ph.D. dissertation].United States -- California: Alliant International University, San Diego; 2006. Publication Number: AAT 3227685.

The Test of Auditory Processing Skills-Third Edition (TAPS-3): Validity analyses and reconceptualization based on the Cattell-Horn-Carroll model of cognitive abilities
Edwards, Kellie Murphy.  Proquest Dissertations And Theses 2006.  Section 0012, Part 0622 84 pages; [Ph.D. dissertation].United States -- Alabama: Auburn University; 2006. Publication Number: AAT 3245465.

The identification of gifted students with spatial strengths: An exploratory study
Mann, Rebecca Lyn.  Proquest Dissertations And Theses 2005.  Section 0056, Part 0529 84 pages; [Ph.D. dissertation].United States -- Connecticut: The University of Connecticut; 2005. Publication Number: AAT 3180228.

Validity of WISC-IV and CTONI: Interpretation of IQ scores for students classified educable mentally disabled
Launey, Kathryn.  Proquest Dissertations And Theses 2005.  Section 0543, Part 0632 118 pages; [Ph.D. dissertation].United States -- Minnesota: Walden University; 2005. Publication Number: AAT 3169043.

Adolescents with attention deficit/hyperactivity disorder: WISC-IV working memory and processing speed indices
Largotta, Danielle.  Proquest Dissertations And Theses 2009.  Section 0287, Part 0633 71 pages; [Ph.D. dissertation].United States -- New Jersey: Fairleigh Dickinson University; 2009. Publication Number: AAT 3371366.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, forensic psychology, intelligence, IQ, IQ tests, Wechsler IQ tests, Wechslers, WISC-IV, WAIS-IV, dissertations, dissertation dish, cognition

Dssertation Dish: Woodcock -- Johnson and KABC-profile research

Validation of neuropsychological subtypes of learning disabilities by Hiller, Todd R., Ph.D., Ball State University, 2009 , 99 pages; AAT 3379243

Abstract

The present study used archival data of individuals given the Woodcock-Johnson Tests of Cognitive Abilities 3 rd Edition and the Woodcock-Johnson Tests of Achievement 3 rd Edition in an effort to define subtypes of LD. The sample included 526 subjects aged 6 years to 18 years old who had a diagnosis of some type of LD. Of these, 22.7% had an additional diagnosis other than LD. It was expected that subtypes similar to Rourke's classification of his nonverbal learning disorder and his basic phonological processing disorder would be found.

Portions of the battery were used in a latent class cluster analysis in order to determine group patterns of strengths and weaknesses. Using the Lo-Mendell-Rubin test, a 3 solution model was selected. These three groups showed no evidence of patterns of strengths and weaknesses. These groups were best described as a high, middle, and low group, in that the high group had scores that were universally larger than scores from the middle group, which had scores that were universally higher than the low group. The rates of individuals with comorbid disorders varied greatly between the clusters. The high group had the lowest comorbidity rates in the study, with only 6.8%. That is compared to 26.4% of the middle group and 44.8% of the low group.

These results suggest that clusters found differ more in severity rather than types of LD. Individuals with LD and comorbid disorders are more likely to have more severe deficits.

Profile analysis of the Kaufman Assessment Battery for Children, Second Edition with African American and Caucasian preschool children by Dale, Brittany Ann, Ph.D., Ball State University, 2009 , 130 pages; AAT 3379238

Abstract

The purpose of the present study was to determine if African American and Caucasian preschool children displayed similar patterns of performance among the Cattell-Horn-Carroll (CHC) factors measured by the Kaufman Assessment Battery for Children, Second Edition (KABC-II). Specifically, a profile analysis was conducted to determine if African Americans and Caucasians displayed the same patterns of highs and low and scored at the same level on the KABC-II composites and subtests. Forty-nine African American (mean age = 59.14 months) and 49 Caucasian (mean age = 59.39) preschool children from a Midwestern City were included in the study and were matched on age, sex, and level of parental education. Results of a profile analysis found African American and Caucasian preschool children had a similar pattern of highs and lows and performed at the same level on the CHC broad abilities as measured by the KABC-II. Comparison of the overall mean IQ indicated no significant differences between the two groups. The overall mean difference between groups was 1.47 points, the smallest gap seen in the literature. This finding was inconsistent with previous research indicating a one standard deviation difference in IQ between African Americans and Caucasians. A profile analysis of the KABC-II subtests found the African American and Caucasian groups performed at an overall similar level, but did not show the same pattern of highs and lows. Specifically, Caucasians scored significantly higher than African Americans on the Expressive Vocabulary subtest which measures the CHC narrow ability of Lexical Knowledge.

Results of this study supported the KABC-II's authors' recommendation to make interpretations at the composite level. When developing hypotheses of an individual's strengths and weaknesses in narrow abilities, clinicians should be cautious when interpreting the Expressive Vocabulary subtest with African Americans. Overall, results of this study supported the use of the KABC-II with African American preschool children. When making assessment decisions, clinicians can be more confident in an unbiased assessment with the KABC-II.

Future research could further explore the CHC narrow abilities in ethnically diverse populations. Additionally, more research should be conducted with other measures of cognitive ability designed to adhere to the CHC theory, and the appropriateness of those tests with an African American population. Furthermore, future research with the KABC-II could determine if the results of the present study were replicated in other age groups.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, special education, IQ, IQ test, CHC, Cattlll -Horn-Caroll, intelligene, disseration dish, IQs Corner, profiles

Dissertation dish: WJ III/KABC-II Gv and ach AND Gs, RAN, Ga, work mem and reading

Visual-spatial thinking and academic achievement: A concurrent and predictive validity study by Yazzie, Anslem, Ph.D., Northern Arizona University, 2009 , 92 pages; AAT 3370650

Abstract

Forty-eight students were administered the Spatial Relations and Picture Recognition subtests of Woodcock-Johnson III Visual-Spatial Thinking Cluster, Rover and Triangles subtests of the Kaufman Assessment Battery for Children-Second Edition Visual Processing Cluster, and Word Reading, Math Computation, and Spelling subtests of the Wide Range Achievement Test-Four Edition. According to previous research, several assumptions regarding visual-spatial thinking's correlation with achievement, concurrent validity with other measures, and differences in gender and ethnicity had been found to be variant. Mean differences were compared for significance of performance on overall clusters. Examination of cluster performances indicated that visual-spatial thinking ( Gv ) was equally measured on both cognitive measures. There was a notable relationship between cognitive Gv performances and achievement. When mean differences were made in terms of ethnicity, no statistical difference was found. In contrast, a significant difference was found when gender was examined. Results are discussed in terms of implications for school psychologists, researchers, and teachers.

The relationships among cognitive ability measures and irregular word, non-word, and word reading by Abu-Hamour, Bashir, Ph.D., The University of Arizona, 2009 , 160 pages; AAT 3369670

Abstract

This study examined the relationships between and among: (a) Processing Speed (PS) Cluster and Rapid Automatized Naming (RAN) Total to reading ability; (b) measures of RAN and PS to irregular word, non-word, and word reading; and (c) the relationships among irregular word, non-word, and word reading. The word reading measures were predicted by using multiple cognitive abilities including Phonological Awareness (PA), RAN, PS, and Working Memory (WM). Sixty participants, 39 students who were average readers and 21 students with reading difficulties in Grades 1, 2, 3, and 4 were recruited.

Correlational designs testing predictive relationships were used to conduct this study. The results indicated that the PS Cluster had the strongest correlation with irregular word reading, whereas the RAN Total had the strongest correlation with both word reading and non-word reading ability. Reading performance was best predicted by RAN-Letters. In addition, the Woodcock-Johnson III Visual Matching test had the strongest predictive power of reading ability among all of the PS measures.

High correlations were found among the reading variables within normally distributed data, whereas there was no significant correlation between irregular and nonword reading within the group of students with Reading Difficulties. These findings provide support for the dual-route theory. Among the 21 students with RD, 10 students presented problems in both non-word reading and irregular word reading; 9 students presented problems just in non-word reading; and 2 students presented problems just in irregular word reading.

A model consisting of RAN, PA, and PS, as included in the study measures, provided the most powerful prediction of all reading skills. These findings also lend more support to the double-deficit model and indicate that PA and naming speed problems contribute independently to variance in reading.

This study provides direction for the assessment of specific reading disability and the cognitive underpinnings of this disorder. These findings support the need to assess PA, RAN, and PS, as well as various types of word reading skills, when making a reading disability diagnosis. Further research may cross validate the results of this study, or add other aspects of reading (eg., reading fluency or comprehension) to this line of research.

Technorati Tags: psychology, education, special education, learning disabilities, school psychology, educational psychology, learning, reading, math, visual spatial, working memory, RAN, rapid automatic naming, processing speed, Gs, Gsm, Ga, Glr, reading, math, dyslexia, dyscalculia, IQs Corner

Dissertation Dish: Memory abilities in high functioning autism

Memory abilities in children with high functioning autism spectrum disorders by Gansle, Mary Ann Thamaravelil, Ph.D., Texas Woman's University, 2009 , 112 pages; AAT 3367231

Abstract

In the present study, demographic and intellectual performance data previously collected on groups of children with Asperger Syndrome (AS) and high functioning autism (HFA) were analyzed. It was hypothesized that children and adolescents with HFA or AS would exhibit lower scores on measures of visual memory as compared to auditory memory. It was also hypothesized that participants would display lower scores on visual memory tasks that contain a social component as compared to visual memory tasks without a social component. It was also hypothesized that this group would have difficulty with the Memory for Faces task on the NEPSY as compared to other visual tasks. Another hypothesis stated that the Symbolic Memory task on the UNIT may yield lower mean scores when compared to the other visual tasks. Additionally, it was hypothesized that these children and adolescents would demonstrate lower mean scores on tasks involving auditory working memory as compared to auditory memory tasks alone. Instruments used included the NEPSY, the Universal Nonverbal Intelligence Test (UNIT), and the Woodcock Johnson Test of Cognitive Abilities, Third Edition (WJ-III Cog).

Participants included child and adolescent volunteers (47 males and 7 females) ranging in age from 8 years to 17 years with a mean age of 11 years. All participants had a full scale IQ of 85 or above. Repeated measures ANOVAs were performed using diagnosis (HFA, AS) as a between subjects effect on the dependent variables. The results failed to reveal significant differences for diagnosis on any of the dependent measures; therefore, the between subjects factor diagnosis (HFA, AS) was collapsed across groups to create one sample of children with autism for subsequent analyses.

Repeated measures analysis of variance, pairwise multiple comparisons using Fisher's Least Significant Difference (LSD), and correlations were performed to analyze performance of the sample group across the various subtests included in the hypotheses. With regard to hypothesis one, results revealed that children's standardized mean responses on visual memory measures were not significantly different from each other. With respect to hypothesis two, scores on the Symbolic Memory Subtest were not significantly lower than other visual tasks.

Results for hypothesis three indicated the standardized mean scores on auditory measures and visual memory measures were not significantly different from each other. Hypothesis four analysis indicated that the standardized mean scores on the auditory memory measures and auditory working memory measures were not significantly different from each other. Overall, four hypotheses failed to show significance. There was some suggested overlap in skills measured by the various subtests. The implications of these results for the development of effective classroom interventions for use with students with AS or HFA were discussed.

Technorati Tags: psychology, school psychology, educational psychology, developmental psychology, developmenal disabilities, neuropsychology, autism, aspergers, autism spectrum disorders, Gsm, memory, disseration, dissertation dish, IQs Corner

John Horn's (1965) doctoral dissertation test of Cattell's Gf-Gc theory

John Horn's Gf-Gc dissertation available for viewing.

I'm working on a visual-graphic and text-based summary and extension of my previously published "CHC Theory: Past, Present and Future" book chapter...so it can be displayed on the web, and more importantly, can serve as a presentation for instructional/historical purposes. When done I will be giving this material away to those that are interested.

In the process I'm trying to embed hyperlinks to classic articles that will give readers the chance to view and read many of the seminal works that have led us to contemporary CHC theory and intellectual assessment.

Today I'm posting a real gem I found in the process of completing this project. A PDF copy of John Horn's original dissertation (1965). According to Carroll (1993), this was the first real empirical test of Cattell's Gf-Gc theory.

You are forewarned. The file is very large...17+MB. I suggest you don't try download or view from a land phone line or wifi.

Technorati Tags: psychology, school psychology, education, educational psychology, cognitive abilities, cognition, intelligence, IQ, IQ tests, IQ scores, John Horn, Raymond Cattell, CHC theory, Cattell-Horn-Carroll, IQs Corner, psychometrics, ISIR

Dissertation Dish: CHC prediction of third grade state reading

Use of Cattell-Horn-Carroll specific cognitive abilities to enhance prediction of reading on the third grade Pennsylvania System of State Assessment by Nicholson, Kathleen J., D.Ed., Indiana University of Pennsylvania, 2009, 86 pages; AAT 3352434





Abstract

This correlational study examines three models of prediction with regard to 69 kindergarten and first grade students' later reading achievement on a third grade state assessment.

The first model of prediction analyzed sex, age and maternal level of education as predictors of reading performance on the third grade Pennsylvania System of State Assessment (PSSA). The second model of prediction examined the ability of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF) measure to predict reading achievement on the PSSA. The third model analyzed the use of Cattell-Horn-Carroll (CHC) specific cognitive abilities to enhance the prediction of PSF of reading achievement.

The results from the analysis (Kendall's Tau B) showed no significant correlation between the baseline predictor variables (sex, age, and maternal level of education) and student performance on the PSSA. Similarly, in the second model, student performance on the PSF measure of the DIBELS revealed no relationship with later reading achievement. In the third model, CHC specific cognitive abilities did not enhance the prediction of reading performance. Although there was one correlation of significance between fluid intelligence (Gf) and PSSA scores, the sample size was too low to allow for generalizability. Additionally, Gf is not one of the CHC factors linked to reading achievement in the literature.

Restriction of ranges may have affected the results in that the majority of the students were in special education, and half of the sample was not proficient on the PSSA.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, education, CHC, Cattell-Horn-Carroll, PSSA, DIBELS, dissertation dish, IQs Corner

CHC intelligence dissertation updates

A feature some of my readers may not be aware of is what I call "Dissertation Dish" posts. You can view all the DD posts I've made to date by clicking here. What are these?

Simple. I have a series of "alerts" set with ProQuest Digital Dissertation services that notifies me when any new dissertation is available via their service that touches on the topics of the Cattell-Horn-Carroll (CHC) theory of cognitive abilities and assessment instruments related to the their. I receive email alerts of new dissertations. I then check the abstracts. If the abstract looks of interest to my readers, I then will make a DD post of the abstract at IQs Corner blog. You can always find all of these by clicking on the "dissertation dish" category label.

More importantly, as part of my roles as Research Director with WMF, I often purchase a PDF copy of the dissertations and share them with Barb Wendling, Education Director of WMF. She then puts together an WMF asbstract brief as part of the WMF Doctoral Dissertation Asbstract Project.

I hope this little service helps researchers and assessment professionals keep in touch with unpublished research.....research that hopefully will eventually reach a journal somewhere.


Technorati Tags: psychology, educational psychology, school psychology, ISIR, dissertation dish, neuropsychology, intelligence, CHC, Cattell-Horn-Carroll, IQ, IQ tests

Dissertation Dish: SB5 and WISC-IV Gv predictors of math achievement

Visual-spatial processing and mathematics achievement: The predictive ability of the visual-spatial measures of the Stanford-Binet intelligence scales, Fifth Edition and the Wechsler Intelligence Scale for Children-Fourth Edition by Clifford, Eldon, Ph.D., University of South Dakota, 2008, 195 pages; AAT 3351188

Abstract

In the law and the literature there has been a disconnect between the definition of a learning disability and how it is operationalized. For the past 30 years, the primary method of learning disability identification has been a severe discrepancy between an individual's cognitive ability level and his/her academic achievement. The recent 2004 IDEA amendments have included language that allows for changes in identification procedures. This language suggests a specific learning disability may be identified by a student's failure to respond to a research based intervention (RTI). However, both identification methods fail to identify a learning disability based on the IDEA 2004 definition, which defines a specific learning disability primarily as a disorder in psychological processing. Research suggests that processing components play a critical role in academic tasks such as reading, writing and mathematics. Furthermore, there has been considerable research that suggests visual-spatial processing is related to mathematics achievement. The two most well known IQ tests, the Stanford-Binet-Fifth Edition (SB5) and the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), were revised in 2003 to align more closely with the most current theory of intelligence, the Cattell-Horn-Carroll theory of cognitive abilities (CHC). Research supports both instruments have subtests that measure visual-spatial processing. The purpose of the current study is to identify which visual-spatial processing measure (SB5 or WISC-IV) is the better predictor of poor mathematics achievement. The participants were 112 6 th -8 th grade middle school students. Of the 112 original participants, 109 were included in the study. The comparison of the results of two separate sequential logistic regressions found that both measures could significantly predict mathematics achievement. However, given the relatively small amount of variance accounted for by both the SB5 and WISC-IV visual-spatial processing measures, the results had questionable practical significance.

Technorati Tags: psychology, educational psychology, school psychology, education, neuropsychology, mathematics, Gv, visual-spatial, SB5, WISC-IV, Stanford Binet, Wecsher, IQs Corner, Disseration Dish