Research Byte: Domain-specific and domain-general skills as predictors of #arithmetic #fluency development—New #WJV will have similar measure—#MagnitudeComparison test

 Domain-specific and domain-general skills as predictors of arithmetic fluency development

Author links open overlay panel, , , , , 

Link to PDF appears available at journal page (click here to go directly to PDF)

Abstract

We investigated Norwegian children's (n = 262) development in arithmetic fluency from first to third grade. Children's arithmetic fluency was measured at four time points, domain-specific (i.e., symbolic magnitude processing and number sequences) and domain-general skills (i.e., working memory, rapid naming, non-verbal reasoning, and sustained attention) once in the first grade. Based on a series of growth mixture models, one developmental trajectory best described the data. Multigroup latent growth curve models showed that girls and boys developed similarly in their arithmetic fluency over time. Symbolic magnitude processing and number sequence skills predicted both initial level and growth in arithmetic fluency, and working memory predicted only initial level, similarly for boys and girls. Mother's education level predicted the initial level of arithmetic fluency for boys, and rapid naming predicted growth for girls. Our findings highlight the role of domain-specific skills in the development of arithmetic fluency.

As an FYI, the forthcoming WJ V (Q1, 2025) has a new test (Magnitude Comparison) that measures abilities similar to the symbolic magnitude processing ability measure used in this study (COI - I’m a coauthor of the WJ V)

https://www.sciencedirect.com/science/article/pii/S104160802400178X

Developmental change in the influence of domain-general abilities and domain-specific knowledge on math

https://doi.apa.org/doiLanding?doi=10.1037/edu0000159

Citation

Geary, D. C., Nicholas, A., Li, Y., & Sun, J. (2017). Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study. Journal of Educational Psychology, 109(5), 680–693. https://doi.org/10.1037/edu0000159

---

Abstract

The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade mathematics achievement and mathematical cognition measures of prior grade number knowledge, addition skills, and fraction knowledge. Use of functional data analysis enabled grade-by-grade estimation of overall domain-general and domain-specific effects on subsequent mathematics achievement, the relative importance of individual domain-general and domain-specific variables on this achievement, and linear and nonlinear across-grade estimates of these effects. The overall importance of domain-general abilities for subsequent achievement was stable across grades, with working memory emerging as the most important domain-general ability in later grades. The importance of prior mathematical competencies on subsequent mathematics achievement increased across grades, with number knowledge and arithmetic skills critical in all grades and fraction knowledge in later grades. Overall, domain-general abilities were more important than domain-specific knowledge for mathematics learning in early grades but general abilities and domain-specific knowledge were equally important in later grades. (PsycINFO Database Record (c) 2017 APA, all rights reserved)

CHC COG-ACH Relations: Visual-graphic summary

In preparation of a manuscript, I have developed the following visual-graphic summary of Established Narrow CHC-->Rdg/Math Ach Relations Abridged Summary.  It is based on the review of McGrew & Wendling (2010).  Click on image to enlarge.

General developmental mechanism explains growth across most personal competence domains?

I believe that this is a very intriguing and potentially important research study for all involved in research or the assessment of human development, and those working in school and learning situations in general. The study suggests a very general domain-general set of mechanisms may account for growth and change across different broad domains of personal competence. I have made it an "IQ's Reading" post (click here for explanation). The annotated article can be found here. I found it a very thought provoking article that connects some research and theoretical dots across diverse academic disciplines that study human cognitive and physical/motor development. See comments in post for more thoughts.

Double click on images to enlarge.






- iPost using BlogPress from Kevin McGrew's iPad

CHC COG-ACH research synthesis project important update 1-8-09

[Double click on image to enlarge]

I'm pleased to announce another update and major revision to the the Cattell - Horn - Carroll (CHC) Cognitive Abilities-Achievement Research Synthesis project, a project first described in a prior post. This is a work "in progress". The purpose of this project is to systematically synthesize the key Cattell-Horn- Carroll (CHC) theory of cognitive abilities designed research studies that have investigated the relations between broad and narrow CHC abilities and school achievement.

The status of the project can be accessed via a clickable MindMap visual-graphic navigational tool (similar to the image above...but "active" and "dyanamic") or via the more traditional web page outline navigational method. You can toggle back and forth between the different navigation methods via the options in the upper right hand corner of the respective home web page.

Feedback is appreciated. I request that feedback be funneled to either the CHC and/or NASP professional listservs, mechanisms that provide for a more dynamic give-and-take exchange of ideas, thoughts, reactions, criticisms, suggestions, etc.

The most significant new revisions/additions/changes are in branches 4 and 6. A subtopic under branch 4 (studies included in the review) now includes the references of all the 19 studies reviewed AND URL links to the actual studies. The most significant revision is the addition of branch 6, which provides access to four summary charts/figures (sample figure is above) that attempt to synthesize the massive amount of coded information in the tabular summary tables (branch 5).

Barb Wendling and I are now going to commence interpretation of these charts/figures (and the tabular summary tables). I wish I had my interpretation, caveats, explanations of surprising findings, etc. written today, but it is going to take some time. To faciliate the process I would LOVE feedback from CHC experts on insights they may glean from a review of the four summary figures. Please discuss any hypotheses, insights, etc. on the CHC and/or NASP listservs.

This project is evolving into a manuscript to be submitted for publication and will also serve as the basis of my mini-skills workshop at NASP re: this research project.

Enjoy.


Technorati Tags: psychology, education, educational psychology, school psychology, neuropsychology, reading, math, CHC, Cattell-Horn-Carroll, intelligence, IQ, IQ tests, IQ scores, g, general intelliigence, meta-analysis, school learning, Beyond IQ, learning disabilities, reading disabilities, math disabilities, dyslexia, dyscalculia

Powered by ScribeFire.

CHC narrow abilities related to reading and math slide posted

I just returned from the National School Psychology Neuropsychology conference in Texas. A great conference with a very competent crowd of people to present to.

During my presentation it was brought to my attention that one of my key PPT slides/handouts (Key CHC narrow abilities important for reading and math achievement) on the all-presenter handout/slide CD was difficult to view due to problems with the shading scheme I had used. I promised to make a clean copy available via my blog for the participants. I've now posted three different versions of this slide for download. The formats provided are: PPT slide; JPEG image; PDF file. Take your choice and select whatever looks best for you.

Thanks for your patience. I hope to attend and present at this conference in the future.

CHC and math research synthesis project

Yesterday I posted an update regarding the CHC & Reading research synthesis project . Today I'm pleased to make the same announcement for the CHC & Math research synthesis project. It has been updated in a manner similar to that described yesterday (for the reading project).

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, neuroscience, intelligence, IQ, IQ scores, math, dyscalculia, achievement, school learning, CHC, Cattell-Horn-Carroll, IQs Corner

Part II: Beyond the CHC Tipping Point: Back to the Future

I previously posted an on-line copy of a PPT presentation called "Beyond the CHC Tipping Point: Back to the Future." A revised version of this presentation will serve as a brief introduction to my portion of a NASP workshop (next week in New Orleans), together with my colleagues Barb Wendling and Bard Read, focused on CHC referral-focused domain-specific assessments and instructional implications/interventions based on CHC Theory.

Today I've posted the 2nd half of this presentation. Both presentations, together with the brief descriptions provided at the SlideShare site, are below. Enjoy.

Beyond the CHC Tipping Point: Back to the Future-Part 1: An overview of the CHC (Cattell-Horn-Carroll) theory of intelligence within a historical and "waves of interpretation" context. Presents the idea that CHC has reached the "tipping point" in school psychology..and...this is allowing assessment practitioners to realize past attempts to engage in individual strength and weakness interpretation of CHC based test profiles


Beyond the CHC Tipping Point: Back to the Future-Part 11: This is Part 2 to the previously posted "Part I: Beyond the CHC Tipping Point: Back to the Future" This module presents K. McGrew's recent extant CHC COG-ACH correlates research synthesis (see links under "IQ's Corner Information" section on left-side of blog page), with an eye towards helping school assessment professionals better craft referral-focused domain-specific CHC-based psychoeducational assessments. These two modules collectively will serve as the guts of my NASP workshop presentation in New Orleans on Feb 9, 2008. The slides only provide the skeleton of my presentation. You need to see it "live" to benefit from the expert interpretation, embedded comics, great wit and humor, and grand conclusions..and, more importantly, the links to intervention that will be provided by my co-presenters...Barb Wendling and Barb Read. I'm the "set-up" man for the most important part of the workshop....to be delivered by Barb and Barb.



Technorati Tags: CHC, CHC theory, psychology, school psychology, educational psychology, neuropsychology, education, learning, intelligence, IQ, IQ test, IQ scores, LD, special education, learning disabilities, reading, math, tipping point

Powered by ScribeFire.

Prediction of WJ III reading/math ach by cognitive and language tests

This is an update to my CHC cognitive abilities and reading and math research projects (please visit prior posts for background information).

I recently ran multiple regression analysis in the WJ III norm data [conflict of interest note - I'm a coauthor of the WJ III] where I used the complete set of WJ III cognitive tests (the original WJ III and WJ III Diagnostic Supplement tests) and WJ III oral language tests to predict the WJ III (a) individual reading tests, (b) reading clusters, (c) individual math tests, and (d) math clusters.

Summary tables of the results are now included in the CHC reading and math summary visual-graphic mindmaps posted previously. As noted in the summary documents, I ran step-wise multiple regression models (with backward stepping) at three different age groups in the WJ III norm sample (ages 6-8; 9-13; 14-19). I specified that the models include five predictor tests. Due to possible predictor-criterion contamination, the WJ III Number Series test was excluded from the predictor (IV) pool in the prediction of the Math Reasoning and Quantitative Concepts test (half of the QC test, which is part of the MR cluster, includes number series type items). Finally, the regression models were run on correlation matrices that were calculated in each age group with age variance removed (age-based standard scores were used). The EM missing data algorithm was invoked during the calculation of the matrices. These matrices where then used for the multiple regression analysis.

Descriptions and explanations of the WJ III tests are available via a link in a prior post (first link under "The Results: Phase I" section of prior post)

The summary tables include the final standardized regression weights as well as the coding of tests that, although not ending up in the final regression models, were often close to entering the regression model at some steps (based on inspection of the partial correlations at each step)--call them bridesmaid tests.

This material is being incorporated into a presentation I'm completing as part of a NASP 2008 workshop. The interpretation of these results, combined with a select review and synthesis of CHC- and non-CHC-organized COG-ACH correlates research, will be presented at that workshop, as well as the eventual posting of select PPT slides from that workshop (watch for announcements at this blog).

Please recognize that these results have NOT been peer-reviewed. The results are being presented "as is" with no interpretation. As noted above, interpretation of this material will be part of the NASP workshop. Additionally, this material will be included in the next update to the WJ III Evolving Web of Knowledge (EWOK), which I plan to update prior to (or immediately after) this workshop.

Enjoy running your fingers through the analysis summaries. I hope the posting of this information stimulates hypothesis generation and discussion by other CHC/WJ III scholars and assessment professionals. I urge interested individuals to make comments on the CHC listserv...as the CHC listserv provides for a more dynamic give-and-take learning experience than available via static blog "comment" posts.

You can go directly past go and download the reports at the following two links.

• WJ III reading achievement multiple regression summary
• WJ III math achievement multiple regression summary
  

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, Riverside Publishing, Woodcock-Johnson, WJ III, WJ III NU, normative update, reading, math, Grw, Gq, CHC, CHC theory, multiple regression

Powered by ScribeFire.

CHC cognitive abilities and math achievment research

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

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

Powered by ScribeFire.

Fine tuning the brain clock results in better school performance? Media report

If you are interested in the concept of an internal brain clock and possible neuro-based interventions to fine-tune the clocks resolution, with the objective to improve academic functioning of school-age children, check out the today's post at the IQ Brain Clock.

Technorati Tags: psychology, educational psychology, education, learning, brain clock, Interactive Metronome, neurotechnology, intelligence, cognition, attention, ADHD

Powered by ScribeFire.

Controlled attention model of working memory

FYI - More information on the controlled executive attention model of working memory has been posted at IQ's Corner sister blog--the IQ Brain Clock.

Another g+specific abilities and rdg. ach. study

Yet another g+specific CHC-to-rdg achievement study has been published. This Journal of Psychoeducational Assessment "in press" article, by Nick Benson, also uses the WJ III norm data [conflict of interest disclosure - I'm a coauthor or the WJ III]. This research differs significantly from most all prior g+specific abilities causal SEM modeling investigations by including not only effects between CHC cognitive abilities and reading, but causal effects among specific subskills of reading (reading fluency, basic reading skills, reading comprehension). The abstract is below.

Blogmaster comment - the evidence continue to mount that indicates, when using a comprehensive cognitive ability taxonomy (CHC theory), construct valid measures from the major broad CHC domains, and methodology that allows the simultaneous effects of both general intelligence (g) and specific cognitive abilities in the analysis, that some specific cognitive abilities are important in understanding school achievement above an beyond the influence (effect) of g. Other studies that support this position are listed below the current featured article abstract.

Abstract

• Structural equation modeling procedures are applied to the standardization sample of the Woodcock–Johnson III to simultaneously estimate the effects of a psychometric general factor (g), specific cognitive abilities, and reading skills on reading achievement. The results of this study indicate that g has a strong direct relationship with basic reading skills until about sixth grade. Also, g is found to have a strong indirect effect on reading fluency and comprehension across grade levels. Basic reading skills has a strong direct effect on reading fluency across grade levels. The effect of cognitive processing speed (Gs) on reading fluency increase with age. Reading fluency initially has a strong direct effect on reading comprehension, but this effect is reduced with age. Conversely, the direct effect of crystallized intelligence or knowledge (Gc) on reading comprehension increase with age.

Other supporting g+specific abilities research studies.

• Bensen, N. (2007, in press). Cattell-Horn-Carroll cognitive abilities and reading achievement. Journal of Psychoeducational Assessment (this is the article featured above)
  

• Flanagan, D. P. (2000). Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores. School Psychology Quarterly, 15(3), 295-329.

• Floyd, R. G., Keith, T. Z., Taub, G. E., & McGrew, K. S. (2007). Cattell–Horn–Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. School Psychology Quarterly, 22, 200-233.

• Keith, T. Z. (1999). Effects of general and specific abilities on student achievement: Similarities and differences across ethnic groups. School Psychology Quarterly, 14(3), 239-262.

• McGrew, K. S., Flanagan, D. P., Keith, T. Z., & Vanderwood, M. (1997). Beyond g: The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools . School Psychology Review, 26(2), 189-210.

• Taub, G., Floyd, R. G., Keith, T. Z., & McGrew, K. S. (in press). Effects of general and broad cognitive abilities on mathematics achievement from kindergarten through high school. School Psychology Quarterly.

• Vanderwood, M. L., McGrew, K. S., Flanagan, D. P., & Keith, T. Z. (2002). The contribution of general and specific cognitive abilities to reading achievement. Learning and Individual Differences, 13, 159-188.

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, education, achievement, intelligence, IQ tests, IQ scores, g, general intelligence, specifc abiliites, domain specific, SEM, WJ-R, WJ III, CHC theory, Cattell-Horn-Carroll, Gf-Gc

Powered by ScribeFire.

Cognitive efficiency (working memory+Gs) = necessary but not sufficient constructs for learning?

As promised, here are a few thoughts from my Friday afternoon synaptic symphony of musings related to Geary's article on math learning.

On page 482 Geary talks about the core cognitive mechanisms (of working memory and Gf) being mental speed of information processing and attentional control (which I interpret as Engle, Conway et al.'s executive controlled attention). The overlap of these constructs with working memory and Gs (what we, in the land of the WJ III, call cognitive efficiency) is very interesting. In recent presentations I've referred to these core abilities as domain-general constructs...as recent CHC research suggests they are important for learning across almost all domains of human learning, esp. during initial stages of learning. These contrast with domain-specific abilities that appear more specific to learning in specific achievement domains (e.g., Ga and reading; Gf and mathematics).

I like his statement that these mechanisms are "necessary but not sufficient" for the development of secondary abilities (e.g., mathematics; reading). This makes sense. Domain general cognitive efficiency may be a set of necessary, but not sufficient, abilities for learning. They are necessary to learn, but the development of secondary abilities (such as reading and math) may require the addition of other abilities (Glr, Gf, Ga, Gv, etc.)) above and beyond cognitive efficiency.

This also connects with some causal models I've run where working memory, memory span, and Gs are specified as causal mechanism behind other cognitive abilities and achievement.

Just some Friday afternoon musings and thoughts as I "connect some dots" in my quirky store of acquired knowledge.

Technorati Tags: psychology, educational psychology, education, school psychology, neuropsychology, CHC theory, working memory, Gf, fluid intelligence, Gsm, Gq, quantitative reasoning, cognitive efficiency, math, learning disabilities

Powered by ScribeFire.

Math learning and LD: Synthesis article by Geary

Every so often I run across a book or journal article that, in my opinion, resonates with considerable clarity re: something important regarding human intelligence and or understanding learning and or learning disabilities. I'm not sure if these readings, as viewed by others, would be accorded similar value, or if the readings just hit me at a time when I'm trying to "connect the dots" across the diverse literature that I skim on a routine basis.

I just finished skimming one such article. The article is by David Geary in Developmental Neuropsychology (2007, vol 32[1], p. 471-519; click here to view). The title of the article is "An evolutionary perspective on learning disabilities in mathematics." I try to read anything that David Geary writes as, IMHO, he is one of the top notch intelligence/cognitive scholars of our times, particularly as his research relates to helping us understand an important aspect of school learning--mathematics.

I plan (hope) to make a number of posts as I distill the essence of what he has written. The real beauty of this article is that it is a grand synthesis article that puts, in one place, his current synthesis of contemporary research on the development of mathematics and possible causes of math learning disabilities.

At this time I'm just alerting my readers to the article and making it available for viewing. Although some of the evolutionary material may be a bit difficult to digest, and does not have direct application to applied intelligence testing and interventions, the remainder of the article is packed with useful summary statements regarding the potential cognitive mechanisms, underlying neuroanatomy, etc. of mathematical learning.

More to come. But in the meantime, please read and digest on your own pace. I urge readers to take the time to become familiar with this article, as well as other research published by David Geary (a select list is below).

• Fink, B., Brookes, H., Neave, N., Manning, J. T., & Geary, D. C. (2006). Second to fourth digit ratio and numerical competence in children. Brain and Cognition, 61(2), 211-218.
• Geary, D. C. (2001). The development of intelligence, by M. Anderson. Contemporary Psychology APA Review of Books, 46(1), 23-25.
• Geary, D. C. (1999). Evolution and developmental sex differences. Current Directions in Psychological Science, 8(4), 115-120.
• Geary, D. C. (2007). An evolutionary perspective on learning disability in mathematics. Developmental Neuropsychology, 32(1), 471-519.
• Geary, D. C. (2006). Gender differences in mathematics: An integrative psychological approach, by A.M. Gallagher, J.C. Kaufman. British Journal of Educational Studies, 54(2), 245-246.
• Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114(2), 345-362.
• Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learning Disabilities, 37(1), 4-15.
• Geary, D. C. (2005). Role of cognitive theory in the study of learning disability in mathematics. Journal of Learning Disabilities, 38(4), 305-307.
• Geary, D. C., Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77(3), 236-263.
• Geary, D. C., & Hoard, M. K. (2003). Learning disabilities in basic mathematics - Deficits in memory and cognition. J. M. RoyerMathematical Cognition (pp. 93-115). PO Box 4967/Greenwich/CT 06831/USA: Information Age Publishing.
• Geary, D. C., Hoard, M. K., ByrdCraven, J., Nugent, L., & Numtee, C. (2007). Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability. Child Development, 78(4), 1343-1359.
• Geary, D. C., Hoard, M. K., & Hamson, C. O. (1999). Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74(3), 213-239.
• Geary, D. C., & Huffman, K. J. (2002). Brain and cognitive evolution: Forms of modularity and functions of mind. Psychological Bulletin, 128(5), 667-698.
• Geary, D. C., Liu, F., Chen, G. P., Saults, S. J., & Hoard, M. K. (1999). Contributions of computational fluency to cross-national differences in arithmetical reasoning abilities. Journal of Educational Psychology, 91(4), 716-719.
• Geary, D. C., Saults, S. J., Liu, F., & Hoard, M. K. (2000). Sex differences in spatial cognition, computational fluency, and arithmetical reasoning. Journal of Experimental Child Psychology, 77(4), 337-353.
• Geary, D. C., & Widaman, K. F. (1992). Numerical cognition: On the convergence of componential and psychometric models. Intelligence, 16, 47-80.
• Geary, D. C., Liu, F., Chen, G.-P., Saults, S. J., & Hoard, M. K. (1999). Contributions of Computational Fluency to Cross-National Differences in Arithmetical Reasoning Abilities. Journal of Educational Psychology, 91(4), 716-719.
• Geary, D. C., & Widaman, K. F. (1992). Numerical cognition: On the convergence of componential and psychometric models. Intelligence, 16(1), 47-80.
• Trull, T. J., & Geary, D. C. (1997). Comparison of the big-five factor structure across samples of Chinese and American adults. Journal of Personality Assessment, 69(2), 324-341.
• Widaman, K. F., Gibbs, K. W., & Geary, D. C. (1987). Structure of adaptive behavior: I. Replication across fourteen samples of nonprofoundly mentally retarded people. American Journal of Mental Deficiency, 91(4), 348-360.

"g" and specific cognitive abilities and reading decoding

This is a follow-up to a prior IQs Corner PREPLOG post. The following article has now been published. [Conflict of interest note - I'm a coauthor on this article and also a coauthor of the WJ III battery, the source of the data for the study]

• Floyd, R., Keith, T., Taub, G. McGrew, K. (2007). Cattell–Horn–Carroll Cognitive Abilities and Their Effects on Reading Decoding Skills: g Has Indirect Effects, More Specific Abilities Have Direct Effects. School Psychology Quarterly, 22(2), 200-223 (click here to view/download)
  

Abstract

• This study employed structural equation modeling to examine the effects of Cattell–Horn–Carroll (CHC) abilities on reading decoding skills using five age-differentiated subsamples from the standardization sample of the Woodcock–Johnson III (Woodcock, McGrew, & Mather, 2001). Using the Spearman Model including only g, strong direct effects of g on reading decoding skills were demonstrated at all ages. Using the Two-Stratum Model including g and broad abilities, direct effects of the broad abilities Long-Term Storage and Retrieval, Processing Speed, Crystallized Intelligence, Short-Term Memory, and Auditory Processing on reading decoding skills were demonstrated at select ages. Using the Three-Stratum Model including g, broad abilities, and narrow abilities, direct effects of the broad ability Processing Speed and the narrow abilities Associative Memory, Listening Ability, General Information, Memory Span, and Phonetic Coding were demonstrated at select ages. Across both the Two-Stratum Model and the Three-Stratum Model at all ages, g had very large but indirect effects. The findings suggest that school psychologists should interpret measures of some specific cognitive abilities when conducting psychoeducational assessments designed to explain reading decoding skills.
  
  

Technorati Tags: psychology, cognition, psychological assessment, iq testing, CHC theory, Cattell-Horn-Cattell, Gf-Gc theory, reading, decoding, special education, education, achievement, SEM, structural equation modeling, g, general intellignece, Spearman

LD and RTI - guest blog post by Jim Hanson

The following is a guest blog post by Jim Hanson (School Psychologist, M.Ed., Portland Public Schools, Portland, Oregon), a new member of IQs Corner Virtual Community of Scholars project.

Jim recently shared some material (on the CHC listserv) that he and his colleagues had developed in response to new regulations regarding the identification of children with specific learning disabilities (SLD). He received many "me to" requests for copies of the materials he was offering. IQ's Corner invited Jim to share his materials via a guest post and to ask Jim to become a regular guest blogger. He agreed!!!!!

Below are links to the two documents he was distributing. One is in the form of a pdf file (click here to view). The other is a PowerPoint show, which I've made available via Slideshare (click here to view). Below are Jim's comments. His colleagues are listed on the title slide of the PPT show.

• Federal and most state regulations have changed the critieria for identifying specific learning disabilities from the IQ/achievement discrepancy model to 1) response to intervention (RTI) and/or 2) a pattern of strengths and weaknesses in achievement or performance relative to age, state grade level standards, and intellectual development (PSW). School districts are struggling to interpret what PSW means. Some administrators wish to continue using the IQ/achievement discrepancy model and call it PSW. This ignores voluminous research evidence on the nature and the federal definition of learning disabilities, which define SLD as a weakness in one or more of the basic psychological processes. The reason for some districts' wish to continue with "business as usual" might be that district personnel are not familiar with the neurology of learning disabilities. If they are acquainted with cognitive science, they might still be daunted by the science's diversity of terms among researchers, its technological complexity, and its relation to effectiveness and ease in application across a wide variety of schools and school teams. The proposed reductionist model is based on models by several leading researchers in the field. It is designed as a first step in acquainting administrators with current cognitive science. It may also provide an acceptable research model until personnel can be trained in more expansive and technically adequate methods of identification. Interested persons are welcome to contact Jim Hanson atJaBrHanson@yahoo.com, or the Oregon School Psychologists Association for further questions and comments."

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, education, special education, LD, learning disabilities, RTI, intelligence, IQ, IQ tests, IQ scores, achievement

Powered by ScribeFire.

More on spatial visualization rotation abilities (Gv-Vz)

Either there has been increased research interest in the role of spatial visualization (Gv-Vz) strategies/abilities and cognitive/academic performance as of late, or, I've been selectively attentive to articles that address this topic in my weekly searches of the social and behavioral research literature. Regardless, during the past two weeks I've run across three additional studies that have investigated how individuals approach classic block rotation visualization tasks and/or how these abilities/strategies can be modified via training.

Briefly, "mental rotation refers to the cognitive process of imagining how an object would look if rotated away from the orientation in which it is actually presented" (Jansen-Osmann & Heil, in press)

First, I've previously commented on gender studies that have suggested two differing cognitive strategies that individuals adopt when approachinging visual mental rotation tasks. As summarized in my prior post:

• "Apparently some individuals use direct mental rotation strategies (which is the more "pure" mental visualization rotation strategy), others use an analytic feature comparison strategy (more often females), and some folks, typically those that do the best on these type of tasks, flexibly move between both types of strategies. The direct mental rotation strategy is the essence of spatial visualization/rotation ability."

Now, Stieff (2007) has added to this literature vis-a-vis the exploration of the use of these two different strategies in scientific reasoning. Based on three separate investigations, Stieff concluded the following, which they then discuss in terms of practical applications for differential instruction.

• "In many scientific domains the emphasis on diagrams and external representations of three-dimensional objects suggests a need for students to generate and manipulate internal visuo-spatial representations;however, the use of feature-based strategies can obviate such visualization. The present work suggests that the diverse array of molecular representations available in chemistry and the use of a feature-based analytical strategy for interpreting and analyzing spatial information in external representations allow students and scientists to sometimes avoid mental rotation for problem solving. These results are consistent with similar findings from studies in engineering and design where problem solvers can use unique analytical and visuo-spatial strategies"

Next, Wiedenbauer and Jansen-Osmann (in press) present findings that suggest that it may be possible to improve mental rotation ability in children via manual visualization training. Jansen-Osmann strikes again, this time in association with with Heil (Jansen-Osmann & Heil, in press), in a developmental study of potential qualitative differences between children and adults in rotational uncertainty.

Technorati Tags: psychology, educational psychology, neuropsychology, mental rotation, Gv, visual-spatial, visualizaiton, training, intervention, CHC theory, block rotation, intelligence, IQ, IQ test

Powered by ScribeFire.

IQ PREPLOG: CHC cognitive abilities and writing achievement

This is an IQ PREPLOG. The following CHC-conceptualized manuscript, which investigates the relations between cognitive abilities and writing achievement, is now "in press" in Psychology in the Schools. [conflict of interest disclosure - I'm a coauthor of the WJ III, the instrument used in the study]

Floyd, R. G., McGrew, K. S., & Evans, J. J. (in press). The relative contributions of the Cattell-Horn-Carroll (CHC) cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools. (click here-manuscript and here-figures)

Abstract

• This study examined the relative contributions of measures of Cattell–Horn–Carroll (CHC) cognitive abilities in explaining writing achievement. Drawing from samples that covered the age range of 7 to 18, simultaneous multiple regression was used to regress scores from the Woodcock-Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) that represent CHC broad and narrow abilities onto the WJ III Basic Writing Skills and Written Expression cluster scores. At most age levels, Comprehension–Knowledge demonstrated moderate to strong effects on both writing clusters, Processing Speed demonstrated moderate effects on Basic Writing Skills and moderate to strong effects on Written Expression, and Short-Term Memory demonstrated moderate effects. At the youngest age levels, Long-Term Retrieval demonstrated moderate to strong effects on Basic Writing Skills and moderate effects on Written Expression. Auditory Processing and Phonemic Awareness demonstrated moderate effects on only Written Expression at the youngest age levels and at some of the oldest age levels. Fluid Reasoning demonstrated moderate effects on both writing clusters only during some of the oldest age levels. Visual-Spatial Thinking primarily demonstrated negligible effects. The results provide insights into the cognitive abilities most important for understanding the writing skills of children during the school-age years.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, CHC, Cattell-Horn-Carroll, intelligence, cognition, IQ test, IQ scores, writing, writing achievement, education, learning

Powered by ScribeFire.

Integrating the mind - book

FYI. I haven't check out this book yet, but the topic is of considerable interest to me......domain-general vs domain-general cognitive processes. So many books...so little time.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, domain general, domain specific, cognition, cognitive, intelliigence, IQ, information processing, neuroscience

powered by performancing firefox