Fluid reasoning (Gf) performance and response generation speed

During the past few months this blogmaster has provided a number of empirically-based insights regarding individual differences in fluid reasoning (Gf) performance.

Below is yet another potentialy usefull Gf interpretation tidbit.

Verguts, T. & De Boeck, P. (2000). Generation Speed in Raven's Progressive Matrices Test. Intelligence, 27(4), 329-345.

• Performance on fluid reasoning (Gf) tests (e.g., Ravens Progressive Matrices-RPM) may be enhanced by the speed/fluency by which individuals identify rules that govern Gf test items. When faced with fluid reasoning tasks, individuals are viewed to have, at their disposal, a pool or distribution of rules from which to select. The fluency by which an individual “samples” or generates rules (response generation speed) was statistically linked to Gf performance in Verguts and De Boeck’s (2000) study in a sample of 127 undergraduate students.

• This finding is not new. As early as 1898 (Thorndike) noted that in order to generate correct responses to problems, an individual must first generate a number of possibilities, retain them, and then implement the correct possibility/rule. Verbal response fluency has been studied extensively (see Carroll, 1993 for an overview) while Gf-related fluency has not.

• Verguts and DeBoeck (2000) suggest that “If…rules are compared with balls in an urn, this means that people sample balls from an urn. Individual differences in the generation process can be thought of as sampling from different urns (qualitative differences) or at different rate (quantitative differences)” (p.330).

• These investigators demonstrated that response or rule generation speed was correlated with Gf performance (viz., RPM test performance), particularly on items/tasks where discovering the rule(s) is more challenging. However, speed of rule generation should be considered a necessary, but not sufficient condition, for optimal Gf performance. According to these investigators, other variables that may influence rule generation fluency/speed may include individual differences in (a) the quality of rules sampled and (b) the accuracy of applying the generated results (which may be related to working memory efficiency).

Serendipity - recommended book

I recently read Merton ("On the shoulders of giants") and Barber's (2004) The travels and adventures of serendipity. Not an easy read, but a very insightful book that deals with the origins of the word "serendipity"......something that is often present in significant scientific discovers. Below is one of the many quotes I exctracted from the book.

I recommend this book to blogsters who have a historical interest in the development of ideas, words, and "happy accidents" in scientific discovers.

• "Many a scientific adventurer sails the uncharted seas and sets his course for a certain objectives only to find unknown land and unsuspected ports in strange parts. To reach such harbors, he must ship and sail, do and dare; he must quest and question. These chance discoveries are called “accidental” but there is nothing fortuitous about them, for laggards drift by a haven that may be a heaven. They pass by ports of opportunity. Only the determined sailor, who is not afraid to seek, to work, to try, who is inquisitive and alert to find, will come back to his home port with discovery in his cargo" (p.177)

Journal Awareness - Brain and Language

FYI - representative reference citations from the journal Brain and Language.

Record 1 of 18
Authors DA Wolk, HB Coslett, G Glosser
Title The role of sensory-motor information in object recognition: Evidence from category-specific visual agnosia
Full source Brain and Language, 2005, Vol 94, Iss 2, pp 131-146

Record 2 of 18
Authors S Curtiss, J Schaeffer
Title Syntactic development in children with hemispherectomy: The I-, D-, and C-systems
Full source Brain and Language, 2005, Vol 94, Iss 2, pp 147-166

Record 3 of 18
Authors EA Stamatakis, LK Tyler
Title Identifying lesions on structural brain images - Validation of the method and application to neuropsychological patients
Full source Brain and Language, 2005, Vol 94, Iss 2, pp 167-177

Record 4 of 18
Authors S Mondini, C Luzzatti, P Saletta, N Allamano, C Semenza
Title Mental representation of prepositional compounds: Evidence from Italian agrammatic patients
Full source Brain and Language, 2005, Vol 94, Iss 2, pp 178-187

Record 5 of 18
Authors F Burchert, M SwobodaMoll, R DeBleser
Title Tense and Agreement dissociations in German agrammatic speakers: Underspecification vs. hierarchy
Full source Brain and Language, 2005, Vol 94, Iss 2, pp 188-199

Record 6 of 18
Authors JE Anderson, PJ Holcomb
Title An electrophysiological investigation of the effects of coreference on word repetition and synonymy
Full source Brain and Language, 2005, Vol 94, Iss 2, pp 200-216

Record 7 of 18
Authors J Atkinson, J Marshall, B Woll, A Thacker
Title Testing comprehension abilities in users of British sign language following CVA
Full source Brain and Language, 2005, Vol 94, Iss 2, pp 233-248

Record 8 of 18
Authors CC Price, M Grossman
Title Verb agreements during on-line sentence processing in Alzheimer's disease and frontotemporal dementia
Full source Brain and Language, 2005, Vol 94, Iss 2, pp 217-232

Record 9 of 18
Authors J Druks, E Carroll
Title The crucial role of tense for verb production
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 1-18

Record 10 of 18
Authors IM Tallberg
Title The Boston naming test in Swedish: Normative data
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 19-31

Record 11 of 18
Authors J Hamalainen, PHT Leppanen, M Torppa, K Muller, H Lyytinen
Title Detection of sound rise time by adults with dyslexia
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 32-42

Record 12 of 18
Authors A Caramazza, R Capasso, E Capitani, G Miceli
Title Patterns of comprehension performance in agrammatic Broca's aphasia: A test of the Trace Deletion Hypothesis
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 43-53

Record 13 of 18
Authors DG Clark, A Charuvastra, BL Miller, JS Shapira, MF Mendez
Title Fluent versus nonfluent primary progressive aphasia: A comparison of clinical and functional neuroimaging features
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 54-60

Record 14 of 18
Authors P Coppens, D Frisinger
Title Category-specific naming effect in non-brain-damaged individuals
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 61-71

Record 15 of 18
Authors DR Moore, JF Rosenberg, JS Coleman
Title Discrimination training of phonemic contrasts enhances phonological processing in mainstream school children
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 72-85

Record 16 of 18
Authors LK Pilgrim, HE Moss, LK Tyler
Title Semantic processing of living and nonliving concepts across the cerebral hemispheres
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 86-93

Record 17 of 18
Authors A Costa, M Santesteban, A Cano
Title On the facilitatory effects of cognate words in bilingual speech production
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 94-103

Record 18 of 18
Authors T Berg
Title A structural account of phonological paraphasias
Full source Brain and Language, 2005, Vol 94, Iss 1, pp 104-129

On vacation - don't abandon the blog !

Don't abandon the IQ blog? I'm going on vacation and return on June 26th.

If the spirit moves me and I have any bright ideas while taking a break, I might make some posts. But if you do not hear from this blog, don't fret, I shall return and will commence with my semi-regular posts.

Race, IQ and genetics - Rushton posts the articles

Thanks to a blogster comment, I'm now aware that Dr. Rushton has posted links to all the articles mentioned in my prior "Race, IQ and genetics" post. These can be viewed at his webpage.

Race, IQ and genetics - back on the scholarly radar screen

“Throughout the history of psychology, no question has been so persistent or so resistant to resolution as that of the relative roles of nature and nurture in causing individual and group differences in cognitive ability (Degler, 1991; Loehlin, Lindzey, & Spuhler, 1975)” (Rushton & Jensen, 2005)

To say the least, the above is no understatement.

Probably no contemporary research article has stirred such contentious debate as did Arthur Jensen’s 1969 article in the Harvard Educational Review titled “How Much Can We Boost IQ and School Achievement?” In this historical and controversial article, Jensen concluded that (Rushton & Jensen, 2005):

• IQ tests measure socially relevant general ability
• Individual differences in IQ have a high heritability, at least for the White populations of the United States and Europe
• Compensatory educational programs have proved generally ineffective in raising the IQs or school achievement of individuals or groups
• Because social mobility is linked to ability, social class differences in IQ probably have an appreciable genetic component; and tentatively, but most controversially
• The mean Black–White group difference in IQ probably has some genetic component.

Any psychologist who has treaded on the topic of race, genetics and intelligence has found it a literal mind field

The most recent skirmish regarding this controversial topic was sparked by Herrnstein and Murray’s (1994) The Bell Curve. The Bell Curve generated countless journal articles and books, including an article generated by a special 11-person Task Force (Neisser et al., 1996) of the American Psychological Association (APA).

Fast forward to today.

The APA journal Psychology, Public Policy and Law has again revisited the race/IQ/genetics issue in a series of articles anchored in a lead article by Rushton and Jensen. The lead article is followed by a series of responses by major players in the field. Listed below are the titles and abstracts of the articles in this special issue.

Let me set one thing straight. As the dictator of this blog, I’m only presenting this information on an FYI basis. I do not endorse, either implicitly or explicitly, the position of any of the proponents in this debate. I have not studied the research literature and/or related publications (which are extensive) to the point where I feel I can render any reasonable judgment regarding this contentious topic. I am at the novice end of the race/IQ/genetics research and theory novice/expert continuum. The purpose of this post is to alert serious students and scholars in the field of applied intelligence testing of a publicaton that will likely become a frequently cited source regarding the contentious topic of race, intelligence and genetics.

I will only offer but one opinion.

Regardless of one’s conclusions/beliefs regarding this issue, I found the lead Rushton and Jensen article to be the most succinct, lucid and well-organized synthesis of the historical and contemporary research in this domain. The framework provided by Rushton and Jensen is an excellent organizational heuristic for integrating the vast literature in this domain. The organizational framework provided by Rushton and Jensen is worth the reading……regardless of one’s degree of agreement with their research and conclusions.

I recommend that faculty members who cover the IQ/race/genetics topic in their intelligence theory and/or assessment courses use this special journal issue as a core reading. I would also recommend that all scholars and applied practitioners, who study and/or engage in applied intelligence testing, seriously consider purchasing a copy of this journal issue for reading and reference.

Below are the respective articles and abstracts.


Rushton, J. P., & Jensen, A. R. (2005). Thirty years of research on race differences in cognitive ability. Psychology Public Policy and Law, 11(2), 235-294.

• The culture-only (0% genetic–100% environmental) and the hereditarian (50% genetic–50% environmental) models of the causes of mean Black–White differences in cognitive ability are compared and contrasted across 10 categories of evidence: the worldwide distribution of test scores, g factor of mental ability, heritability, brain size and cognitive ability, transracial adoption, racial admixture, regression, related life-history traits, human origins research, and hypothesized environmental variables. The new evidence reviewed here points to some genetic component in Black–White differences in mean IQ. The implication for public policy is that the discrimination model (i.e., Black–White differences in socially valued outcomes will be equal barring discrimination) must be tempered by a distributional model (i.e., Black–White outcomes reflect underlying group characteristics).

Sternberg, R. J. (2005). There are no public-policy implications - A reply to Rushton and Jensen (2005). Psychology Public Policy and Law, 11(2), 295-301.

• J. P. Rushton and A. R. Jensen (2005) purport to show public-policy implications arising from their analysis of alleged genetic bases for group mean differences in IQ. This article argues that none of these implications in fact follow from any of the data they present. The risk in work such as this is that public-policy implications may come to be ideologically driven rather than data driven, and to drive the research rather than be driven by the

Nisbett, R. E. (2005). Heredity, environment, and race differences in IQ - A commentary on Rushton and Jensen (2005). Psychology Public Policy and Law, 11(2), 302-310.

• J. P. Rushton and A. R. Jensen (2005) ignore or misinterpret most of the evidence of greatest relevance to the question of heritability of the Black–White IQ gap. A dispassionate reading of the evidence on the association of IQ with degree of European ancestry for members of Black populations, convergence of Black and White IQ in recent years, alterability of Black IQ by intervention programs, and adoption studies lend no support to a hereditarian interpretation of the Black–White IQ gap. On the contrary, the evidence most relevant to the question indicates that the genetic contribution to the Black–White IQ gap is nil.

Suzuki, L., & Aronson, J. (2005). The cultural malleability of intelligence and its impact on the racial/ethnic hierarchy. Psychology Public Policy and Law, 11(2), 320-327.

• This commentary highlights previous literature focusing on cultural and environmental explanations for the racial/ethnic group hierarchy of intelligence. Assumptions underlying definitions of intelligence, heritability/genetics, culture, and race are noted. Historical, contextual, and testing issues are clarified. Specific attention is given to studies supporting stereotype threat, effects of mediated learning experiences, and relative functionalism. Current test development practices are critiqued with respect to methods of validation and item development. Implications of the genetic vs. culture-only arguments are discussed with respect to the malleability of IQ.

Gottfredson, L. S. (2005). What if the hereditarian hypothesis is true? Psychology Public Policy and Law, 11(2), 311-319.

• J. P. Rushton and A. R. Jensen (2005) review 10 bodies of evidence to support their argument that the long-standing, worldwide Black–White average differences in cognitive ability are more plausibly explained by their hereditarian (50% genetic causation) theory than by culture-only (0% genetic causation) theory. This commentary evaluates the relevance of their evidence, the overall strength of their case, the implications they draw for public policy, and the suggestion by some scholars that the nation is best served by telling benevolent lies about race and intelligence.

Rushton, J. P., & Jensen, A. R. (2005). Wanted: More race realism, less moralistic fallacy. Psychology Public Policy and Law, 11(2), 328-336.

• Despite repeated claims to the contrary, there has been no narrowing of the 15- to 18-point average IQ difference between Blacks and Whites (1.1 standard deviations); the differences are as large today as they were when first measured nearly 100 years ago. They, and the concomitant difference in standard of living, level of education, and related phenomena, lie in factors that are largely heritable, not cultural. The IQ differences are attributable to differences in brain size more than to racism, stereotype threat, item selection on tests, and all the other suggestions given by the commentators. It is time to meet reality. It is time to stop committing the “moralistic fallacy” that good science must conform to approved outcomes.

On the road again - I shall return

I'm traveling and won't be doing any heavy duty posting until I return late this Thursday.

Stay tunned.....I often do some of my most prodcutive thinking while flying and/or find the time to skim articles that turn into posts.

I shall return!

Journal awareness - educational psychology journals

More journal awareness FYI stuff.

I find the following (plus the Journal of Educational Psychology and the British Journal of Educatonal Psychology -- I will post the contents from these journals when it surfaces next) educational psychology related journals the most useful in my scholalry and applied work. Interested readers may want to check these journals with some regularity.

• British Educational Research Journal
• Educational Psychology Review
• Educational and Psychological Measurement
• Educational Psychologist

Articles from last issues of these four journals

Record 1 of 36
Authors C Clark
Title The structure of educational research
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 289-308

Record 2 of 36
Authors I Schagen, S Schagen
Title Combining multilevel analysis with national value-added data sets - a case study to explore the effects of school diversity
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 309-328

Record 3 of 36
Authors R Barwell
Title Working on arithmetic word problems when English is an additional language
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 329-348

Record 4 of 36
Authors M Cole, JS Stuart
Title Do you ride on elephants' and 'never tell them you're German': the experiences of British Asian and black, and overseas student teachers in South-east England
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 349-366

Record 5 of 36
Authors D Moseley, J Elliott, M Gregson, S Higgins
Title Thinking skills frameworks for use in education and training
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 367-390

Record 6 of 36
Authors M Hammersley
Title Key themes in qualitative research: continuities and change, by P. Atkinson, A. Coffey, S. Delamont
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 405-408

Record 7 of 36
Authors G Clifton
Title Gypsy traveller students in secondary school, by C. Derrington, S. Kendall
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 408-409

Record 8 of 36
Authors G Walford
Title Race, masculinity and schooling: Muslim boys and education, by L. Archer
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 409-410

Record 9 of 36
Authors M Raveaud
Title Faith-based schools and the state. Catholics in America, France and England, by H. Judge
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 410-411

Record 10 of 36
Authors R Webb
Title The creative school. A framework for success, quality and effectiveness, by B. Jeffrey, P. Woods
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 411-412

Record 11 of 36
Authors R Duhs
Title Reclaiming universities from a runaway world, by M. Walker, J. Nixon
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 412-413

Record 12 of 36
Authors R Race
Title The TUC and education reform 1926-1970, by C. Griggs
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 413-414

Record 13 of 36
Authors T Rea
Title Physical education teachers on physical education, by K. Green
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 414-415

Record 14 of 36
Authors A Price
Title Models of learning - tools for teaching, by B. Joyce, E. Calhoun, D. Hopkins
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 416

Record 15 of 36
Authors P Sikes, B Cooper, H Torrance, I Stronach
Title Untitled
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 287-288

Record 16 of 36
Authors P Vanhuysse, C Sabbagh
Title Promoting happiness, respecting difference? New perspectives on the politics and sociology of education in liberal democracy
Full source British Educational Research Journal, 2005, Vol 31, Iss 3, pp 391-403

Record 17 of 36
Authors NS Raju, TC Oshima
Title Two prophecy formulas for assessing the reliability of item response theory-based ability estimates
Full source Educational and Psychological Measurement, 2005, Vol 65, Iss 3, pp 361-375

Record 18 of 36
Authors WC Wang, CT Chen
Title Item parameter recovery, standard error estimates, and fit statistics of the Winsteps program for the family of Rasch models
Full source Educational and Psychological Measurement, 2005, Vol 65, Iss 3, pp 376-404

Record 19 of 36
Authors AR Hakstian, EL Ng
Title Employment-related motivational distortion: Its nature, measurement, and reduction
Full source Educational and Psychological Measurement, 2005, Vol 65, Iss 3, pp 405-441

Record 20 of 36
Authors RR Wilcox
Title An approach to ANCOVA that allows multiple covariates, nonlinearity, and heteroscedasticity
Full source Educational and Psychological Measurement, 2005, Vol 65, Iss 3, pp 442-450

Record 21 of 36
Authors ME Ross, M Blackburn, S Forbes
Title Reliability generalization of the patterns of adaptive learning survey goal orientation scales
Full source Educational and Psychological Measurement, 2005, Vol 65, Iss 3, pp 451-464

Record 22 of 36
Authors D Zimprich, S Perren, R Hornung
Title A two-level confirmatory factor analysis of a modified Rosenberg self-esteem scale
Full source Educational and Psychological Measurement, 2005, Vol 65, Iss 3, pp 465-481

Record 23 of 36
Authors H Le, A Casillas, SB Robbins, R Langley
Title Motivational and skills, social, and self-management predictors of college outcomes: Constructing the student readiness inventory
Full source Educational and Psychological Measurement, 2005, Vol 65, Iss 3, pp 482-508

Record 24 of 36
Authors SE Cashin, PB Elmore
Title The survey of attitudes toward statistics scale: A construct validity study
Full source Educational and Psychological Measurement, 2005, Vol 65, Iss 3, pp 509-524

Record 25 of 36
Authors LM Stepleman, MUA Darcy, TJG Tracey
Title Helping and coping attributions: Development of the attribution of problem cause and solution scale
Full source Educational and Psychological Measurement, 2005, Vol 65, Iss 3, pp 525-542

Record 26 of 36
Authors A Wigfield, A Zusho, EV DeGroot
Title Introduction: Paul R. Pintrich's contributions to educational psychology: An enduring legacy
Full source Educational Psychologist, 2005, Vol 40, Iss 2, pp 67-74

Record 27 of 36
Authors JM Harackiewicz, EA Linnenbrink
Title Multiple achievement goals and multiple pathways for learning: The agenda and impact of Paul R. Pintrich
Full source Educational Psychologist, 2005, Vol 40, Iss 2, pp 75-84

Record 28 of 36
Authors DH Schunk
Title Self-regulated learning: The educational legacy of Paul R. Pintrich
Full source Educational Psychologist, 2005, Vol 40, Iss 2, pp 85-94

Record 29 of 36
Authors GA Sinatra
Title The ''warming trend'' in conceptual change research: The legacy of Paul R. Pintrich
Full source Educational Psychologist, 2005, Vol 40, Iss 2, pp 107-115

Record 30 of 36
Authors TG Duncan, WJ McKeachie
Title The making of the motivated strategies for learning questionnaire
Full source Educational Psychologist, 2005, Vol 40, Iss 2, pp 117-128

Record 31 of 36
Authors ML Maehr
Title Paul Pintrich: A once and continuing influence
Full source Educational Psychologist, 2005, Vol 40, Iss 2, pp 129-133

Record 32 of 36
Authors BK Hofer
Title The legacy and the challenges: Paul Pintrich's contributions to personal epistemology research
Full source Educational Psychologist, 2005, Vol 40, Iss 2, pp 95-105

Record 33 of 36
Authors AR GonzalezDeHass, PA Willems, MFD Holbein
Title Examining the relationship between parental involvement and student motivation
Full source Educational Psychology Review, 2005, Vol 17, Iss 2, pp 95-119

Record 34 of 36
Authors JJG vanMerrienboer, J Sweller
Title Cognitive load theory and complex learning: Recent developments and future directions
Full source Educational Psychology Review, 2005, Vol 17, Iss 2, pp 147-177

Record 35 of 36
Authors S Veronikas, MF Shaughnessy, R Mayer
Title An interview with Richard Mayer
Full source Educational Psychology Review, 2005, Vol 17, Iss 2, pp 179-189

Record 36 of 36
Authors C Spera
Title A review of the relationship among parenting practices, parenting styles, and adolescent school achievement
Full source Educational Psychology Review, 2005, Vol 17, Iss 2, pp 120-146

Journal awareness - Autism spectrum disorder articles

During my weekly review of the social/behavioral science publications listed in the most recent Current Contents index, I noticed two journals (that most folks may not subscribe to---but might want to become aware of) recently devoted their respective issues to autism spectrum disorders. The journals are Developmental Neuropsychology and the Journal of Autism and Developmental Disorders.

Below are the full reference citations from both issues.

I hope that this posting will be the first in a series of semi-regular postings (nothing is regular on this blog) of the contents of select issues of select journals. The goal will be to increase the awareness of the blog readers of sources of information that is available "out there."


Recent autism spectrum disorder articles in two journals

Record 1 of 19
Authors R Luyster, J Richler, S Risi, WL Hsu, G Dawson, R Bernier, M Dunn, S Hepburn, SL Hyman, WM McMahon, J GoudieNice, N Minshew, S Rogers, M Sigman, MA Spence, WA Goldberg, FR Volkmar, C Lord
Title Early regression in social communication in autism spectrum disorders: A CPEA study
Full source Developmental Neuropsychology, 2005, Vol 27, Iss 3, pp 311-336
KeyWords Plus PERVASIVE DEVELOPMENTAL DISORDERS; INFANTILE-AUTISM; SPEECH LOSS; DISINTEGRATIVE PSYCHOSIS; RUBELLA VACCINATION; LANGUAGE REGRESSION; NO EVIDENCE; CHILDREN; MEASLES; POPULATION
TGA/Book No. 928AN
Discipline Psychology
Document type Article
Language English
Address Lord C, Univ Michigan, Autism & Commun Disorders Ctr, 1111 E Catherine St, Ann Arbor,MI 48109 USA
ISBN/ISSN 8756-5641
Publisher Lawrence Erlbaum Assoc Inc, 10 Industrial Ave, Mahwah, NJ 07430-2262, USA


Record 2 of 19
Authors AG OShea, DA Fein, AHN Cillessen, A Klin, RT Schultz
Title Source memory in children with autism spectrum disorders
Full source Developmental Neuropsychology, 2005, Vol 27, Iss 3, pp 337-360
KeyWords Plus EXECUTIVE FUNCTION; INDIVIDUALS; MIND; DEFICITS; PERFORMANCE; SAMPLE
TGA/Book No. 928AN
Discipline Psychology
Document type Article
Language English
Address O'Shea AG, Yale Univ, Sch Med, Dept Neurosurg, Neuropsychol Serv, 60 Temple St, Ground Floor, New Haven,CT 06510 USA
ISBN/ISSN 8756-5641
Publisher Lawrence Erlbaum Assoc Inc, 10 Industrial Ave, Mahwah, NJ 07430-2262, USA


Record 3 of 19
Authors RM Joseph, LM McGrath, H TagerFlusberg
Title Executive dysfunction and its relation to language ability in verbal school-age children with autism
Full source Developmental Neuropsychology, 2005, Vol 27, Iss 3, pp 361-378
KeyWords Plus FRONTAL-LOBE FUNCTION; WORKING-MEMORY; NONRETARDED-CHILDREN; PERFORMANCE; IMPAIRMENT; DEFICITS; INTACT; TOWER; INDIVIDUALS; DISORDERS
TGA/Book No. 928AN
Discipline Psychology
Document type Article
Language English
Address Joseph RM, Boston Univ, Sch Med, Dept Anat & Neurobiol, 715 Albany St, L-814, Boston,MA 02118 USA
ISBN/ISSN 8756-5641
Publisher Lawrence Erlbaum Assoc Inc, 10 Industrial Ave, Mahwah, NJ 07430-2262, USA


Record 4 of 19
Authors N Kleinhans, N Akshoomoff, DC Delis
Title Executive functions in autism and Asperger's disorder: Flexibility, fluency, and inhibition
Full source Developmental Neuropsychology, 2005, Vol 27, Iss 3, pp 379-401
KeyWords Plus DEVELOPMENTAL CEREBELLAR ABNORMALITY; COMMUNICATION DEFICITS; SHIFTING ATTENTION; VISUAL-SEARCH; WORD FLUENCY; CHILDREN; INDIVIDUALS; SPECTRUM; COMPREHENSION; INTERFERENCE
TGA/Book No. 928AN
Discipline Psychology
Document type Article
Language English
Address Kleinhans N, San Diego State Univ, Joint Doctoral Program Clin Psychol, 8110 La Jolla Shores Dr, Suite 201, La Jolla,CA 92037 USA
ISBN/ISSN 8756-5641
Publisher Lawrence Erlbaum Assoc Inc, 10 Industrial Ave, Mahwah, NJ 07430-2262, USA


Record 5 of 19
Authors F Haist, M Adamo, M Westerfield, E Courchesne, J Townsend
Title The functional neuroanatomy of spatial attention in autism spectrum disorder
Full source Developmental Neuropsychology, 2005, Vol 27, Iss 3, pp 425-458
KeyWords Plus ORIENTING GAZE SHIFTS; SELECTIVE ATTENTION; VISUAL-ATTENTION; EYE-MOVEMENTS; CORPUS-CALLOSUM; DIRECTING ATTENTION; INFANTILE-AUTISM; NEURAL SYSTEMS; CHILDREN; FMRI
TGA/Book No. 928AN
Discipline Psychology
Document type Article
Language English
Address Haist F, Univ Calif San Diego, Dept Psychiat, 9500 Gilman Dr, La Jolla,CA 92093 USA
ISBN/ISSN 8756-5641
Publisher Lawrence Erlbaum Assoc Inc, 10 Industrial Ave, Mahwah, NJ 07430-2262, USA


Record 6 of 19
Authors N Akshoomoff
Title The neuropsychology of autistic spectrum disorders
Full source Developmental Neuropsychology, 2005, Vol 27, Iss 3, pp 307-310
KeyWords Plus CLASSIFICATION; CHILDREN; LIFE; MRI
TGA/Book No. 928AN
Discipline Psychology
Document type Editorial
Language English
Address Akshoomoff N, Child & Adolescent Serv Res Ctr, 3020 Childrens Way MC 5033, San Diego,CA 92123 USA
ISBN/ISSN 8756-5641
Publisher Lawrence Erlbaum Assoc Inc, 10 Industrial Ave, Mahwah, NJ 07430-2262, USA


Record 7 of 19
Authors G Dawson, SJ Webb, J McPartland
Title Understanding the nature of face processing impairment in autism: Insights from behavioral and electrophysiological studies
Full source Developmental Neuropsychology, 2005, Vol 27, Iss 3, pp 403-424
KeyWords Plus PERVASIVE DEVELOPMENTAL DISORDER; EVENT-RELATED POTENTIALS; GAMMA-BAND ACTIVITY; CAT VISUAL-CORTEX; SPECTRUM DISORDER; BRAIN ACTIVITY; JOINT ATTENTION; YOUNG-CHILDREN; COGNITIVE NEUROSCIENCE; SELECTIVE ATTENTION
TGA/Book No. 928AN
Discipline Psychology
Document type Review
Language English
Address Dawson G, Univ Washington, Autism Ctr, Box 357920, Seattle,WA 98195 USA
ISBN/ISSN 8756-5641
Publisher Lawrence Erlbaum Assoc Inc, 10 Industrial Ave, Mahwah, NJ 07430-2262, USA


Record 8 of 19
Authors M South, S Ozonoff, WM McMahon
Title Repetitive behavior profiles in Asperger syndrome and high-functioning autism
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 145-158
Author keywords autism; Asperger syndrome; repetitive behavior; circumscribed interests
KeyWords Plus DIAGNOSTIC INTERVIEW; HIGH-IQ; CHILDREN; DISORDERS; DISABILITIES; ADOLESCENTS; VALIDITY; ADULTS
TGA/Book No. 924YU
Discipline Psychology
Document type Article
Language English
Address Ozonoff S, Univ Calif Davis, Hlth Syst, MIND Inst, Dept Psychiat & Behav Sci, 2825 50th St, Sacramento,CA 95817 USA
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 9 of 19
Authors C Gillberg, M Cederlund
Title Asperger syndrome: Familial and pre- and perinatal factors
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 159-166
Author keywords Asperger syndrome; familial; prenatal; perinatal
KeyWords Plus HIGH-FUNCTIONING AUTISM; SPECTRUM DISORDERS; CHILDREN; POPULATION; CHILDHOOD; PHENOTYPE; SIBLINGS; PARENTS
TGA/Book No. 924YU
Discipline Psychology
Document type Article
Language English
Address Gillberg C, Univ Gothenburg, Dept Child & Adolescent Psychiat, Gothenburg, SWEDEN
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 10 of 19
Authors H McConachie, A LeCouteur, E Honey
Title Can a diagnosis of Asperger syndrome be made in very young children with suspected autism spectrum disorder?
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 167-176
Author keywords repetitive behaviours; Asperger syndrome; PDD-NOS; ADI-R; ADOS; first words
KeyWords Plus PERVASIVE DEVELOPMENTAL DISORDERS; FOLLOW-UP; PRESCHOOL-CHILDREN; MIDDLE CHILDHOOD; AGE; LIFE
TGA/Book No. 924YU
Discipline Psychology
Document type Article
Language English
Address McConachie H, Univ Newcastle Upon Tyne, Sch Clin Med Sci, 1-2 Claremont Terrace, Newcastle Upon Tyne NE2 4AE, Tyne & Wear, ENGLAND
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 11 of 19
Authors M Ghaziuddin
Title A family history study of Asperger syndrome
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 177-182
Author keywords Asperger syndrome; autism; depression; schizophrenia; family history; genetics
KeyWords Plus AUTISM DIAGNOSTIC INTERVIEW; HIGH-FUNCTIONING AUTISM; SCHIZOID PERSONALITY; THOUGHT-DISORDER; INDIVIDUALS; CHILDHOOD; SCHIZOPHRENIA; CRITERIA; CHILDREN; PARENTS
TGA/Book No. 924YU
Discipline Psychology
Document type Article
Language English
Address Ghaziuddin M, Univ Michigan, Med Ctr, Div Child Psychiat, 1500 E Med Ctr Dr, Ann Arbor,MI 48109 USA
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 12 of 19
Authors L Wing
Title Reflections on opening Pandora's box
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 197-203
Author keywords Asperger's syndrome; history; diagnosis; prevalence
KeyWords Plus AUTISTIC SPECTRUM DISORDERS; ASPERGERS-SYNDROME; EPIDEMIOLOGY; PREVALENCE; CATATONIA; ACCOUNT
TGA/Book No. 924YU
Discipline Psychology
Document type Article
Language English
Address Wing L, Natl Autist Soc Ctr Social & Commun Disorders, Elliot House, 113 Masons Hill, Bromley BR2 9HT, Kent, ENGLAND
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 13 of 19
Authors R Paul, A Augustyn, A Klin, FR Volkmar
Title Perception and production of prosody by speakers with autism spectrum disorders
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 205-220
Author keywords autism; prosody; language
KeyWords Plus PERVASIVE DEVELOPMENTAL DISORDERS; HIGH-FUNCTIONING AUTISM; ADAPTIVE-BEHAVIOR; MENTAL-RETARDATION; ASPERGER-SYNDROME; NORMAL-CHILDREN; DOWN-SYNDROME; FOLLOW-UP; LANGUAGE; SPEECH
TGA/Book No. 924YU
Discipline Psychology
Document type Article
Language English
Address Paul R, Yale Univ, Ctr Child Study, 230 S Frontage Rd, POB 207900, New Haven,CT 06520 USA
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 14 of 19
Authors A Klin, D Pauls, R Schultz, F Volkmar
Title Three diagnostic approaches to Asperger syndrome: Implications for research
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 221-234
Author keywords Asperger syndrome; autism; diagnosis
KeyWords Plus HIGH-FUNCTIONING AUTISM; PERVASIVE DEVELOPMENTAL DISORDERS; PSYCHIATRIC-DISORDERS; FAMILY HISTORY; DSM-IV; CHILDREN; PHENOTYPE; PSYCHOPATHY; INDIVIDUALS; ADOLESCENTS
TGA/Book No. 924YU
Discipline Psychology
Document type Article
Language English
Address Klin A, Yale Univ, Ctr Child Study, 230 S Frontage Rd, New Haven,CT 06520 USA
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 15 of 19
Authors M WoodburySmith, A Klin, F Volkmar
Title Asperger's syndrome: A comparison of clinical diagnoses and those made according to the ICD-10 and DSM-IV
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 235-240
Author keywords Asperger syndrome; diagnosis; autism
KeyWords Plus SCHIZOID PERSONALITY; DISORDER; CHILDHOOD; AUTISM
TGA/Book No. 924YU
Discipline Psychology
Document type Article
Language English
Address Woodbury-Smith M, Yale Univ, Sch Med, Ctr Child Study, 230 S Frontage Rd, POB 207900, New Haven,CT 06520 USA
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 16 of 19
Authors A Klin, FR Volkmar
Title Special edition: Asperger's syndrome - Editorial preface
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 141-143
KeyWords Plus AUTISTIC PSYCHOPATHY; CHILDHOOD
TGA/Book No. 924YU
Discipline Psychology
Document type Editorial
Language English
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 17 of 19
Authors M Rutter
Title Autism research: Lessons from the past and prospects for the future
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 241-257
Author keywords experiments; epidemiology; matching groups; intervention studies; quantitative and molecular genetics; standardized measures; research-clinical interplay; collaboration; developmental regression; neural dysfunction; cognitive deficits; sex differences; Asperger syndrome; comorbidity; rising incidence
KeyWords Plus RECEPTIVE LANGUAGE DISORDER; SPECIAL EDUCATIONAL TREATMENT; 15-YEAR FOLLOW-UP; EARLY ADULT LIFE; INFANTILE PSYCHOSIS; RESEARCH STRATEGIES; CLINICAL-PRACTICE; CHILD-PSYCHIATRY; BRAIN; PATTERNS
TGA/Book No. 924YU
Discipline Psychology
Document type Editorial
Language English
Address Rutter M, Inst Psychiat, SGDP Ctr, Box P080, De Crespigny Pk, Denmark Hill, London SE5 8AF, ENGLAND
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 18 of 19
Authors FR Volkmar, KD Tsatsanis
Title Ask the editor
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 259-260
TGA/Book No. 924YU
Discipline Psychology
Document type Editorial
Language English
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA


Record 19 of 19
Authors C Ashwin, S Wheelwright, S BaronCohen
Title Laterality biases to chimeric faces in Asperger syndrome: What is 'Right' about face-processing?
Full source Journal of Autism and Developmental Disorders, 2005, Vol 35, Iss 2, pp 183-196
Author keywords Asperger syndrome; autism; face-processing; social cognition; brain laterality; emotional expression
KeyWords Plus HIGH-FUNCTIONING AUTISM; PRECONSCIOUS SELECTIVE ATTENTION; PROSOPO-AFFECTIVE AGNOSIA; HUMAN NEURAL SYSTEMS; HUMAN FUSIFORM GYRUS; PERCEPTUAL ASYMMETRIES; FACIAL EXPRESSIONS; RIGHT-HANDERS; INFANTILE-AUTISM; CHILDREN
TGA/Book No. 924YU
Discipline Psychology
Document type Review
Language English
Address Ashwin C, Univ Cambridge, Autism Res Ctr, Dept Psychol, Douglas House, 18B Trumpington Rd, Cambridge CB2 2AH, ENGLAND
ISBN/ISSN 0162-3257
Publisher Springer/Plenum Publishers, 233 Spring St, New York, NY 10013, USA

Reliable change score software utility

Thanks to Paul Barrett for his recent FYI post about useful software utilities available from Prof. Grant Devilly (Swinburne University [Australia] Centre For Neuropsychology). Avaiable for FREE are the following utilities.

• Effect Size Generator
• Reliable Change Generator
• Random Number Generator
• Odds-Ratio Generator

A link to the output from the Reliable Change Generator is provided above. It looks promising. Below is an excerpt from the web page:

• The Reliable Change Generator was developed to help clinicians, researchers and students to assess whether any change apparent in a client (or anything/one for that matter) isn't just an artefact of measurement. This computer programme was developed to reduce the time it takes to assess reliable change and facilitate the increased use of this statistic in practice and research.
• You can save files, open saved files and even generate a printed one page summary report to keep in your records.
• This was developed following my experiences in teaching university psychology and medical students (many of whom hate statistics with a vengeance) and reading research papers where the authors have made some rather large leaps of faith in whether people "improved" or "worsened" over time. If I can give one piece of advice before you embark on measuring reliable change it is this: As with this programme, statistics are tools – not the end product.

Four Groups Blog - Psychology and Psychometrics

Another interesting blog intersected with IQs corner this morning. Four Groups, which specializes in Human Capital Management around a tool called 4G, has a section where they post information regarding Psychology and Psychometrics.

I'm adding them to my links, with all appropriate caveats (blog readers need to evaluate and judge for themselves).

The blogosphere is growing with psychometric related posts.

Neuropsychologist Brain Blog

This evevning I stumbled on a potentially interesting blog by a consulting neuropsycholgoist called the Brain Blog. Check it out. Blogsters may find it of interest.

Quote to note - Bohr on paradox and progress

"How wonderful that we have met with a paradox. Now we have some hope of making progress"

• Niels Bohr, in The Quantum Dice by L. I. Ponomarev (1993)

Groovin' software - virtual office software for P2P communication/work

Technology alert.

Based on the recommendation of my work associate (Jeff Evans of Evans Consulting), I recently started using a piece of "virtual office" software called the Groove. Jeff and I have been using it for approximately two weeks.

I must say that this is one of the best pieces of software I've every tried. KUDOS to Jeff for finding this gem. As many of us start to move towards the "flat world" (as per the best selling "The World is Flat" book) and we start to work and collaborate with others via "virtual offices", software like the Groove will become critical.

I'm not alone in my excitement for this software (which would be great for anyone doing collaborative research, work, etc. together). WinXPnews today gave it a great review.

If you collaborate with 1 or more people in different locations and are looking for a more efficient means to engage in P2P (person-2-person) communication, file sharing, etc., this is the real deal.

I'm in da Groove................

Interpretation of Gf tests: Ideas from Whilhelm

In a prior post I summarized a taxonomic lens for analyzing performance on figural/spatial matrix measures of fluid intelligence (Gf). Since then I have had the opportunity to read “Measuring Reasoning Ability” by Oliver Wilhelm (see early blog post on recommended books to read – this chapter is part of the Handbook of Understanding and Measuring Intelligence by Wilhelm and Engle). Below are a few select highlights.

The need for a more systematic framework for understanding Gf measures

As noted by Wilhelm, “there is certainly no lack of reasoning measures” (p. 379). Furthermore, as I learned when classifying tests as per CHC theory with Dr. Dawn Flanagan, the classificaiton of Gf tests as measures of general sequential (deductive) reasoning (RG) inductive reasoning (I), and quantitative reasoning (QR) is very difficult. Kyllonen and Christal’s 1990 statement (presented in the Wilhelm chapter) that the “development of good tests of reasoning ability has been almost an art form, owing more to empirical trial-and-error than to systematic delineation of the requirements which such tests must satisfy” (p.446 in Kyllonen and Christal; p. 379 in Wilhelm). It thus follows that the logical classification of Gf tests is often difficult…or, as we used to say when I was in high school..”no sh____ batman!!!!”

As a result, “scientists and practitioners are left with little advice from test authors as to why a specific test has the form it has. It is easy to find two reasoning tests that are said to measure the same ability but that are vastly different in terms of their features, attributes, and requirements” (p. 379).

Wilhelm’s system for formally classifying reasoning measures

Wilhelm articulates four aspects to consider in the classification of reasoning measures. These are:

• Formal operation task requirements – this is what most CHC assessment professionals have been encouraged to examine via the CHC lens. Is a test a measure of RG, I, RQ, or a mixture of more than one narrow ability?

• Content of tasks – this is where Wilhelm’s research group has made one of its many significant contributations during the past decade. Wilhelm et al. have reminded us that just because the Rubik’s cube model of intelligence (Guilford’s SOI model) was found seriously wanting, the analyses of intelligence tests by operation (see above) and content facets is theoretically and empirically sound. I fear that many psychologists, having been burned by the unfulfilled promise of the SOI interpretative framework, have often thrown out the content facet with the SOI bath water. There is clear evidence (see my prior post that presents evidence for content facets based on the analysis of 50 CHC designed measures via a Carroll analyses of the data) that most psychometric tests can be meaningfully classified as per stimulus content – figural, verbal, and quantitative.

• The instantiation of the reasoning tasks/problems – what is the formal underlying structure of the reasoning tasks? Space does not allow a detailed treatment here, but Wilhelm provides a flavor of this feature when he suggests that one must go through a “decision tree” to ascertain if the problems are concrete vs. abstract. Following the abstract branch, further differentiation might occur vis-à-vis the distinction of “nonsense” vs. “variable” instantiation. Following the concrete branch decision tree, reasoning problem instantiation can be differentiated as to whether they require prior knowledge or not. And so on.

• As noted by Wilhelm, “it is well established that the form of the instantiation has substantial effects on the difficulty of structurally identical reasoning tasks” (p. 380).

• Vulnerability of task to reasoning ‘strategies” – all good clinicians know, and have seen, that certain examinees often change the underlying nature of a psychometric task via the deployment of unique metacognitive/learning strategies. I often call this the “expansion of a tests specificity by the examinee.” According to Wilhelm, “if a subgroup of participants chooses a different approach to work on a given test, the consequence is that the test is measuring different abilities for different subgroups…depending on which strategy is chosen, different items are easy and hard, respectively” (p, 381). Unfortunately, research-based protocols for ascertaining which strategies are used during reasoning task performance are more-or-less non-existent.

Ok…that’s enough for this blog post. Readers are encouraged to chew on this taxonomic framework. I do plan (but don’t hold me to the promise…it is a benefit of being the benevolent blog dictator) to summarize additional information from this excellent chapter. Whilhelm’s taxonomy has obvious implications for those who engage in test development. Wilhelm’s framework suggests a structure from which to systematically design/specify Gf tests as per the four dimensions.

On the flip side (applied practice), Whilhelm’s work suggests that our understanding of the abilities measured by existing Gf tests might be facilitated via the classification of different Gf tests as per these dimensions. Work on the “operation” characteristic has been going strong since the mid 1990’s as per the CHC narrow ability classification of tests.

Might not a better understanding of Gf measures emerge if those leading the pack on how to best interpret intelligence tests add (to the CHC operation classifications of Gf tests) the analysis of tests as per the content and instantiation dimensions, as well as identifying the different types of cognitive strategies that might be elicited by different Gf tests by different individuals?

I smell a number of nicely focused and potentially important doctoral dissertations based on the administration of a large collection of available practical Gf measures (e.g., Gf tests from WJ III, KAIT, Wechslers, DAS, CAS, SB5, Ravens, and other prominent “nonverbal” Gf measures) to a decent sample, followed by exploratory and/or confirmatory factor analyses and multidimensional scaling (MDS). Heck….doesn’t someone out there have access to that ubiquitous pool of psychology experiment subjects --- viz., undergraduates in introductory psychology classes? This would be a good place to start.

More later…I hope.

Do bigger brains = higher intelligence?

I have always found the research relating brain size/volume to intelligence of interest---more as a piece of "cocktail trivia" general knowledge. I've never bothered to read/study the "why" behind this line of research, and the current article cited below does not either. This brief aricle simply presents a meta-analysis estimate of the population correlation between brain volume and intelligence.

The correlation reported is .33. Of course, in practical terms this means that measures of intelligence and brain volume share approximately 10% common variance. A significant finding....but, not much in the way of practical implications (IMHO). I would not suggest that applied assessment professionals start carrying tape measures in their test kids.

Just FYI "interesting" information.


McDaniel, M. A. (2005). Big-brained people are smarter: A meta-analysis of the relationship between in vivo brain volume and intelligence. Intelligence, In Press, Corrected Proof.

Abstract

• The relationship between brain volume and intelligence has been a topic of a scientific debate since at least the 1830s. To address the debate, a meta-analysis of the relationship between in vivo brain volume and intelligence was conducted. Based on 37 samples across 1530 people, the population correlation was estimated at 0.33. The correlation is higher for females than males. It is also higher for adults than children. For all age and sex groups, it is clear that brain volume is positively correlated with intelligence.

If anyone wants to research this literature in greater depth (big and small brain-headed scholars are all welcome - this is an equal brain-size opportunity blog), below are a few references I found in the IAP Reference DataBase

• Colom, R., LluisFont, J. M., & AndresPueyo, A. (2005). The generational intelligence gains are caused by decreasing variance in the lower half of the distribution: Supporting evidence for the nutrition hypothesis. Intelligence, 33(1), 83-91.
• Haier, R. J., Chueh, D., Touchette, P., Lott, I. et al. (1995). Brain size and cerebral glucose metabolic rate in nonspecific mental retardation and Down syndrome. Intelligence, 20(2), 191-210.
• Lynn, R., Allik, J., & Must, O. (2000). Sex differences in brain size, stature and intelligence in children and adolescents: some evidence from Estonia. Personality and Individual Differences, 29(3), 555-560.
• Rushton, J. P. (2004). Placing intelligence into an evolutionary framework or how g fits into the r-K matrix of life-history traits including longevity. Intelligence, 32(4), 321-328.
• Rushton, J. P. (1991). "Mongoloid^Caucasoid differences in brain size from military sample": Reply. Intelligence, 15(3), 365-367.
• Rushton, J. P. (1991). Mongoloid^Caucasoid differences in brain size from military samples. Intelligence, 15(3), 351-359.
• Rushton, J. P. (1997). Cranial size and IQ in Asian Americans from birth to age seven. Intelligence, 25(1), 7-20.
• Wickett, J. C., Vernon, P. A., & Lee, D. H. (2000). Relationships between factors of intelligence and brain volume. Personality and Individual Differences, 29(6), 1095-1122.
• Willerman, L. (1991). "Mongoloid-Caucasoid differences in brain size from military samples": Commentary. Intelligence, 15(3), 361-364.
• Willerman, L., Schultz, R., Rutledge, J. N., & Bigler, E. D. (1991). In vivo brain size and intelligence. Intelligence, 15(2), 223-228.

Quote to note - measurement

"Measure what is measurable, and make measurable what is not so"

• Gottlob Frege (1848 - 1925) Quoted in H. Wey, "Mathematics and the Laws of Nature" in Gordon and S. Sorkin (eds.) The Armchair Science Reader, New York: Simon and Schuster, 1959

CHC-grounded neuropsych math study

The following abstract (from a forthcoming article -- JCEN, 27, 1-11, '05) somehow found its way into my in-box via the invisible university. It is a study by David Osmon at the University of Wisconsin-Milwaukee. This is all the information I have regarding this study.

• This study evaluated college age adults (N=138) referred for learning problems using a Cattell-Horn-Carroll based intelligence measure (Woodcock Johnson-Revised: WJ-R) and spatial and executive function neuropsychological measures to determine processing abilities underlying math skills. Auditory and visual perceptual (WJ-R Ga and Gv), long- and short-memory (WJ-R Glr and Gsm), crystallized and fluid intellectual (WJ-R Gc and Gf), and spatial and executive function (Judgment of Line Orientation [JLO] and Category Test) measures differentiated those with and without math deficits. Multiple regression revealed selective processing abilities (Gf, JLO, and Category) predicting about 16% of the variance in math skills after variance associated with general intelligence (also about 16%) was removed. Cluster analysis found evidence for a selective spatial deficit group, a selective executive function deficit group and a double deficit (spatial and executive function) group. Results were discussed in relation to a double deficit hypothesis associated with developmental dyscalculia.

CHC listserv over 700+

I just checked the membership of the Cattell-Horn-Carroll (CHC) listserv. I was surprised. When I started this unmoderated list the goal was to reach 500 members. I hadn't checked for months, but all of a sudden that goal was reached and surpassed. As of today, n=716.

Spread the word to others who may be interested in participating in ongoing CHC and assessment related chatter.

Psych Daily - daily posts about psych in the news

I'm on a roll this evening. I've run across two new sources to monitor for useful and understandable psych-related information. See prior post re: Cognitive Daily. The other is Psych Daily.

Check it out and decide for yourself.