Sunday, June 07, 2009

NYTimes: Rising Above I.Q.

From The New York Times:

OP-ED COLUMNIST: Rising Above I.Q.


Three groups may help debunk the myth of success as a simple product of intrinsic intellect....

http://www.nytimes.com/2009/06/07/opinion/07kristof.html

Get The New York Times on your iPhone for free by visiting http://nytimes.com/iphoneinstaller


Kevin McGrew PhD
Educational/School Psych. 

Sent from KMcGrew iPhone (IQMobile). (If message includes an image-double click on it to make larger-if hard to see) 

Saturday, June 06, 2009

ISIR home page revisions and enhancements

The International Society for Intelligence Research (ISIR) home page has been undergoing significant revisions and enhancements.  I urge readers to check it out.

Technorati Tags: , , , , , , , , ,

WMF Human Cognitive Abilities Project critical update: Carroll's EFA final solutions now being posted


The WMF Human Cognitive Abilities (HCA) project is pleased to announce the addition, to the WMF HCA Archive, the final hierarchical factor matrix solutions (produced by Jack Carroll) for each exploratory factor analysis included in his seminal 1993 Human Cognitive Abilities book.

When Carroll's (1993) book was first published, individuals could purchase (from Cambridge University Press), a set of two 5.25 disks. Many researchers were very excited when they heard this news and many purchased the disks. Much of our initial excitement was dampened when the disks arrived--- as they did not include the original correlation matrix input files. However, they did contain the hierarchical factor matrix final solution Carroll produced for each dataset he had analyzed.

Since Feb 2008 these disks can no longer be purchased from the publisher. Thus, researchers are now unable to examine the final output solutions from Carroll's methods (described in detail in Chapter 3, p. 73 - 114).

Also, if you happened to purchase the disks, the output could only be printed on old dot-matrix type printers (and not all such printers). Each file, when viewed in a text editor, is filled with all kinds of strange printer codes and characteristics that result in the output, when printed on today's printers, being a mess. Fortunately, when the HCA project was first started, I (Kevin McGrew) had someone write a small computer utility that cleaned the files of the strange code--thus making it possible to print the solutions. At that time we printed all the solutions and assembled them in three ring binders. The printed output was not perfectly formatted, but it was readable.

The WMF HCA project is pleased to announce that we have scanned all these printed copies to PDF files. We are adding these PDF files to each dataset when they are posted to the WMF HCA archive. Unfortunately, some of the printed output files have been lost or were not originally printed. And, we can no longer find the software utility used to clean the files for printing on contemporary printers. Thus, we do not have all the Carroll EFA hierarchical matrix output solutions available at this time. We will attempt to have a similar file cleaning/printing utility developed to extract these final output files.

Why is this important?

In cases where we have archived the original correlation matrix, original publication, and Carroll's hierarchical output solution, it is now possible for independent researchers to conduct their own secondary analysis of the original matrix and compare it to Carroll's solution. More importantly, and following the recommendation of Carroll, these "final" EFA solutions can serve as input into contemporary CFA/SEM software to refine the solution. Many researchers were not aware that this was the procedure Jack Carroll was using near the end of his career. He was using his custom written EFA software (as explained in Chapter 3 of his book) to secure an initial factor structure for a dataset which he then used as the starting point for model generation, exploration and evaluation via CFA/SEM methods. An example of this can be seen in the last chapter Carroll published (click here to see a pre-pub version of this chapter)

We hope that the inclusion of the final Carroll hierarchical matrix output files will encourage researchers to revisit Carroll's analyses with an eye towards a fine-tuning of his work--something he encouraged in his 1993 book and subsequent writings. Individuals will need to read Chapter 3 in Carroll (1993) to understand and interpret the EFA hierarchical output files.

Finally, the availability of the EFA hierarchical matrix PDF output files is designated with a large red check mark on each datasets heading (or mindmap branch if you are viewing the archive in the visual-graphic map mode).

Technorati Tags: , , , , , , , , , , , , , ,

Thursday, June 04, 2009

IQs Corner Recent Literature of Interest 6-4-09

This weeks "recent literature of interest" is now available. Click here to view and/or download to your hardrive

Information regarding this feature, its basis, and the reasons for type of references included in each weekly installment can be found in a prior post.

Technorati Tags: , , , , , ,

Wednesday, June 03, 2009

Is grey the new gold?

From SHARP BRAINS

http://m.beta.bloglines.com/items?mode=unread&subid=39777030&sort=desc


Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)

Tuesday, June 02, 2009

Dissertation Dish: CHC prediction of third grade state reading



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





Abstract

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

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

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

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

Technorati Tags: , , , , , , , , , ,

Psychological Methods - Volume 14, Issue 2



A new issue is available for the following APA journal:

Psychological Methods

Volume 14, Issue 2

Integrative data analysis: The simultaneous analysis of multiple data sets.
Pages 81-100
Curran, Patrick J.; Hussong, Andrea M.
Modeling life-span growth curves of cognition using longitudinal data with multiple samples and changing scales of measurement.
Pages 126-149
McArdle, John J.; Grimm, Kevin J.; Hamagami, Fumiaki; Bowles, Ryan P.; Meredith, William

To edit your profile or discontinue receiving table of contents alerts, visit http://psycalert.apa.org or your MyPsycNET page on APA PsycNET.

Monday, June 01, 2009

GLASCOW comma scale prediction research

Thanks to BRAIN INJURY blog foe this post.

http://braininjury.blogs.com/braininjury/2009/06/glasgow-coma-scale-not-best-predictor-of-long-term-outcome-following-traumatic-brain-injury.html


Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)

Bilingual homes = younger kids with better self control?

Interesting post via BPS blog

http://bps-research-digest.blogspot.com/2009/06/babies-raised-in-bilingual-home-show.html


Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)

Sunday, May 31, 2009

Cool brain fitness graphic

From SHARP BRAINS

The State of the Brain Fitness Market: one picture, more than a
thousand words. http://twitgoo.com/d4e9

http://twitter.com/AlvaroF/status/1980586083


Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)

Thursday, May 28, 2009

IQs Corner Recent Literature of Interest 5-28-09

This weeks "recent literature of interest" is now available. Click here to view and/or download to your hardrive

Information regarding this feature, its basis, and the reasons for type of references included in each weekly installment can be found in a prior post.

Technorati Tags: , , , , , ,

On the road again traveling - blogging lite

I'm on the road again, this time for personal business. I'm in Gainesville, Fl helping my daughter and son-in-law deal with the first week of out-patient chemo for Ezra's (their two year old) just diagnosed ALL (leukemia). My role is to be older bro's (Rowan) playmate while they are off doing hospital visits and other errands.

I anticipate the 4 year old toddler will run me ragged. I return home this Saturday.

If you want to learn more about their adventure, my daughter has a very nice professional blog called Manic Mother. She is a chip of the old blog :)

I don't expect much time to blog...except for possible "push" type FYI posts re: content posted at other blogs.....or...mobile blogging (check out the link.....it is very cool...but, of course, I tend to be a tech nerd)......with pictures of activities, people, etc. at the conference.


I shall return.



CHC intelligence dissertation updates


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

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

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

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


Technorati Tags: , , , , , , , , , ,

Wednesday, May 27, 2009

European Journal of Psych Assessment V25(2)

A new issue is available for the following Hogrefe & Huber journal:

European Journal of Psychological Assessment

Volume 25, Issue 2

Assessing cognitive failures.
Pages 69-72
Efklides, Anastasia; Sideridis, Georgios D.
FACT-2—The Frankfurt Adaptive Concentration Test: Convergent validity with self-reported cognitive failures.
Pages 73-82
Goldhammer, Frank; Moosbrugger, Helfried; Krawietz, Sabine A.
Situational variability of experiential and rational information-processing styles in stressful situations.
Pages 107-114
Claes, Laurence; Witteman, Cilia; van den Bercken, John
The Blank in the Mind Questionnaire (BIMQ).
Pages 115-122
Moraitou, Despina; Efklides, Anastasia
Realism of confidence judgments.
Pages 123-130
Stankov, Lazar; Lee, Jihyun; Paek, Insu
Technorati Tags: , , , , , , , , , ,

Tuesday, May 26, 2009

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


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




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

Technorati Tags: , , , , , , , , , , , , ,

Sunday, May 24, 2009

Very personal post: Helping Ezra kick ass on cancer

My two year old grandson, Ezra, was diagnosed with ALL (acute lymphoblastic leukemia) this past week. I've never used my professional blogs for personal posts...but this is an exception I must make.

My daughter Beth has a very nice "mommy" blog called Manic Mother [she is a chip off the old bog :) ]. I'm extremely proud of her. The unexpected Dx of ALL has rocked their families life. I'm doing what I can to provide support, but my daughter is seeking support from the social network of the internet.


As a personal favor to me, I'd like to ask my readers to check out my daughters post about their experience. She is seeking support. Don't respond to me. If you want to help, contact my daughter via her excellent blog. If you twitter, she can be found at @manicmother.

I'm proud of my daughter and her family.

Technorati Tags: , , , , , , ,

Wednesday, May 20, 2009

IQs Corner Recent Literature of Interest 5-20-09

This weeks "recent literature of interest" is now available. Click here to view and/or download to your hardrive

Information regarding this feature, its basis, and the reasons for type of references included in each weekly installment can be found in a prior post.

Technorati Tags: , , , , , ,

Tuesday, May 19, 2009

Video games improve attention ?

Another research study suggesting video games can improve attention.
Over at MINDBLOG.

http://mindblog.dericbownds.net/2009/05/enhanced-attention-skills-in-video-game.html


Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)

Monday, May 18, 2009

CHC cognitive-achievement relations: Limitations in prior reviews


This is another post in a continued series of posts re: research synthesis of the CHC cognitve-achievement research literature.

Click here for other posts in this series.


The sheer number of key, review, and individual studies populating the published Flanagan et al. (2006) CHC CB COG-ACH correlates summary tables is impressive. However, the available CHC COG-ACH relations summaries suffer from a number of limitations.

First
is a lack of descriptive and operational rigor in the CHC COG-ACH syntheses. The Flanagan research group’s efforts appear to fit the definition of a purposeful research synthesis which “focus on empirical studies and seek to summarize past research by drawing overall conclusions from many separate investigations that address related or identical hypotheses” (Cooper, 1998, p. 3). The available CHC COG- ACH relations research syntheses are narrative as they do not attempt to quantify significance results across studies, an approach typically defined as a
meta-analysis (Cooper, 1998). It would be nearly impossible to replicate the CHC COG-ACH relations summaries in Flanagan et al. (2006) due to the lack of: (a) specified and published database search terms and date ranges, (b) significant CHC-ACH relation significance criteria, (c) study inclusion and exclusion criteria, and (d) procedures to control for possible publication bias (see Cooper, 1998; also see Pillemer & Light, 1980). The research summaries to date have largely been informal "tallies" and the continued listing of more and more studies.

Second, the use of the broad
dependent variable (DV) domains of reading, math, and writing may cloud important sub-achievement domain findings. From the available CHC COG- ACH synthesis tables it is impossible to ascertain if the salient COG-ACH relations generalize across sub-achievement domains (e.g., basic reading skills vs. reading comprehension). Third, although general developmental CHC COG-ACH trends are briefly discussed by Flanagan et al. (2006), they are only based on the findings from the handful of key CHC studies. The age characteristics of the bulk of the studies included (review and individual studies) are ignored and no attempt is made to present CHC COG-ACH results by age-differentiated sub-samples.

Finally, specification error, sometimes called
omitted-variable bias (Keith, 2006), occurs when potentially important variables in predictive or explanatory research are not included in a study’s research design. Specification error is a form of modeling error that can lead to biased estimates of the effects (i.e., relative importance) of individual predictor variables on the dependent variable of interest (Pedhazur, 1997).

Floyd et al. (2003)
used an analogy from sports to explain specification error.

"As an analogy, a college basketball coach could construct a regression model that included season-long player statistics of starters in order to predict post-season performance. If the coach omitted the game statistics for the point guards and included only the statistics for the remaining four starters, over- or under- estimates of the importance of one or more of the other four starting positions would probably result. These biased findings might lead the coach to make erroneous decisions about the strengths of certain player positions when developing game strategies. Because of the failure to include measures of potentially important." (p. 156)

Almost all the review and individual studies listed in the contemporary CHC COG- ACH summary tables suffer from some unknown degree of specification error when the intent is to identify the relative importance of the various CHC domains within the CHC framework. Two examples are presented below.

An individual study example is
Wagner et al. (1997) a study listed as evidence for the importance of Gc, Ga, and Glr in reading. Specification error is possibly present due to the lack of indicators of the more complete array of potentially important CHC abilities for reading. The CHC cognitive abilities of Ga, Gc, and Glr may have displayed slightly different degrees of relative importance (and might have demonstrated non-significance) in the reported analysis had the predictor models included measures of Gsm, Gf, Gs, and Gv.

In the CHC COG-ACH correlate summary tables published to date,
Aaron (1995) is classified as a review study. Inspection of the original article finds it not to be a systematic review in the traditional sense of a literature review (Cooper, 1998). Aaron's article describes a diagnostic procedure for reading disabilities and draws upon select literature sources. This is not a criticism of the original purpose of the Aaron (1995) publication, nor is this a criticism of the categorization of the Aaron study as a review in the published summary tables. The point is that the term review typically has the connotation in the scientific literature of systematic narrative or empirical research synthesis of extant research studies.