Intelligent Insights on Intelligence Theories and Tests
Tuesday, August 18, 2020
Saturday, August 08, 2020
Death by Expert: Cognitive Bias in the Diagnosis of Mild Intellectual Disability 44 Law & Psychology Review 2019-2020
Death by Expert: Cognitive Bias in the Diagnosis of Mild Intellectual Disability 44 Law & Psychology Review 2019-2020
https://heinonline.org/HOL/LandingPage?handle=hein.journals/lpsyr44&div=5&id=&page=
https://heinonline.org/HOL/LandingPage?handle=hein.journals/lpsyr44&div=5&id=&page=
Wednesday, August 05, 2020
Welcome to Channel g. Dr. Andrew Conway on Intelligence. Stay tuned
Welcome to Channel g
https://www.psychologytoday.com/us/blog/channel-g/202008/welcome-channel-g
https://www.psychologytoday.com/us/blog/channel-g/202008/welcome-channel-g
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Monday, August 03, 2020
The Neuropsychological Norms for the U.S.-Mexico Border Region in Spanish (NP-NUMBRS) Project: Overview and considerations for life span research and evidence-based practice: The Clinical Neuropsychologist: Vol 0, No 0
The Neuropsychological Norms for the U.S.-Mexico Border Region in Spanish (NP-NUMBRS) Project: Overview and considerations for life span research and evidence-based practice: The Clinical Neuropsychologist: Vol 0, No 0
https://www.tandfonline.com/doi/abs/10.1080/13854046.2020.1794046
Objective
This paper summarizes the findings of the Neuropsychological Norms for the U.S.-Mexico Border Region in Spanish (NP-NUMBRS) Project and offers a roadmap for future research.
Methods
The NP-NUMBRS project represents the largest and most comprehensive co-normed neuropsychological battery to date for native Spanish-speaking healthy adults from the U.S. (California/Arizona)-Mexico borderland region (N = 254; ages 19–60 years). These norms provide demographic adjustments for tests across numerous domains (i.e., verbal fluency, processing speed, attention/working memory, executive function, episodic memory [learning and delayed recall], visuospatial, and fine motor skills).
Conclusions
This project: 1) shows that the NP-NUMBRS norms consistently outperformed previously published norms for English-speaking non-Hispanic (White and African-American) adults in identifying impairment; 2) explores the role of Spanish-English bilingualism in test performance; and 3) provides support for the diagnostic validity of these norms in detecting HIV-associated neurocognitive impairment. Study limitations include the limited assessment of sociocultural variables and generalizability (e.g., other Latina/o populations, age limit [19 − 60 years]). Future research is needed to: 1) investigate these norms with U.S.-dwelling Spanish-speakers of non-Mexican heritage and other clinical subpopulations; 2) expand coverage of cognitive domains (e.g. language, visuospatial); 3) develop large normative datasets for children and older Latina/o populations; 4) examine how sociocultural factors impact performance (e.g., bilingualism, acculturation); 5) investigate these norms' diagnostic and ecological validity; and 6) develop norms for neurocognitive change across time. It is hoped that the NP-NUMBRS norms will aid researchers and clinicians working with U.S.-dwelling Spanish-speakers from the U.S.-Mexico borderland to conduct research and evidence-based neuropsychological evaluations in a more culturally responsive and ethical manner.
https://www.tandfonline.com/doi/abs/10.1080/13854046.2020.1794046
Objective
This paper summarizes the findings of the Neuropsychological Norms for the U.S.-Mexico Border Region in Spanish (NP-NUMBRS) Project and offers a roadmap for future research.
Methods
The NP-NUMBRS project represents the largest and most comprehensive co-normed neuropsychological battery to date for native Spanish-speaking healthy adults from the U.S. (California/Arizona)-Mexico borderland region (N = 254; ages 19–60 years). These norms provide demographic adjustments for tests across numerous domains (i.e., verbal fluency, processing speed, attention/working memory, executive function, episodic memory [learning and delayed recall], visuospatial, and fine motor skills).
Conclusions
This project: 1) shows that the NP-NUMBRS norms consistently outperformed previously published norms for English-speaking non-Hispanic (White and African-American) adults in identifying impairment; 2) explores the role of Spanish-English bilingualism in test performance; and 3) provides support for the diagnostic validity of these norms in detecting HIV-associated neurocognitive impairment. Study limitations include the limited assessment of sociocultural variables and generalizability (e.g., other Latina/o populations, age limit [19 − 60 years]). Future research is needed to: 1) investigate these norms with U.S.-dwelling Spanish-speakers of non-Mexican heritage and other clinical subpopulations; 2) expand coverage of cognitive domains (e.g. language, visuospatial); 3) develop large normative datasets for children and older Latina/o populations; 4) examine how sociocultural factors impact performance (e.g., bilingualism, acculturation); 5) investigate these norms' diagnostic and ecological validity; and 6) develop norms for neurocognitive change across time. It is hoped that the NP-NUMBRS norms will aid researchers and clinicians working with U.S.-dwelling Spanish-speakers from the U.S.-Mexico borderland to conduct research and evidence-based neuropsychological evaluations in a more culturally responsive and ethical manner.
Tuesday, July 14, 2020
Evidence for a unitary structure of spatial cognition (Gv) beyond general intelligence (g)
A very convincing study supporting a general unitary, but multidimensional, spatial Gv factor. Click here for Open Access copy.
Evidence for a unitary structure of spatial cognition beyond general intelligence
Margherita Malanchini, Kaili Rimfeld, Nicholas G. Shakeshaft, Andrew McMillan, Kerry L. Schofield, Maja Rodic, Valerio Rossi, Yulia Kovas, Philip S. Dale, Elliot M. Tucker-Drob,mand Robert Plomin
Abstract
Performance in everyday spatial orientation tasks (e.g., map reading and navigation) has been considered functionally separate from performance on more abstract object-based spatial abilities (e.g., mental rotation and visualization). However, few studies have examined the link between spatial orientation and object-based spatial skills, and even fewer have done so including a wide range of spatial tests. To examine this issue and more generally to test the structure of spatial ability, we used a novel gamified battery to assess six tests of spatial orientation in a virtual environment and examined their association with ten object-based spatial tests, as well as their links to general cognitive ability (g). We further estimated the role of genetic and environmental factors in underlying variation and covariation in these spatial tests. Participants (N = 2660; aged 19–22) were part of the Twins Early Development Study. The six tests of spatial orientation clustered into a single ‘Navigation' factor that was 64% heritable. Examining the structure of spatial ability across all 16 tests, three, substantially correlated, factors emerged: Navigation, Object Manipulation, and Visualization. These, in turn, loaded strongly onto a general factor of Spatial Ability, which was highly heritable (84%). A large portion (45%) of this high heritability was independent of g. The results point towards the existence of a common genetic network that supports all spatial abilities.
Click on image to enlarge.
Saturday, July 11, 2020
Saturday, July 04, 2020
Distinct rhythmic abilities align with phonological awareness and rapid naming in school-age children | SpringerLink
https://link-springer-com.ezp3.lib.umn.edu/article/10.1007/s10339-020-00984-6
Abstract
Difficulty in performing rhythmic tasks often co-occurs with literacy difficulties. Motivated by evidence showing that people can vary in their performance across different rhythmic tasks, we asked whether two rhythmic skills identified as distinct in school-age children and young adults would reveal similar or different relationships with two literacy skills known to be important for successful reading development. We addressed our question by focusing on 55 typically developing children (ages 5–8). Results show that drumming to a beat predicted the variability of rapid naming but not of phonological awareness, whereas tapping rhythmic patterns predicted phonological awareness, but not rapid naming. Our finding suggests that rhythmic interventions can be tailored to address PA and RAN deficits specifically in reading disabled children.
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Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************
Friday, July 03, 2020
Effects of spatial training on mathematics in first and sixth grade children. - PsycNET
Effects of spatial training on mathematics in first and sixth grade children. - PsycNET
https://psycnet.apa.org/record/2020-47006-001
Abstract
A pretest-training-posttest design assessed whether training to improve spatial skills also improved mathematics performance in elementary-aged children. First grade students (mean age = 7 years, n = 134) and sixth grade students (mean age = 12 years, n = 124) completed training in 1 of 2 spatial skills—spatial visualization or form perception/VSWM—or in a nonspatial control condition that featured language arts training. Spatial training led to better overall mathematics performance in both grades, and the gains were significantly greater than for language arts training. The same effects were found regardless of spatial training type, or the type of mathematics tested. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
https://psycnet.apa.org/record/2020-47006-001
Abstract
A pretest-training-posttest design assessed whether training to improve spatial skills also improved mathematics performance in elementary-aged children. First grade students (mean age = 7 years, n = 134) and sixth grade students (mean age = 12 years, n = 124) completed training in 1 of 2 spatial skills—spatial visualization or form perception/VSWM—or in a nonspatial control condition that featured language arts training. Spatial training led to better overall mathematics performance in both grades, and the gains were significantly greater than for language arts training. The same effects were found regardless of spatial training type, or the type of mathematics tested. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents’ mathematics achievement. - PsycNET
In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents' mathematics achievement. - PsycNET
https://psycnet.apa.org/record/2020-47007-001
Geary, D. C., Hoard, M. K., Nugent, L., & Scofield, J. E. (2020). In-class attention, spatial ability, and mathematics anxiety predict across-grade gains in adolescents' mathematics achievement. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000487
Abstract
Identifying meaningful cognitive and noncognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics. Here, 317 students' short-term verbal memory, verbal and visuospatial working memory, complex spatial abilities, intelligence, and mathematics attitudes and anxiety were assessed, and their teachers reported on their attentive behavior in 7th-grade mathematics classrooms. Bayesian regression models revealed that complex spatial abilities and in-class attention were the most plausible predictors of 7th-grade mathematics, but not word reading achievement, controlling for prior mathematics achievement. These results were confirmed with multilevel models that revealed interactions between these factors and prior achievement. The largest gains were among students with strong mathematical competencies in 6th grade, and average or better in-class attention in 7th grade as well as above average spatial abilities. High mathematics anxiety was associated with lower attention and through this indirectly influenced achievement gains. These results have implications for how to best target interventions for students at risk for long-term difficulties with mathematics. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Tuesday, June 23, 2020
Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens - Jack M. Fletcher, David J. Francis, Barbara R. Foorman, Christopher Schatschneider,
Early Detection of Dyslexia Risk: Development of Brief, Teacher-Administered Screens - Jack M. Fletcher, David J. Francis, Barbara R. Foorman, Christopher Schatschneider,
https://journals.sagepub.com/doi/abs/10.1177/0731948720931870
https://journals.sagepub.com/doi/abs/10.1177/0731948720931870
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
******************************************
Saturday, June 20, 2020
On the nonlinear association between intelligence and openness: Not much of an effect beyond an average IQ - ScienceDirect
On the nonlinear association between intelligence and openness: Not much of an effect beyond an average IQ - ScienceDirect
https://www.sciencedirect.com/science/article/abs/pii/S0191886920303585
Abstract
The linear association between intelligence and openness has been estimated at r ≈ 0.20 to 0.30. However, little research has examined the possibility of a nonlinear effect between the two dimensions. Consequently, task-based intelligence and self-reported openness data were collected from 371 participants (UK community sample). We found that the association was nonlinear, i.e., the positive effect was no longer observed beyond an IQ of ≈ 105. Furthermore, across the 10 openness items, four evidenced positive, linear effects with intelligence, all of which were epistemic openness items. By comparison, several experiential openness items showed inverted U-shaped effects. It is concluded that, beyond relatively low to moderate levels of intelligence, general intelligence may be unrelated to global openness, especially if need for cognition is considered distinct from openness.
https://www.sciencedirect.com/science/article/abs/pii/S0191886920303585
Abstract
The linear association between intelligence and openness has been estimated at r ≈ 0.20 to 0.30. However, little research has examined the possibility of a nonlinear effect between the two dimensions. Consequently, task-based intelligence and self-reported openness data were collected from 371 participants (UK community sample). We found that the association was nonlinear, i.e., the positive effect was no longer observed beyond an IQ of ≈ 105. Furthermore, across the 10 openness items, four evidenced positive, linear effects with intelligence, all of which were epistemic openness items. By comparison, several experiential openness items showed inverted U-shaped effects. It is concluded that, beyond relatively low to moderate levels of intelligence, general intelligence may be unrelated to global openness, especially if need for cognition is considered distinct from openness.
Why grandiose narcissists care so much about intelligence?....hmm..sound like anyone we know?
Current Directions in Psychological Science - Volume 29, Number 3, Jun 01, 2020
https://journals.sagepub.com/doi/full/10.1177/0963721420917152
Abstract
Grandiose narcissists typically pursue agentic goals, such as social status, competence, and autonomy. We argue that because high intelligence is a key asset for the attainment of such agentic goals, the concept of intelligence should play a prominent role in grandiose narcissists' self-regulation and social behavior. We review the relevant literature and report evidence in support of this claim. Grandiose narcissists consider intelligence to be an important resource that leads to benefits across life domains, they tend to maintain and defend illusory positive intellectual self-views, and they are extremely motivated to appear intelligent to other people. Thus, even though grandiose narcissism is essentially unrelated to objectively assessed intelligence, intelligence nevertheless plays an important role in the way grandiose narcissists think, feel, and behave. We discuss potential implications for social relationships and point toward avenues for future research.
Keywords agency, grandiose narcissism, intelligence, narcissism
Conclusion
Maintaining feelings of competence, autonomy, and con-trol is an important goal for grandiose narcissists. Because intelligence is helpful for the attainment of these goals, it plays a significant role in the way narcissists' think, feel, and behave. Narcissists consider intelligence to be an important asset that leads to benefits in the social world. They are highly motivated to maintain a grandiose self-view with regard to intelligence, which enables them to feel good; they defend this self-view against criticism and want to appear smart to other peo-ple. We hope that by taking narcissists' preoccupation with the concept of intelligence into account, research-ers, practitioners, and laypersons might be able to better understand why narcissistic bosses, ex-lovers, or presi-dents behave the way they do..
https://journals.sagepub.com/doi/full/10.1177/0963721420917152
Abstract
Grandiose narcissists typically pursue agentic goals, such as social status, competence, and autonomy. We argue that because high intelligence is a key asset for the attainment of such agentic goals, the concept of intelligence should play a prominent role in grandiose narcissists' self-regulation and social behavior. We review the relevant literature and report evidence in support of this claim. Grandiose narcissists consider intelligence to be an important resource that leads to benefits across life domains, they tend to maintain and defend illusory positive intellectual self-views, and they are extremely motivated to appear intelligent to other people. Thus, even though grandiose narcissism is essentially unrelated to objectively assessed intelligence, intelligence nevertheless plays an important role in the way grandiose narcissists think, feel, and behave. We discuss potential implications for social relationships and point toward avenues for future research.
Keywords agency, grandiose narcissism, intelligence, narcissism
Conclusion
Maintaining feelings of competence, autonomy, and con-trol is an important goal for grandiose narcissists. Because intelligence is helpful for the attainment of these goals, it plays a significant role in the way narcissists' think, feel, and behave. Narcissists consider intelligence to be an important asset that leads to benefits in the social world. They are highly motivated to maintain a grandiose self-view with regard to intelligence, which enables them to feel good; they defend this self-view against criticism and want to appear smart to other peo-ple. We hope that by taking narcissists' preoccupation with the concept of intelligence into account, research-ers, practitioners, and laypersons might be able to better understand why narcissistic bosses, ex-lovers, or presi-dents behave the way they do..
Friday, June 19, 2020
Comparing and combining retrieval practice and concept mapping. - PsycNET
File under Gr intervention as per CHC taxonomy
Comparing and combining retrieval practice and concept mapping. - PsycNET
https://psycnet.apa.org/record/2020-43443-001
Citation
O'Day, G. M., & Karpicke, J. D. (2020). Comparing and combining retrieval practice and concept mapping. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000486
Abstract
Retrieval practice enhances the learning of educational materials, and prior work has shown that practicing retrieval can enhance learning as much as or more than creating concept maps. Few studies have combined retrieval practice with other learning activities, and no prior work has explored whether concept mapping and retrieval practice might produce especially robust effects when the two activities are combined. In two experiments, students studied educational texts and practiced retrieval (by freely recalling the texts), created concept maps, or completed both activities. In the combined-activity condition, students studied and created concept maps prior to practicing retrieval. On a 1-week delayed assessment, practicing retrieval enhanced learning relative to creating concept maps. Surprisingly, combining concept mapping and retrieval practice failed to produce any benefit over retrieval practice without concept mapping, even though students in the combined condition spent substantially more time engaged with the materials than did students in single-activity conditions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Comparing and combining retrieval practice and concept mapping. - PsycNET
https://psycnet.apa.org/record/2020-43443-001
Citation
O'Day, G. M., & Karpicke, J. D. (2020). Comparing and combining retrieval practice and concept mapping. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000486
Abstract
Retrieval practice enhances the learning of educational materials, and prior work has shown that practicing retrieval can enhance learning as much as or more than creating concept maps. Few studies have combined retrieval practice with other learning activities, and no prior work has explored whether concept mapping and retrieval practice might produce especially robust effects when the two activities are combined. In two experiments, students studied educational texts and practiced retrieval (by freely recalling the texts), created concept maps, or completed both activities. In the combined-activity condition, students studied and created concept maps prior to practicing retrieval. On a 1-week delayed assessment, practicing retrieval enhanced learning relative to creating concept maps. Surprisingly, combining concept mapping and retrieval practice failed to produce any benefit over retrieval practice without concept mapping, even though students in the combined condition spent substantially more time engaged with the materials than did students in single-activity conditions. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
Tuesday, June 16, 2020
Saturday, June 13, 2020
Sex differences in inductive reasoning: A research synthesis using meta-analytic techniques - ScienceDirect
Abstract
Meta-analyses concerning sex differences in measures of fluid ability have been limited to discussions of sex differences in the Raven's Progressive Matrices, a measure of inductive reasoning. This study synthesized data concerning sex differences on several different types of inductive reasoning tests in order to assess the evidence for an overall sex difference in manifest scores, as well as whether the magnitude of the sex difference may vary depending on certain test characteristics such as stimuli and item type. Meta-analytic techniques were used to summarize data concerning sex differences in inductive reasoning from 98 studies reporting data from 96,957 adults with mean ages 18 to 64 years. The overall summary effect size was g = +0.13 (range −0.54 to +0.68), however there was significant variation in the magnitude, and in some cases direction, of the effect size in measures of inductive reasoning. Some implications of this variation in the effect size of the sex difference across tests are discussed in light of theoretical interpretations and practical uses.
https://www.sciencedirect.com/science/article/abs/pii/S0191886920301483
******************************************************
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************
Friday, June 12, 2020
COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies - ScienceDirect
Highlights
•
The COVID-19 pandemic is increasing digital inequalities.
•
Digital inequalities are increasing the vulnerability to the COVID-19 virus and to the consequences of the crisis.
•
The impact of digital inequalities on COVID-19 vulnerability should be central in the governmental responses.
•
Actionability-focused mitigation strategies targeting the individuals and the messages are proposed.
https://www.sciencedirect.com/science/article/pii/S0747563220301771
https://www.sciencedirect.com/science/article/pii/S0747563220301771?via%3Dihub
•
The COVID-19 pandemic is increasing digital inequalities.
•
Digital inequalities are increasing the vulnerability to the COVID-19 virus and to the consequences of the crisis.
•
The impact of digital inequalities on COVID-19 vulnerability should be central in the governmental responses.
•
Actionability-focused mitigation strategies targeting the individuals and the messages are proposed.
https://www.sciencedirect.com/science/article/pii/S0747563220301771
https://www.sciencedirect.com/science/article/pii/S0747563220301771?via%3Dihub
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
******************************************
Saturday, June 06, 2020
Friday, June 05, 2020
Researchers study alternative training tools designed to improve Soldier performance — Interactive Metronome
******************************************************
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************
Tuesday, June 02, 2020
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