IQ's Corner

Monday, May 24, 2021

J. Intell. | Free Full-Text | Intelligence and the Individuals with Disabilities Education Act

J. Intell. | Free Full-Text | Intelligence and the Individuals with Disabilities Education Act
https://www.mdpi.com/2079-3200/7/4/24

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

Saturday, May 22, 2021

A Review of Key Likert Scale Development Advances: 1995–2019

A Review of Key Likert Scale Development Advances: 1995–2019
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8129175/

Friday, May 21, 2021

Eiko Fried - Measurement, modeling, and ontology of mental illness

My new favorite bkogger

https://eiko-fried.com/

Systematic review on the precursors of initial mathematical performance | Semantic Scholar

Systematic review on the precursors of initial mathematical performance

Camila Peres Nogues, B. Dorneles
Published 2021

Abstract This study carried out a systematic review to identify which cognitive skills of general and specific domain are most frequently indicated as predictors of mathematical achievement of primary school students. For that, 62 studies were included from the EMBASE, American Psychological Association, PubMED/MEDLINE, and Educational Resources Information Center/ERIC databases. Results indicated that working memory and early numerical skills are the cognitive abilities most often reported as predictors of later mathematical achievement, regardless of the school grade and the type of mathematical performance considered. The findings gather evidence that contributes to the understanding of which cognitive skills are fundamental for long-term mathematics learning and that such skills can be inserted in school education as a resource to prevent later mathematical difficulties

Systematic review on the precursors of initial mathematical performance | Semantic Scholar
https://www.semanticscholar.org/paper/Systematic-review-on-the-precursors-of-initial-Nogues-Dorneles/b0e8c5f334c345d1812059e66d896b11eeaef65e?utm_source=alert_email&utm_content=FeedPaper&utm_campaign=AlertEmails_DAILY&utm_term=FeedPaper&email_index=0-0-0&utm_medium=2155650

Friday, May 07, 2021

J. Intell. | Free Full-Text | Intelligence and Cognitive Development: Three Sides of the Same Coin

J. Intell. | Free Full-Text | Intelligence and Cognitive Development: Three Sides of the Same Coin
https://www.mdpi.com/2079-3200/5/2/14

Abstract
Research on intelligence, mainly based on correlational and factor-analytical work, research on cognitive development, and research in cognitive psychology are not to be opposed as has traditionally been the case, but are pursuing the same goal, that is, understand how the human being adapts to his/her own, complex environment. Each tradition of research has been focusing on one source of variation, namely situational differences for cognitive psychology, individual differences for psychometrics, and age differences for developmental psychology, while usually neglecting the two other sources of variation. The present paper compares those trends of research with respect to the constructs of fluid intelligence, working memory, processing speed, inhibition, and executive schemes. Two studies are very briefly presented to support the suggestion that tasks issued from these three traditions are very similar, if not identical, and that theoretical issues are also similar. We conclude in arguing that a unified vision is possible, provided one is (a) interested in the underlying processes and not only in the experimental variations of conditions; (b) willing to adopt a multidimensional view according to which few general mechanisms are at work, such as working memory or processing capacity, inhibition, and executive schemes; and (c) granting a fundamental role to individual differences.View Full-Text
Keywords: intelligence; cognitive development; individual differences; working memory; processing capacity; attentional control; inhibition

Thursday, May 06, 2021

The relation between science achievement and general cognitive abilities in large-scale assessments - ScienceDirect

The relation between science achievement and general cognitive abilities in large-scale assessments - ScienceDirect
https://www.sciencedirect.com/science/article/pii/S0160289621000131?via%3Dihub

Abstract Although large-scale assessments (LSA) of school achievement claim to measure domain-specific achievement, they have been criticized for primarily measuring domain-general abilities. Numerous studies provide evidence that LSA of mathematical achievement as well as verbal achievement cover both general cognitive abilities (GCA) and domain-specific achievement dimensions. We extend previous research by analyzing a standards-oriented and literacy-oriented LSA in the domain of science to determine the relation of these two assessment types with domain-general abilities. While literacy-oriented assessments focus on the knowledge and skills students need to meet the demands of modern societies, standards-oriented assessments focus on national educational standards and curricula. A sample of 1722 students worked on three assessments: (a) the PISA scientific literacy assessment; (b) a standards-oriented assessment based on the German National Educational Standards in biology, chemistry, and physics developed by the Institute for Educational Quality Improvement (IQB); and (c) a GCA test. Comparisons of competing structural models showed that models differentiating between domain-specific achievement and GCA best represented the structure of the assessments. Furthermore, standards-oriented and literacy-oriented LSAs in science shared common variance with GCA but also comprised specific variance. In addition to a factor representing students' GCA, we identified a science literacy-oriented and two standards-oriented factors. Relations with school grades in various STEM and non-STEM subjects were mixed and only partly provided evidence for the specificity of science LSAs. Our findings are important for understanding and interpreting results of LSAs in the contexts of GCA and science. We discuss our outcomes with respect to educational monitoring practices.

Keeping Creativity under Control: Contributions of Attention Control and Fluid Intelligence to Divergent Thinking: Creativity Research Journal: Vol 0, No 0

More on the importance of attentional control (AC)....which is AC under Gwm in CHC taxonomy

Keeping Creativity under Control: Contributions of Attention Control and Fluid Intelligence to Divergent Thinking: Creativity Research Journal: Vol 0, No 0
https://www.tandfonline.com/doi/full/10.1080/10400419.2020.1855906

Increasing research efforts are focused on explaining the cognitive bases of creativity. However, it remains unclear when and how cognitive factors such as intelligence and executive function uniquely contribute to performance on creative thinking tasks. Although a relationship between fluid intelligence (Gf) and creative cognition has been well-documented, the underlying mechanism of this relation is unknown. Here, we test one possible mechanism of the Gf–creativity association – attention control (AC) – given AC's strong association with Gf and its theoretical relevance to creative cognition. We also examine the role of mind wandering (i.e., task-unrelated thought), a failure of AC that is potentially beneficial to creativity. Using latent variable and bifactor models, we investigated the unique contributions of AC to divergent thinking – above the influence of Gf – evaluating the specific and general contributions of AC, Gf, and mind wandering to divergent thinking. We found that a general executive factor (i.e., of the common variance to AC, mind wandering, and Gf indicators) significantly predicted divergent thinking originality (β =.40, p <.001) above and beyond specific Gf and mind wandering factors. Importantly, in the bifactor model, mind wandering was a nonsignificant, negative predictor of divergent thinking performance, and the residual effects of Gf were no longer significant, indicating that the relationship between Gf and divergent thinking is explained by shared variance with a common executive attention factor. This study provides novel evidence suggesting that the relationship between Gf and divergent thinking may be largely driven by the topdown control of attention.

Tuesday, April 27, 2021

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

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

Citation

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

Abstract

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

Sunday, April 25, 2021

Gv-IM: Has the time finally come for Gv visual imagery tests?

In our 2018 CHC chapter Joel Schneider and I made our long standing affection for visual imagery (Gv-IM per CHC taxonomy) very clear. See text excerpt below. (double click on images to enlarge)

Today I ran across a potential free PDF book (via Research Gate) that may make IM tests viable. There is hope.

Saturday, April 24, 2021

The evolution of the Woodcock-Johnson (WJ--WJ IV) global IQ or g scores - The WJ is the Elon Musk of IQ testing

Across the various editions of the WJ Tests of Cognitive Abilities (WJ, WJ-R, WJ III, WJ IV), the authors continually have sought to improve the measurement of intelligence via following contemporary research and theory. As a result, in contrast to many other IQ tests, the WJ has been known for global IQ scores (original called Broad Cognitive Ability, later changed to General Intellectual Ability) that changed rather dramatically from one revision to the next. We the WJ authors might be considered to be the Elon Musk of IQ test development.

I was recently asked to explain the changing nature of the BAC/GIA scores. The result is the table inserted below (double click to enlarge). I believe the table is self-explanatory. A nice PDF copy can be downloaded here. Enjoy.

Can You Ever Be Too Smart for Your Own Good? Comparing Linear and Nonlinear Effects of Cognitive Ability on Life Outcomes

https://journals.sagepub.com/doi/full/10.1177/1745691620964122

Abstract
Despite a long-standing expert consensus about the importance of cognitive ability for life outcomes, contrary views continue to proliferate in scholarly and popular literature. This divergence of beliefs presents an obstacle for evidence-based policymaking and decision-making in a variety of settings. One commonly held idea is that greater cognitive ability does not matter or is actually harmful beyond a certain point (sometimes stated as > 100 or 120 IQ points). We empirically tested these notions using data from four longitudinal, representative cohort studies comprising 48,558 participants in the United States and United Kingdom from 1957 to the present. We found that ability measured in youth has a positive association with most occupational, educational, health, and social outcomes later in life. Most effects were characterized by a moderate to strong linear trend or a practically null effect (mean R² range = .002–.256). Nearly all nonlinear effects were practically insignificant in magnitude (mean incremental R² = .001) or were not replicated across cohorts or survey waves. We found no support for any downside to higher ability and no evidence for a threshold beyond which greater scores cease to be beneficial. Thus, greater cognitive ability is generally advantageous—and virtually never detrimental.

Friday, April 23, 2021

The Relationship between Intelligence and Divergent Thinking—A Meta-Analytic Update

Abstract
This paper provides a meta-analytic update on the relationship between intelligence and divergent thinking (DT), as research on this topic has increased, and methods have diversified since Kim's meta-analysis in 2005. A three-level meta-analysis was used to analyze 849 correlation coefficients from 112 studies with an overall N = 34,610. The overall effect showed a significant positive correlation of r = .25. This increase of the correlation as compared to Kim's prior meta-analytic findings could be attributed to the correction of attenuation because a difference between effect sizes prior-Kim vs. post-Kim was non-significant. Different moderators such as scoring methods, instructional settings, intelligence facets, and task modality were tested together with theoretically relevant interactions between some of these factors. These moderation analyses showed that the intelligence–DT relationship can be higher (up to r = .31–.37) when employing test-like assessments coupled with be-creative instructions, and considering DT originality scores. The facet of intelligence (g vs. g_f vs. g_c) did not affect the correlation between intelligence and DT. Furthermore, we found two significant sample characteristics: (a) average sample age was positively associated with the intelligence–DT correlation, and (b) the intelligence–DT correlation decreased for samples with increasing percentages of females in the samples. Finally, inter-moderator correlations were checked to take potential confounding into account, and also publication bias was assessed. This meta-analysis provides a comprehensive picture of current research and possible research gaps. Theoretical implications, as well as recommendations for future research, are discussed. View Full-Text
Keywords: divergent thinking; intelligence; fluid intelligence; crystallized intelligence; meta-analysis

https://www.mdpi.com/2079-3200/9/2/23

Tuesday, April 06, 2021

The Relationship between Theory of Mind and Intelligence: A Formative g Approach

The Relationship between Theory of Mind and Intelligence: A Formative g Approach

https://doi.org/10.3390/jintelligence9010011

Ester Navarro, S. A. Goring, A. Conway
Published 2021
Medicine
Journal of Intelligence

Theory of Mind (ToM) is the ability understand that other people's mental states may be different from one's own. Psychometric models have shown that individual differences in ToM can largely be attributed to general intelligence (g) (Coyle et al. 2018). Most psychometric models specify g as a reflective latent variable, which is interpreted as a general ability that plays a causal role in a broad range of cognitive tasks, including ToM tasks. However, an alternative approach is to specify g as a formative latent variable, that is, an overall index of cognitive ability that does not represent a psychological attribute (Kovacs and Conway 2016). Here we consider a formative g approach to the relationship between ToM and intelligence. First, we conducted an SEM with reflective g to test the hypothesis that ToM is largely accounted for by a general ability. Next, we conducted a model with formative g to determine whether the relationship between ToM and intelligence is influenced by domain-specific tasks. Finally, we conducted a redundancy analysis to examine the contribution of each g variable. Results suggest that the relationship between ToM and intelligence in this study was influenced by language-based tasks, rather than solely a general

ability.

Nice followup and extension of Floyd et al (2018) IQ exchangeability study

Limited Internal Comparability of General Intelligence Composites: Impact on External Validity, Possible Predictors, and Practical Remedies

https://journals.sagepub.com/doi/pdf/10.1177/10731911211005171

Silvia Grieder1 , Anette Bünger1 , Salome D. Odermatt1 , Florine Schweizer1, and Alexander Grob1

Abstract

Research on comparability of general intelligence composites (GICs) is scarce and has focused exclusively on comparing GICs from different test batteries, revealing limited individual-level comparability. We add to these findings, investigating the group- and individual-level comparability of different GICs within test batteries (i.e., internal score comparability), thereby minimizing transient error and ruling out between-battery variance completely. We (a) determined the magnitude of intraindividual IQ differences, (b) investigated their impact on external validity, (c) explored possible predictors for these differences, and (d) examined ways to deal with incomparability. Results are based on the standardization samples of three intelligence test batteries, spanning from early childhood to late adulthood. Despite high group-level comparability, individual-level comparability was often unsatisfactory, especially toward the tails of the IQ distribution. This limited comparability has consequences for external validity, as GICs were differentially related to and often less predictive for school grades for individuals with high IQ differences. Of several predictors, only IQ level and age were systematically related to comparability. Consequently, findings challenge the use of overall internal consistencies for confidence intervals and suggest using confidence intervals based on test–retest reliabilities or age- and IQ-specific internal consistencies for clinical interpretation. Implications for test construction and application are discussed.

Keywords. general intelligence, IQ, screening, individual level, reliability, validity

Friday, April 02, 2021

Theories and measurement of intelligence. - PsycNET

https://psycnet.apa.org/record/2020-80416-015

Citation
Floyd, R. G., Farmer, R. L., Schneider, W. J., & McGrew, K. S. (2021). Theories and measurement of intelligence. In L. M. Glidden, L. Abbeduto, L. L. McIntyre, & M. J. Tassé (Eds.), APA handbooks in psychology®. APA handbook of intellectual and developmental disabilities: Foundations (p. 385–424). American Psychological Association. https://doi.org/10.1037/0000194-015

Abstract
Advancements in the measurement of intellectual functioning via individually administered intelligence tests during the early 1900s led to reliance on IQs to represent the deficits in intellectual functioning during the past century. Concurrent development of models of intelligence also advanced understanding and measurement of intellectual functioning, and the current consensus is that intellectual functioning is best represented by a latent ability referred to as general intelligence (or psychometric g), as well as numerous broad and narrow abilities. As a result of these developments, the practice of identification of persons with intellectual disability (ID) is now based on a stronger scientific foundation. This chapter discusses three models of intelligence and reviews the genetic and environmental influences on intellectual functioning across the population, and persons with ID in particular. It culminates with a description of best practices and emerging methods in the assessment of intellectual functioning. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

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Kevin S. McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics (IAP)
www.themindhub.com
************************************************

Monday, March 29, 2021

Is there a “g-neuron”? Establishing a systematic link between general intelligence (g) and the von Economo neuron - ScienceDirect

Is there a "g-neuron"? Establishing a systematic link between general intelligence (g) and the von Economo neuron - ScienceDirect
https://www.sciencedirect.com/science/article/abs/pii/S0160289621000246?via%3Dihub

Abstract
The construct of general intelligence (g) is one of psychology's most replicated and predictively useful constructs. Although research indicates that g is a highly heritable trait, deeply rooted in brain physiology, to date neither a strong biological correlate nor a comprehensive explanatory model involving neuronal mechanisms have been established. In this article I aim to do so by hypothesising that the von Economo neuron (VEN), a unique nerve cell thus far implicated in social cognitionand interoception, may in fact represent a central biological constituent of g. After presenting supportive evidence from neuroscience, psychiatry/neurology, clinical gerontology, and comparative psychology, an integrated reductionist framework is outlined, which reaches from the level of cognitive theory to the level of single neurons. Based thereon, it is concluded that the VENs might contribute to individual differences in g by rapidly inducing the coherence of neuronal oscillations within a functionally invariant parieto-frontal network underlying higher-order cognition, thereby facilitating mental efficiency.

Friday, March 26, 2021

[PDF] Changing Patterns of Growth in Oral Reading Fluency During the COVID- 19 Pandemic | Semantic Scholar

[PDF] Changing Patterns of Growth in Oral Reading Fluency During the COVID- 19 Pandemic | Semantic Scholar
https://www.semanticscholar.org/paper/Changing-Patterns-of-Growth-in-Oral-Reading-Fluency-Domingue-Hough/9590ebbfad4364eb53a6dd40b76fe417df40200a?utm_source=alert_email&utm_content=FeedPaper&utm_campaign=AlertEmails_DAILY&utm_term=FeedPaper&email_index=1-0-1&utm_medium=1864857

Michael S. Christian VERSION: March 2021 Education has faced unprecedented disruption during the COVID-19 pandemic; evidence about the subsequent effect on children is of crucial importance. We use data from an oral reading fluency (ORF) assessment—a rapid assessment taking only a few minutes that measures a fundamental reading skill—to examine COVID's effects on children's reading ability during the pandemic in more than 100 U.S. school districts. Effects were pronounced, especially for Grades 2–3, but distinct across spring and fall 2020. While many students were not assessed in spring 2020, those who were seemed to have experienced relatively limited or no growth in ORF relative to gains observed in other years. In fall 2020, a far more representative set of students was observed. For those students, growth was more pronounced and seemed to approach levels observed in previous years. Worryingly, there were also signs of stratification such that students in lower-achieving districts may be falling further behind. However, at the level of individual students, those who were struggling with reading prior to the pandemic were not disproportionately impacted in terms of ORF growth. This data offers an important window onto how a foundational skill is being affected by COVID-19 and this approach can be used in the future to examine how student abilities recover as education enters a post-COVID paradigm.

Thursday, March 25, 2021

Journal of Intelligence Special Issue on Psycho-Educational Assessments

https://www.mdpi.com/journal/jintelligence/special_issue_flyer_pdf/Psycho-Educational_Assessments_Theory_Practice/web

******************************************************
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
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Saturday, March 20, 2021

Muddled Measurement: A Historical Perspective on Questionable Practices in School Psychology’s Assessment of Learning Disabilities - Eric Elias, 2021

Muddled Measurement: A Historical Perspective on Questionable Practices in School Psychology's Assessment of Learning Disabilities - Eric Elias, 2021
https://journals.sagepub.com/doi/abs/10.1177/0829573521999946

Abstract

As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist's interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been noted as one of the more problematic areas in psychoeducational assessment for myriad reasons. While the medical field has begun to focus on de-implementing ineffective practices, the field of psychology has not followed as readily. This article considers the costs of poor decision making in the context of SLD evaluation and seeks to identify evidence-based assessment practices for SLD identification and decision making. After considering historical perspectives, approaches and practices for assessing SLD, actuarial interpretation, and treatment validity will be discussed.

Estimates of brain age for gray matter and white matter in younger and older adults: insights into human intelligence - ScienceDirect

Estimates of brain age for gray matter and white matter in younger and older adults: insights into human intelligence - ScienceDirect
https://www.sciencedirect.com/science/article/abs/pii/S0006899321002882

Abstract

Aging entails a multifaceted complex of changes in macro- and micro-structural properties of human brain gray matter (GM) and white matter (WM) tissues, as well as in intellectual abilities. To better capture tissue-specific brain aging, we combined volumetric and diffusivity properties to derive subject-specific age scores for each tissue. We compared age-related variance between WM and GM age scores in younger and older adults and tested whether tissue-specific age scores could explain different effects of aging on fluid (Gf) and crystalized (Gc) intelligence in younger and older adults. Chronological age was strongly associated with GM (R² = 0.73) and WM (R² = 0.57) age scores. The GM age score accounted for significantly more variance in chronological age in younger relative to older adults (p < 0.001), whereas the WM age score accounted for significantly more variance in chronological age in older compared to younger adults (p < 0.025). Consistent with existing literature, younger adults outperformed older adults in Gf while older adults outperformed younger adults in Gc. The GM age score was negatively associated with Gf in younger adults (p < 0.02), whereas the WM age score was negatively associated with Gc in older adults (p< 0.02). Our results provide evidence for differences in the effects of age on GM and WM in younger versus older adults that may contribute to age-related differences in Gf and Gc.