What is #dyslexia?— An expert delphi consensus on #dyslexia definition, #assessment and #identification—-#SLD #dyslexia #SPED #schoolpsychology

An open access journal article that can be downloaded for reading.  Click here to access/download

ABSTRACT 

This paper discusses the findings of a Delphi study in which dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were asked for their agreement with a set of key statements about defining and identifying dyslexia: why it should be assessed and how and when this assessment should be conducted. Two rounds of survey responses provided a vehicle for moving towards consensus on how to assess for dyslexia. Forty-two consensus statements were ultimately accepted. Findings suggested that assessment practice should take account of risks to the accurate identification of dyslexia. An assessment model, with guidelines for assessors, is presented, based on the Delphi's findings. This hypothesis-testing model requires assessors to investigate and weigh up the factors most likely to result in an accurate assessment before reaching conclusions, assigning terminology, and making recommendations for intervention and management.

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Research Byte: Age-related change in #inhibitory processes when controlling for #workingmemory (#Gwm) capacity and #processingspeed (#Gs) - #cognition #intelligence #CHC #executivefunctions #Gwm #Gs #schoolpsychology

 

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This is a nice study/paper.  And it is open access and can be downloaded for reading by clicking here.

I recommend reading, if not the entire article, at least the introductory lit review.  The introductory lit review is worth a read if one wants to understand the basic literature re the definition, theories, and research regarding the relations between cognitive inhibition, working memory capacity (Gwm), and processing speed (Gs) in a developmental context.  

Abstract

The main purpose of this study was to examine the age-related changes in inhibitory control of 450 children at the ages of 7–8, 11–12, and 14–16 when controlling for working memory capacity (WMC) and processing speed to determine whether inhibition is an independent factor far beyond its possible reliance on the other two factors. This examination is important for several reasons. First, empirical evidence about age-related changes of inhibitory control is controversial. Second, there are no studies that explore the organization of inhibitory functions by controlling for the influence of processing speed and WMC in these age groups. Third, the construct of inhibition has been questioned in recent research. Multigroup confirmatory analyses suggested that inhibition can be organized as a one-dimension factor in which processing speed and WMC modulate the variability of some inhibition tasks. The partial reliance of inhibitory processes on processing speed and WMC demonstrates that the inhibition factor partially explains the variance of inhibitory tasks even when WMC and processing speed are controlled and some methodological concerns are addressed.

Research Byte: Intrinsic #Brain Mapping of #Cognitive Abilities (as per #CHC): A Multiple-Dataset Study on #Intelligence and its Components (journal pre-proof)

 Click on image to enlarge for easy reading

A journal pre-proof copy of this article is available for download here.

Abstract

This study investigates how functional brain network features contribute to general intelligence and its cognitive components by analyzing three independent cohorts of healthy participants. Cognitive scores were derived from 1) the Wechsler Adult Intelligence Scale (WAIS-IV), 2) the Raven Standard Progressive Matrices (RPM), and 3) the NIH and Penn cognitive batteries from the Human Connectome Project. Factor analysis on the NIH and Penn cognitive batteries yielded latent variables that closely resembled the content of the WAIS-IV indices and RPM. We employed graph theory and a multi-resolution network analysis by varying the modularity parameter (γ) to investigate hierarchical brain-behavior relationships across different scales of brain organization. Brain-behavior associations were quantified using multi-level robust regression analyses to accommodate variability and confounds at the subject-level, node-level, and resolution-level. Our findings reveal consistent brain-behavior relationships across the datasets. Nodal efficiency in fronto-parietal sensorimotor regions consistently played a pivotal role in fluid reasoning, whereas efficiency in visual networks was linked to executive functions and memory. A broad, low-resolution 'task-positive' network emerged as predictive of full-scale IQ scores, indicating a hierarchical brain-behavior coding. Conversely, increased cross-network connections involving default mode and subcortical-limbic networks were associated with reductions in both general and specific cognitive performance. These outcomes highlight the relevance of network efficiency and integration, as well as of the hierarchical organization in supporting specific aspects of intelligence, while recognizing the inherent complexity of these relationships. Our multi-resolution network approach offers new insights into the interplay between multilayer network properties and the structure of cognitive abilities, advancing the understanding of the neural substrates of the intelligence construct.

Book Nook: #Presidential age and #intelligence. #Executivefunctions and the #executive office

Talk about timely…given all the talk about the age of our current (Trump) and prior (Biden) presidents.  

About this book (from publisher web page)

This book on presidential age is not about Alzheimer's Disease and associated pathologies of the aging brain. It is instead about the normally aging brain. Brains don’t simply develop and maintain their functionality into older adulthood unless otherwise impaired by neurocognitive disease. Were this the case, this book might be about leveraging prodromal biomarkers of neurodegenerative diseases to screen prospective presidential candidates. Instead, the normal decline age brings to all human brains begs a different type of book—and a broader and more blanketed warning about electing increasingly older presidents.

Table of contents below.  It is clear from the breadth of coverage that this is a serious attempt to corral critical age-related cognitive abilities research in the context of executive decision making (e.g., being President)…which makes it clear that the assessment of intelligence is well beyond the quick and very limited MoCA screener that our current president likes to brag (incorrectly) about as an indication of his great intelligence.  

The book is due out the first week of March, 2025.  Thus, I have not read any of the chapters upon which to base an opinion.  I shall be ordering a copy.

Click on images to enlarge for easy reading.

Journal of #Intelligence special issue: Interplay of intelligence and non #cognitive (#conative) constructs in predicting #achievement - #schoolpsychology #cognitive #EDPSY #education

More info availble re JOI special issue here. Click on image to enlarge for easier reading.

If interested, you might want to check out my pub describing the Cognitive-Affective-Motivation Model of Learning #CAMML)

Research Byte: #Cognitive augmentation: #AI enhanced tools for supporting individuals with cognitive #disabilities - #schoolpsychology #SPED #cognitive

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Journal web page found here.

Quote2Note: Stephen Hawking on #ignorance #knowledge #illusion of knowledge

Research Byte: What makes people receptive to bullshit: Certain #cognitive skills and #beliefsystems - a #metaanalysis

 

Click on image to enlarge to better read abstract.  

Research Byte: Specialized Purpose of Each Type of Student #Engagement: A #metaanalysis - #schoolpsychology #EDPSY #learning #motivation #CAMML #CHC

 

This is an open access downloadable article available by clicking here.  Types of student engagement would be interesting constructs to add to the Cognitive-Affective-Motivation Model of Learning (crossing the Rubicon to engaged learning).

Click on images to enlarge for easy reading.

Quote2Note: #Copernicus (via Reed) on the danger of being right when the rest of the world is wrong - or, the “intertia of #tradition”

Copernicus . . . did not publish his book [on the nature of the solar system] until he was on his deathbed. He knew how dangerous it is to be right when the rest of the world is wrong.

Thomas Brackett Reed, in a speech at Waterville, Maine, July 30, 1885

Research Byte. Evidence for Generalizability of #CASEL #SEL Programs Among Specific #Racial and #Ethnic Groups - #schoolpsychology #schoolpsychologists

Click on image to enlarge to read abstract

This is an open access article and can be downloaded and read by clicking here.

 

New journal in intelligence: #Intelligence and #Cognitive #Abilities

Passing this long to professionals interested in intelligence and cognitive abilities research.

Dear Colleagues and Friends,

Intelligence & Cognitive Abilities (ICA) is up and running and ready for submissions! This has happened in record time thanks to support, encouragement, and input from many people, especially those who helped fund us. We’re also thrilled to announce that Anna-Lena Schubert and Tim Bates have agreed to be Associate Editors.

Since Elsevier’s Intelligence has a “new” direction (and most of their EB resigned in protest), ICA was created to ensure intelligence researchers have a publication outlet edited by individuals with strong track records of intelligence research and committed to free inquiry. Moreover, to maximize the availability of every published paper, ICA is entirely online and Open Access. Because profit is not a primary motivating factor, the publication fee is substantially lower than all other journals that cover this area of psychology (at least by 50%). Since many intelligence researchers do not have funding for publication costs, ICA offers generous waivers and discounts. The Editorial Board represents expertise for the full, diverse range of intelligence topics, research designs, and data analysis methods.

But wait. There’s more. To encourage submissions, any manuscripts submitted before September 1st, 2025 and subsequently accepted will have all publication charges waived.

ICA is hosted on the Scholastica journal publishing platform. Here is a link for official ICA information including Aims and Scope, Editorial Board, and what authors need to know for preparing and submitting manuscripts: icajournal.scholasticahq.com (see tabs on upper left; this site will be evolving visually and adding functionally over the next few weeks but it already supports all aspects of submission, review, and publication). Any email invitations you receive inviting reviews of submissions and other simple site registration will come from Scholastica.

Intelligence research has moved far beyond traditional psychometrics into cognitive psychology, genetics, neuroimaging, neuroscience, and many other domains. All perspectives are welcomed to publish in ICA. We pledge fair and constructive reviews by experts and speedy online publication. But to be successful and serve the intelligence research community, we need submissions so please consider clicking the link above with your best work as soon as possible. It’s now up to you.

With gratitude,

Sincerely,

Tom Coyle, Editor-in-Chief

Rich Haier, Consulting Editor

Research Byte: Using Decoding Measures to Identify #ReadingDifficulties: A #Metaanalysis on English as a First Language Learners and English Language Learners #ELL #EL1

Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners

Click here to view at Journal of Educational Psychology

Students with or at risk of reading difficulties (RD) benefit from accurate early identification and intervention. Previous research has employed various decoding measures to screen students for RD, but the criteria for identification have been inconsistent. Assessing students with RD is especially challenging in English Language Learners (ELLs), as vocabulary deficits can impact decoding. Additionally, few research syntheses have examined whether researchers use different measures to screen ELLs and EL1s for RD, and whether these differences result in distinct decoding profiles between ELLs with RD and EL1s with RD. To address these gaps, this study uses a meta-analysis to examine the decoding measures used in RD assessments and whether outcomes differ for ELLs and EL1s. The findings show that real word reading assessments identify students with more pronounced decoding deficits than nonword reading assessments. Despite the use of different RD screening measures for ELLs and EL1s, the gap between ELLs with and without RD was similar to that between EL1s with and without RD. These results suggest that real word-reliant measures, which are influenced by word knowledge, provide a more comprehensive assessment of RD than nonword-reliant measures for both ELLs and EL1s. We encourage future researchers to use consistent decoding measures when screening RD in both populations, to maximize comparability of findings.

Quote2note: Merton on #faith #institutions #science and healthy #skepticism

Most institutions demand unqualified faith; but the institution of science makes skepticism a virtue. 

    • Robert K. Merton, Social Theory and Social Structure (1962)

Research Byte: Individual differences in #workingmemory (Gwm) and #attentionalcontrol (#AC) continue to predict memory #Gl) performance despite extensive learning—#CHC #schoolpsychology

Individual differences in working memory and attentional control continue to predict memory performance despite extensive learning.

Zhao, C., & Vogel, E. K. (2025). Individual differences in working memory and attentional control continue to predict memory performance despite extensive learning. Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0001728

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Abstract

Individual differences in working memory predict a wide range of cognitive abilities. However, little research has been done on whether working memory continues to predict task performance after repetitive learning. Here, we tested whether working memory ability continued to predict long-term memory (LTM) performance for picture sequences even after participants showed massive learning. In Experiments 1–3, subjects performed a source memory task in which they were presented a sequence of 30 objects shown in one of four quadrants and then were tested on each item’s position. We repeated this procedure for five times in Experiment 1 and 12 times in Experiments 2 and 3. Interestingly, we discovered that individual differences in working memory continually predicted LTM accuracy across all repetitions. In Experiment 4, we replicated the stable working memory demands with word pairs. In Experiment 5, we generalized the stable working memory demands model to attentional control abilities. Together, these results suggest that people, instead of relying less on working memory, optimized their working memory and attentional control throughout learning. 

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Impact Statement

Working memory ability predicts various cognitive abilities. However, whether its predictive power remains after participants repetitively study the test materials remains unknown. Here, in five experiments with visual and verbal materials, we found that individual differences in working memory and attentional control (WMAC) constantly predicted people’s memory performance even after extensive training of the same materials. Our results provided a new understanding of WMAC, in that learning may better tune participants’ attention and working memory toward task demands, instead of eliminating the reliance on attentional control in performing tasks.

Research Byte: Diagnostic Criteria for Children with #Nonverbal #LearningDisability (#NVLD) based on #CHC theory - #schoolpsychology #schoolpsychologists #SLD #SPED #CHC

A Study on the Characteristics and Diagnostic Criteria of Children with Nonverbal Learning Disability(NVLD) based on CHC Theory

This was published in the Korean Learning Disbility Association publication.  I have no direct access to this publication.  The link his here.  The generalization to other populations (e.g., US) is unknown.

Abstract

Research has been conducted on the existence and characteristics of nonverbal learning disabilities(NVLD) over the past decades. However, consensus on whether they belong to learning disabilities has not been reached. Also, their characteristics and diagnostic criteria has not yet been clarified. In order to solve these blind spots related to NVLD, cognitive characteristics were explored based on CHC intelligence theory, and structure of WISC test was analyzed to explore what subtests can be used to diagnose NVLD. The results of this study are as follows: First, it was confirmed that NVLD has deficits in Gv(visual processing), Gf(fluid reasoning), and Gs(processing speed), in contrast to strengths in Gc(crystallized intelligence) in the CHC theory. Second, according to the structural analysis of the WISC test, it was confirmed that subtests in the area of Verbal Comprehension Index(VCI), Visual Spatial Index(VSI), Fluid Reasoning Index(FRI), and Processing Speed Index(PSI) can be used to diagnose NVLD. By the result of this study, diagnosis and identification method for NVLD, applying new terms for the disability, and directions for subsequent studies were discussed. 

Quote2note: On the scientific mind - right questions vs right answers

The scientific mind does not so much provide the right answers as ask the right questions. 

        • Claude Levi-Strauss, The Raw and the Cooked (1964)

Research Byte: Stability of early #numbersense competencies for predicting #math difficulties —#CHC #coreknowledgesystems #schoolpsychology #schoolpsychologists #cognitive #Gq #math #SLD

Stability of early number sense competencies for predicting mathematics difficulties

Learning and Individual Differences (2025).  Click here to go to journal page with author, etc. info.

It is my current working hypothesis that measures of number sense (and other Gq abilities such as magnitude recognition) may measure what developmental cognitive psychologists consider part of a quantitative “core knowledge system”.  Click here for access to an excellent article that discusses all core knowledge systems.  Perhaps these are fundamental cognitive mechanisms that lie beneath the narrow ability stratum in the CHC model of human cognitive abilities.

Abstract

Significant individual differences in children's number competencies exist in early childhood, and these competencies can have long-term implications for academic and economic success (National Research Council, 2009). The present study assessed the classification accuracy of the Screener for Early Number Sense (SENS), a screening tool grounded in an evidence-informed conceptual model of number sense that is designed for children in pre-kindergarten (pre-K), kindergarten, and first grade. A cohort of 450 children was assessed on the SENS, followed by a standardized mathematics achievement measure one year later. Receiver operating characteristic (ROC) curve analyses indicated that the SENS effectively differentiated children who went on to show math difficulties (MD) from those without MD. Accuracy rate was acceptable for pre-K, kindergarten, and first grade. An analysis of SENS performance over time categorized by MD risk status revealed differing patterns of growth across the pre-K vs. kindergarten year. These collective findings underscore the importance of math screening as early as pre-K.

Educational relevance

Educators need reliable and valid tools to identify young children who may be at risk for mathematics learning difficulties. The present study presents a number sense screener that accurately predicts pre-kindergarten, kindergarten, and first grade students' later mathematical difficulties. The study demonstrates how screener results and prevalence rates can be used to identify individual-level student risk and to make subsequent instructional decisions across varying schools or districts.

Thanks. The #CAI Richard W. Woodcock Award for Innovations in #Abilitytesting, #Research, and #Scholarship - #schoolpsychology #WJV #cognitive #intelligence #psychometrics

 Warning…a bit of self-promotion.  

I want to thank the CAI group for this awesome professional recognition.  This particular award has considerable meaning for me given that Dr. Woodcock was my friend, colleague and mentor for 40+ years.  He has been the most influential mentor in my career.  He saw something in me when I was a masters degree school psychologist practicing in the trenches.  I was able to learn from him in a mentor-apprentice model.  After I had learned much about the art+science Woodcock approach to applied psychological test development, I was motivated to return to school to earn my doctorate degree—to get the formal “book” learning behind much of what he had taught me, and more. 

Also, congratulations to my friend Dr. Nancy Mather who worked side-by-side with myself and Dr. Woodcock approximately 40 years on the revisions of the WJ-R through WJ V. Oh—the stories Nancy and I could tell.

#IQsCorner blog (and related social media) reboot a success—three month stats: Thanks. - attention #schoolpsychology #schoolpsychologists #intelligence #CHC theory #SLD #SPED #EDPSY

Warning…a bit of a self-promo post

In late October 2024 (Oct 25 blog post) I resurrected IQs Corner blog (originally started in 2005) and integrated it with automatic “trigger” posts to my  LinkedIn, Twitter/X, and BlueSky social media outlets.  It has now been 3+ months since I rebooted the blog. Time to take stock.

I don’t have the ability (nor time) to report on the impressions on the three other social media outlets.  But, I do have stats on blog visits.  Below is the current count of blog views over the last three months.  I think that over 135K is a good showing😉. The stats graph image is followed by an image listing some of the most viewed posts over the past six months.  

Thanks for the visits.  This is part of my sandbox presence in a small corner of internet/web. I shall continue.  Click on images to enlarge for viewing.