#ITC webinar: #Validity and #Fairness Considerations in Innovative #Digital #Assessments."

When and how can you access this webinar?

The webinar is live online on Thursday, April 3rd, at 10 a.m. (New York, USA time, UTC-4). 

Register for free here!

 

Research Byte: Co-Occurrence and Causality Among #ADHD, #Dyslexia, and #Dyscalculia - #SLD #schoolpsychology #sped #genetics #EDPSY

Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia

Published in Psychological Science.  Click here to access PDF copy of article

Abstract

ADHD, dyslexia, and dyscalculia often co-occur, and the underlying continuous traits are correlated (ADHD symptoms, reading, spelling, and math skills). This may be explained by trait-to-trait causal effects, shared genetic and environmental factors, or both. We studied a sample of ≤ 19,125 twin children and 2,150 siblings from the Netherlands Twin Register, assessed at ages 7 and 10. Children with a condition, compared to those without that condition, were 2.1 to 3.1 times more likely to have a second condition. Still, most children (77.3%) with ADHD, dyslexia, or dyscalculia had just one condition. Cross-lagged modeling suggested that reading causally influences spelling (β = 0.44). For all other trait combinations, cross-lagged modeling suggested that the trait correlations are attributable to genetic influences common to all traits, rather than causal influences. Thus, ADHD, dyslexia, and dyscalculia seem to co-occur because of correlated genetic risks, rather than causality.

 

Self promo: Proud to have #5 and #17 in top 19 (why not 20?) in Journal of #Intelligence…2023 was a “very good year”

 

Proud to have # 5 and #17 in top 19 list.  Click here for list.

Research Byte: Performance- and report-based measures of #executivefunction as predictors of children’s #academic skills - #neuropsychology #schoolpsychology

DeCamp, C., Alfonso, S. V., & Lonigan, C. J. (2025). Performance- and report-based measures of executive function as predictors of children’s academic skills. Neuropsychology, 39(3), 214–222. https://doi.org/10.1037/neu0000992

Abstract

Objective: Executive function (EF) is thought to be a core component of various cognitive processes. Two common ways to measure EF are through report-based measures that assess EF by collecting informant(s) reports on children’s behaviors and performance-based measures that assess EF through the completion of a task related to EF dimension(s). However, most research reports low associations between these measures. The goal of this study was to determine the unique and overlapping contributions of a report- and a performance-based measure of EF on children’s academic outcomes over time. Method: The sample consisted of 1,152 children (636 boys, 516 girls) who were part of a large-scale preschool intervention study. Children completed measures of academic achievement in kindergarten, first grade, and second grade, and they completed a performance-based measure of EF in kindergarten; teachers reported on children’s EF during the fall of kindergarten. Structural growth modeling was utilized to determine the unique and shared contributions of EF measures on concurrent ability and growth of academic outcomes. Results: Structural growth models indicated that the separate EF measures were both significant predictors of concurrent ability and growth of all academic outcomes, with one exception; the Head–Toes–Knees–Shoulders task was not a significant predictor of growth in math skills. Conclusions: Results of this study suggested that report- and performance-based measures of EF should not be used interchangeably, and these findings have implications for the utility of EF as a risk factor for poor academic achievement.

Research Byte: An investigation of the structural #validity of the #WISCV #ancillary scores - #IQ #intelligence #Wechsler #WISC-V #factoranalysis #schoolpsychology

 Another open access research article that can be downloaded by clicking here.

Click on each image to make large and readable.

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.

Click on following images for larger more readable versions of figures

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

 

Click on images to enlarge for easy reading.

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

 Click on image to enlarge for easy reading

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.