IQ's Corner Headlines - 7-12-07

All the news thats fit for IQ's Corner readers:

This is the 30th installment of IQs Corner Headlines from the Brain and Mind Blogsphere

educational psychology, intelligence, cognition, cognitive, neuropsychology, brain, neuroscience, headlines, IQs Corner, Kevin McGrew, school psychology, psychology, education, special education, IQ, IQ Testing, IQ scores

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"Time Doc" presents on "IQ Brain Clock"

Want to learn more about the IQ Brain Clock (mental/interval timing). Check out the "Time Doc presents on IQ Brain Clock" in Chicago over at my sister blog.

Psychology book nook reviews - 7-10-07

A new issue of PsycCRITIQUES is available online.

• If you are a subscriber, please go to http://psycinfo.apa.org/psyccritiques and log in.
• If you would like subscription information, please go to http://www.apa.org/psyccritiques.
• If you have a subscription to the product and experience any access problems, please go to http://members.apa.org/memhelp1.html.

---

July 11, 2007
Volume 52, Issue 28

Book Reviews
1.	Boundaries in Psychotherapy: Ethical and Clinical Explorations Author: Ofer Zur Reviewer: Judith M. Glassgold
2.	Clinical Manual of Psychiatry and Law Authors: Robert I. Simon and Daniel W. Shuman Reviewer: Samuel T. Gontkovsky
3.	Chicano-Anglo Conversations: Truth, Honesty, and Politeness Author: Madeleine Youmans Reviewer: Patricia A. Cavazos-Rehg
4.	Encyclopedia of Industrial and Organizational Psychology (Vols. 1 and 2) Author: Steven G. Rogelberg (Ed.) Reviewer: Richard D. Harvey
5.	Language Policy, Culture, and Identity in Asian Contexts Authors: Amy B. M. Tsui and James W. Tollefson (Eds.) Reviewer: Ruth Chao
6.	Communicating at the End of Life: Finding Magic in the Mundane Author: Elissa Foster Reviewer: Viola Mecke
7.	Essentials of Psychosomatic Medicine Author: James L. Levenson (Ed.) Reviewer: H. Russell Searight
8.	Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance Author: Jay Cross Reviewer: Bruce B. Henderson
9.	Handbook of Measurement Issues in Family Research Authors: Sandra L. Hofferth and Lynne M. Casper (Eds.) Reviewer: Luciano L'Abate
10.	Mass Media Effects Research: Advances Through Meta-Analysis Authors: Raymond W. Preiss, Barbara Mae Gayle, Nancy Burrell, Mike Allen, and Jennings Bryant (Eds.) Reviewer: Kurt Salzinger
11.	The Coaching Organization: A Strategy for Developing Leaders Authors: James M. Hunt and Joseph R. Weintraub Reviewers: Richard W. Ackley and Tiffany A. Guske
12.	Brain-Compatible Mathematics (2nd ed.) Author: Diane Ronis Reviewer: Larry A. Alferink
13.	Raising Reading Achievement in Middle and High Schools: Five Simple-to-Follow Strategies (2nd ed.) Author: Elaine K. McEwan Reviewer: Cody Ding
14.	How the Paper Fish Learned to Swim: A Fable About Inspiring Creativity and Bringing New Ideas to Life Author: Jonathon A. Flaum Reviewer: Tracy A. Knight
15.	Self-Esteem Issues and Answers: A Sourcebook of Current Perspectives Author: Michael H. Kernis (Ed.) Reviewers: Richard W. Ackley and David Yesko
16.	Quick Reference for Oncology Clinicians: The Psychiatric and Psychological Dimensions of Cancer Symptom Management Authors: Jimmie C. Holland, Donna B. Greenberg, and Mary K. Hughes (Eds.) Reviewers: Barry A. Hong and Marty Clarke
17.	Destructive Goal Pursuit: The Mount Everest Disaster Author: D. Christopher Kayes Reviewers: Jeni L. Burnette and Jeffrey M. Pollack
Film Review
18.	The Number 23 Director: Joel Schumacher Reviewers: John C. Norcross and Jonathon Norcross

Technorati Tags: psychology, educational psychology, neuropsychology, school psychology, books, videos, films, book reviews

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Williams Syndrome

An interesting article (The Gregarious Brain) on Williams Syndrome in the NY Times. I've previously blogged on the this syndrome before (click here). Thanks to the neurodudes for the FYI post. For those who want to read more, I've generated a list of references dealing with Williams Syndrome. I had been noticing an ever increasing number of research articles regarding this syndrome over the past few years and have been putting them in the IAP Procite Reference database. Click here to find a list of 37 different references that include the keywords "Williams Syndrome" somewhere in the article.


Technorati Tags: williams syndrome, mental retardation, MR, intellectual disability, psychology, educational psychology, school psychology, neuropsychology, developmental disability, special education

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Recent literature of interest 7-5-07

This weeks recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

IQ's Corner Headlines - 7-3-07

All the news thats fit for IQ's Corner readers:

This is the 29th installment of IQs Corner Headlines from the Brain and Mind Blogsphere

educational psychology, intelligence, cognition, cognitive, neuropsychology, brain, neuroscience, headlines, IQs Corner, Kevin McGrew, school psychology, psychology, education, special education, IQ, IQ Testing, IQ scores

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Psychology book nook reviews - 7-3-07

I don't subscribe to PsycCRITIQUES, but I recently signed up for the APA email alert service...so I can see what books, videos, etc. have recently been reviewed...just in case I can find some elusive free time to read.

Below is a summary (lifted from the APA web page) that describes this service. This is followed, in turn, by this weeks list of available reviews from this service. You would need to subscribe in order to view the reviews. I'm hoping to provide this information on a regular basis.

• PsycCRITIQUES^® combines weekly releases of reviews of very current books and popular films with a searchable database of reviews going back to 1956. The database replaced the print journal Contemporary Psychology: APA Review of Books in 2005. Enhancements include weekly releases of approximately 20 reviews of very current books; the ability to browse by title, publication year, and author; and the ability to search the PsycINFO records for precise retrieval from thousands of reviews. More than 900 current reviews are published annually.
• More information about PsycCRITIQUES

July 4, 2007
Volume 52, Issue 27

Book Reviews
1.	The Foundations of Remembering: Essays in Honor of Henry L. Roediger, III Author: James S. Nairne (Ed.) Reviewers: Richard E. Mayer and Heather R. Collins
2.	The Strange Case of the Broad Street Pump: John Snow and the Mystery of Cholera Author: Sandra Hempel Reviewers: Michael B. Blank and John Paul Jameson
3.	Transcranial Magnetic Stimulation in Clinical Psychiatry Authors: Mark S. George and Robert H. Belmaker Reviewer: Sheila M. Dowd
4.	How to Write a Lot: A Practical Guide to Productive Academic Writing Author: Paul J. Silvia Reviewer: Ronda L. Dearing
5.	Internships in Psychology: The APAGS Workbook for Writing Successful Applications and Finding the Right Match, 2007–2008 Edition Authors: Carol Williams-Nickelson and Mitchell J. Prinstein (Eds.) Reviewers: Steven A. Meyers and Catherine Campbell
6.	Rethinking Faculty Work: Higher Education's Strategic Imperative Authors: Judith M. Gappa, Ann E. Austin, and Andrea G. Trice Reviewer: Thomas J. Kramer
7.	Psychology of Academic Cheating Authors: Eric M. Anderman and Tamera B. Murdock (Eds.) Reviewer: James H. Korn
8.	Graduate Study in Psychology Author: American Psychological Association Reviewer: Loreto R. Prieto
9.	Beyond Rationality: The Search for Wisdom in a Troubled Time Author: Kenneth R. Hammond Reviewer: George Stricker
10.	About What Was Lost: 20 Writers on Miscarriage, Healing, and Hope Author: Jessica Berger Gross (Ed.) Reviewer: Michele Hoffnung
11.	Posttraumatic Embitterment Disorder: Definition, Evidence, Diagnosis, Treatment Authors: Michael Linden, Max Rotter, Kai Baumann, and Barbara Lieberei Reviewer: Steven Taylor
12.	Collaborative Literacy: Using Gifted Strategies to Enrich Learning for Every Student Authors: Susan E. Israel, Dorothy A. Sisk, and Cathy Collins Block Reviewer: Michael C. Pyryt
13.	Child Development and Social Policy: Knowledge for Action Authors: J. Lawrence Aber, Sandra J. Bishop-Josef, Stephanie M. Jones, Kathryn Taaffe McLearn, and Deborah A. Phillips (Eds.) Reviewer: Lonnie R. Sherrod
14.	Psychiatric Aspects of HIV/AIDS Authors: Francisco Fernandez and Pedro Ruiz (Eds.) Reviewer: Andrew Angelino
15.	Managing Suicidal Risk: A Collaborative Approach Author: David A. Jobes Reviewer: Karl Wilson
16.	Valuing and Educating Young People: Stern Love the Lyward Way Author: Jeremy Harvey Reviewer: Tanya Telfair Sharpe
Video Review
17.	Being Bullied: Strategies and Solutions for People With Asperger's Syndrome with Nick Dubin Reviewers: Susan Williams White and Bradley A. White
Film Review
18.	The Lives of Others Director: Florian Henckel von Donnersmarck Reviewer: Keith Oatley

Technorati Tags: psychology, educational psychology, neuropsychology, school psychology, books, videos, films, book reviews

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CHC intelligence listserv update

Regular readers of IQ's Corner, who may want more interactive give-and-take re: the Cattell-Horn-Carroll (CHC) theory of intelligence, as well as intelligence theories and assessment in general, should check out the CHC listserv. Current membership is n=948...and it would be great to get to n=1000 sometime soon.

Check it out.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, listserv, CHC, CHC theory, Cattell-Horn-Carroll, intelligence, IQ, IQ test, IQ score

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Jews, IQ and Charles Murray

Thanks to David Billet for notifying me of the recent exchange between Charles "Bell Curve" Murray and readers of his recent Commentary article - "Jewish Genius." The reader reaction articles can be found by clicking here.

Please note that this is a pass-along FYI post only. I'm not weighing in on either side of these exchanges.


Technorati Tags: psychology, educational psychology, race, intelligence, IQ, IQ scores, Jews, Jewish, genius, gifted, cognition, Charles Murray

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Critical thinking and CHC theory - Guest post by John Garruto

The following is a guest post by John Garruto, school psychologist with the Oswego School District and member of the IQs Corner Virtual Community of Scholars. John reviewed the following article and has provided his comments below. [Blog dictator note - John's review is presented "as is" with only a few minor copy edits by the blog dicator

Willingham, D.T. (2007). Critical Thinking: Why Is It So Hard to Teach? American Educator, 31(2), 8-19.

Guilty as charged. Frequently my copy of American Educator makes it to the trash before I have cracked the cover. I have tried to read it a few times, but typically have found that it often did not meet my professional needs or interests. As I was eating breakfast this morning I could not help but note a statue of Rodin’s “The Thinker” and an enticing lead-in on the cover asking the question--“Can Critical Thinking Be Taught?” My curiosity had been substantially piqued, so I took the magazine downstairs to read with my Sunday coffee.

This article was a delight to read. Willingham elaborated on the characteristics of many failed critical thinking programs of the past, given that they only tended to focus on reasoning in and of itself and not without the necessary background knowledge. Examples included Feuerstein’s Instrumental Enrichment, Covington’s Productive Thinking, or de Bono’s Cognitive Research Trust (p. 12). However, the shortcomings of such programs relate to the difficulty in the importance of using a student’s background knowledge to reason out new conclusions.

He gives an interesting example--a story problem relating a marching band with rows of 12, leaving one person behind, then a reconfiguration of columns of 8, with one person behind, and finally rows of 3 with one person behind. The person behind said rows of five would take care of the problem. The problem indicated there were at least 45 musicians on the field, but fewer than 200…how many students were there? Willingham noted that few people answered the question correctly because they tended to focus on marching bands, rather than the math behind the problem. He also indicated that the problem before (one relating to vegetables) could be solved in much of the same way. When students were clued into that fact--more of them answered correctly (by the way-my guess to the answer is 145-the answer would have to be N/5 would have a remainder of zero and N-1 must be divisible by 12, 8, and 3…I found the problem easier to solve once I stopped thinking of it as a story.) He indicates that by looking beyond the surface structure, one can master things so much more easily.

Three thoughts came flooding to my cortex. The first was Horn’s final chapter in CIA2 (see my prior post) particularly related to expertise abilities. His regular examples of playing chess by two different processes (he goes into inductive primarily and then transformed to deductive when expert) can also be conceptualized by looking at things from the surface and deep structure perspectives.

My second thought was how this is related to schema theory and set shifting--something I wish the article had addressed. Typically we use our background knowledge (and we need it) to think critically. However, another important component we need is the ability not to view what we see so rigidly. Sometimes we must alter our cognitive paradigms to reach the answer (consider the above problem).

Finally, I thought about the essence of the article in terms of CHC theory. Clearly, an important component to critical thinking (particularly as it pertains to later secondary and post-secondary education) is not simply Gc-but it is Gc X Gf…or a Gc/Gf interaction. Only by using both ability domains in combination can we see relationships, draw conclusions, and then write or comment using persuasive arguments. It’s an interesting idea for an Aptitude-Treatment Interaction (ATI) research study--I predict that one might need both high Gc and Gf to meaningfully affect a dependent variable we might call “critical thinking”. By the way, for what it’s worth, I used my background knowledge of human cognition and my inductive abilities of overlap to draw conclusions and write this blog entry--it seems Willingham could be right.

I will be careful not to hastily throw out my copy of American Educator so quickly in the future.


Technorati Tags: psychology, education, educational psychology, neuropsychology, intelligence, IQ, critical thinking, Gc, Gf, CHC theory, cognition, problem solving

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Brain damage can make you smarter?

Interesting post on the ever great DI blog on a recent study that suggests that brain injury to the prefrontal cortex might actually help with certain kinds of problem solving.

Now...this does not mean you should run out and bang the front of your head on a brick wall.

Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, intelligence, cognition, IQ, prefrontal cortext, executive function, brain injury

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Recent literature of interest 6-28-07

This weeks recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

On music and spaital (Gv) abilities

Thanks to the Mouse Trap for the heads-up regarding news post re: study suggesting link between musical and spatial (Gv) abilities.

Technorati Tags: psychology, educational psychology, neurospcyhology, intelligence, cognition, IQ, music, musical abilities, Gv, spatial, visual-spatial

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Spatial representation of events

A nice post over on Mixing Memory on "language, writing, and the spatial representation events." Thanks MM.

Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, language, writing, spatial, Gv, Gc, cognition, cognitive

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IQ Research bytes #1--recent working memory research

Without at doubt, the construct of working memory (Gsm-MW) has been the focus of considerable research and theory the past decade. I, the IQ's Corner blogmaster, can't seem to not download, skim and save articles that have the phrase "working memory" in the journal title (click here for all IQ's Corner posts that have "working memory" tagged; n >40).

Some recent empirical "bytes" include:

• Point and counterpoint re: the validity of the phonological loop/store as per the most prominent working memory model articled by Baddeley et. al. See defense of the Baddeley model by Baddeley et al. (2007), a criticism by Jones et al. (2007), and a rejoinder by Baddeley et al in the Quarterly Journal of Experimental Psychology.
• An excellent overview article on "what we know and don't know" about the relationship between working memory and reading Savage et al. (2007) in the Educational Psychology Review. If for no other reason, check out Figure 3 and the related text. I love the visual schematic of working and short-term memory measures used in development research to date.
• Check out Imbo et al. (2007), also in the Quarterly Journal of Experimental Psychology, if you are looking for evidence for the role of components of working memory (phonological loop; executive functions) in mathematics ("carrying" in mental arithmetic, to be specific) .
• Finally, I've been following the "cognitive load" related working memory literature as I believe it is research that has the potential to facilitate a bridge between theoretical/empirical working memory research and academic interventions. The latest from the "cognitive load" research can be found in Barrouillet et al'.s (2007) article "Time and cognitive load in working memory"
  
  

Technorati Tags: psychology, educational psychology, neuropsychology, school psychology, neuroscience, working memory, Gsm, short-term memory, cognitive load, cognition, reading, Grw, mathematics, Gq

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Recent literature of interest 6-22-07

This weeks (actually the last two weeks) recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

More on reading comprehension (Grw)

Regular readers of this blog will notice that recently I've been particularly focused on reading articles dealing with the development and assessment of reading comprehension (Grw-RC; click here and here).

Today I stumbled across a special 2006 issue of the journal Scientific Studies of Reading dealing with the topic of reading comprehension assessment. A copy of the articles and abstracts can be found by clicking here. Dr. Jack Fletcher provides a nice summary of the content of the entire special issue.

Check it out. A good issue to read.


Technorati Tags: psychology, educational psychology, school psychology, education, achievement, reading, reading comprehension, Grw, Scientific Studies of Reading

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IQ's Corner Healines 6-27-07

All the news thats fit for IQ's Corner readers:

This is the 28th installment of IQs Corner Headlines from the Brain and Mind Blogsphere

educational psychology, intelligence, cognition, cognitive, neuropsychology, brain, neuroscience, headlines, IQs Corner, Kevin McGrew, school psychology, psychology, education, special education, IQ, IQ Testing, IQ scores

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Quantoids corner - ROC curve classification

For my fellow quantoids.

A frequent statistical problem faced by us who do research in intelligence theory/testing is how to quantify the accuracy (sensitivity/specificity) of classification from a test score (or collection of test scores). Over the past years I've seen more-and-more published on the use of ROC curves (receiver operating characteristic curves) for evaluation classification accuracy. Typically the readings have been technical in nature. Just this week the Data Mining in MATLAB blog posted a GREAT "ROC for dummies" explanation. I loved it. It explains this procedure in very simple language. Take a peak if you are doing classification research and/or if you find yourself reading articles that use ROC methods.

Technorati Tags: pyschology, statistics, educational psychology, neuropsychology, ROC, ROC curves, classification accuracy, classification

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Reading and rhythm (Ga) abilities research

Check out the post at the IQ Brain Clock blog regarding a new study suggesting a link between rhythm abilities (Ga) and reading.

Technorati Tags: psychology, educational psychology, education, neuropsychology, reading, rhythm, IQ brain clock, temporal processing, mental time keeping, school psychology, music

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IQ testing issues "On Point" radio interview/show

Check out "On Point" radio show today dealing with "IQ testing issues." Host Tom Ashbrook interviews Stephen Murdoch, author of "IQ: A smart history of a failed idea." Below is a description from the web page.

As per usual for a book and discussion directed at the masses from the media, the focus is not complete and balanced...but some good points are mentioned along with the bad. Some of the historical information is accurate and interesting to revisit. Of course, the hot topics of eugenics, hereitability of IQ, etc. are discussed.

New extensions of intelligence theory are mentioned...but are limited, as per usual, to Sternberg and Gardner. Nothing mentioned about the most empirically supported psychometric model - CHC theory. Some of the callers add some needed balance.

For what it is worth. An interesting snapshot of some current popular thinking. Here is the description from the radio web page.

• For most of human history, we had only words to describe human intelligence -- bright, dim, genius, fool.
• But in the last century, we've had numbers -- IQ numbers as in "intelligence quotient." IQ testing made intelligence seem measurable, and humans sortable by the numbers. And sort them we have, into schools and sterilization, and even death camps.
• Today, our understanding of intelligence has expanded. But we're still taking IQ tests. Stephen Murdoch says today it's a failed idea.
• This hour On Point: the fascinating history of our long romance with IQ.

Technorati Tags: schook psychology, psychology, educational psychology, neuropsychology, intelligence, IQ, IQ tests, IQ scores, On Point, Tom Ashbrook, Sternberg, Gardner, Stephen Murdoch

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Recent literature of interest 6-18-07

This weeks (actually the last two weeks) recent literature of interest can be found by clicking here.

Technorati tags: teaching tool. psychology. educational psychology. school psychology.

WJ III NU (normative update) special pub

Last week a number of questions were asked on the NASP listserv about the WJ III Normative Update (WJ III NU). A number of members provided good responses.

At this time I'd like to announce that a special WJ III NU Assessment Service Bulletin (ASB) will be available (from the Riverside web page) in approximately two weeks. The ASB will provide more in-depth information that addresses the major questions users may have about the WJ III NU. Below is the title of the ASB and the submitted draft (note - the text in the final publication will likely have some minor edits, changes, etc.) of the introduction, inclusive of a list of major questions that are answered in the document.

Once the final ASB is available for download, I will make a post at this blog and on a couple of listservs.

[Conflict of interest disclosure - I'm a coauthor of the WJ III]

WJ III/NU score differences: What the user can expect and why

The Woodcock-Johnson® III Normative Update (WJ III NU®) (Woodcock, McGrew, Schrank, & Mather, 2001, 2007) is a recalculation of the normative data for the Woodcock-Johnson III (WJ III ®) (Woodcock, McGrew, & Mather, 2001), based on the final 2000 U.S.census statistics (U.S.Census Bureau, 2005). The final 2000 census data are reflected in the norms provided by the WJ III NU Compuscore and Profiles Program (Compuscore®) (Schrank & Woodcock, 2007) and in the documentation provided in the WJ III NU Technical Manual (McGrew, Schrank, & Woodcock, 2007).The WJ III NU norms replace the original WJ III norms that were based on the U.S.Census Bureau’s 2000 census projections, which were issued in 1996 (Day, 1996).

The census bureau’s Population Projections Program issues projections of the United States resident population based on assumptions about future births, deaths, and international migration. Census projections are estimates of the population for future dates, and are subsequently replaced by census statistics. The 2000 census statistics produced a somewhat different description of the U.S. population than was assumed from the last projections (issued in 1996). For example, according to the bureau’s Greg Spencer, “when we took the 2000 census, we found about 6.8 million more people than we were expecting. When we went in and looked at the sources of that growth, we found that during the late 1990s, there was more migration than we had been measuring.” (Landphair, 2004, p. 1). Other unanticipated changes in the population were documented (U.S. Census Bureau, 2005), including shifts in age, sex, race, Hispanic origin, and residence. Some states grew at three times the national rate, and people had tended to cluster in locations were jobs were available and climate was preferred. For users of the WJ III, the normative update (NU) provides the most current comparisons to the U.S. population.

In addition, the WJ III NU utilized innovative statistical advancements to calculate the new norms. The use of bootstrap resampling procedures (Efron & Tibshirani, 1993) allowed for estimates of uncertainty and potential bias (in the sample data) to be incorporated into the calculation of the WJ III NU norms. The bootstrap-based norm development procedures used to recalculate WJ III NU norms results in more precise estimates of an individual’s tested performance.

Collectively, the refinement of the demographic characteristics in the WJ III NU norm data, based on updated U.S.Census statistics, and the utilization of “state-of-the-art” statistical methods for estimating the sample statistics used to calculate norms, allows users of the WJ III to have greater confidence in the accuracy of the WJ III NU-based scores.

Purposes

The following four general categories of questions are presented and discussed:

• What score differences can I expect between test scores based on the original WJ III and WJ III NU norms? If there are differences, are the differences more noticeable with certain age groups?
• Did the year 2000 U.S.Census population demographic final statistics change enough (since the year 2000 census projections) to make a real difference in the scores subjects will receive on the WJ III? That is, are the NU norms needed to provide better estimates of scores for comparison to the current U.S. population?
• What is “bootstrap sampling” and, more importantly, how does this innovative statistical method provide more accurate norms than those published with the WJ III data in 2000?
• What WJ III/NU scores should be used to track and compare test performance for individuals across time. What is the suggested best practice for tracking student growth from the WJ III to WJ III NU?
  

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, WJ III, WJ III NU, normative update, Woodcock-Johnson, intelligence, IQ, IQ test, IQ score, achievement, pscyhological testing

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Random tidbits from mind blogosphere 6-18-07

• Check out BPS Research Digest for interesting post on how to tap into our earliest childhood memories
  
• Tech tidbit. My favorite site for monitoring new web-basedsoftware tools (Download Squad) strongly recommends a new "task list" application called Toodledo. I plan to check it out.
• More on the neuropsychology behind multitasking at the ENL.

Technorati Tags: psychology, educational psychology, neuroscience, neuropsychology, intelligence, memory, Glr, tech tidbit, software, multitasking, cognition

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More on the psychology of reading

My post re: recommended reading comprehension readings apparently hit a need. I've received a number of emails from practicing school psychologists. Thanks, in particular, to Allison Gunne, a practicing psych. of 15 years who is now back working on her doctorate. She nominated an article by Rayner et al (2001) titled "How Psychological Science Informs the Teaching of Reading". Thanks Allison.

Technorati Tags: psychology, education, educational psychology, school psychology, neuropsychology, reading, reading comprehension, Rand, special education, dyslexia, Grw, CHC theory, intelligence, achievement

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Auditory processing (Ga) malleability/intervention

Check out the post on auditory timing/processing (Ga) malleability posted at IQ's Corner sister blog...the IQ Brain Clock.

AACN neuropsychological practice guidelines published

Readers interested in the practice of clinical neuropsychology, if not already aware, might be interested in the publication of the American Academy of Clinical Neuropsychology (AACN) Practice Guidelines for Neuropsychological Assessment and Consultation recently published in The Clinical Neuropsychologist (click here)

Abstract

• This document is the first set of practice guidelines to be formally reviewed and endorsed by the AACN Board of Directors and published in the official journal of AACN. They have been formulated with the assumption that guidelines and standards for neuropsychological assessment and consultation are essential to professional development. As such, they are intended to facilitate the continued systematic growth of the profession of clinical neuropsychology, and to help assure a high level of professional practice. These guidelines are offered to serve members of AACN, as well as the field of clinical neuropsychology as a whole.

Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, assessment, psychological testing, guidlines, AACN

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Random tidbits from the mind blogosphere 6-15-07

• Check out the BPS Research Digest for report on the "doh !" (memory lapse) moments we all experience
• ENL has an interesting post on "paying attention vs needing to pay attention"
• Thanks to Mind Hacks for directing us all to CogNews.net,"a website that takes feeds from a number of cognitive science sites and puts them in one place for your viewing pleasure."

Technorati Tags: psychology, educational psychology, neuroscience, neuropsychology, memory, Glr, Gsm, short-term memroy, attention, executive function, cognition

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Reading comprehension theory and assessment--recommended reading

Although in education a practical distinction is typically made between intelligence and achievement (reading, math, writing), as per CHC theory, intelligence and achievement are all abilities.....they differ primarily along a continuum (not a dichotomy) based on the degree to which the abilities are learned as a result of indirect or direct formal learning experiences. Thus, theoretical and practical issues surrounding the construct of reading is very germane to this blog.

That being said, I must confess that as a trained school psychologist, my understanding of contemporary theories of reading are not what they should be. I've not kept up with the literature as I should have the past few years. I suspect that most other school/educational psychologists also suffer from a lack of sufficient knowledge of contemporary reading theory and assessment issues.

To rectify this situation I've been doing some reading of select chapters and special reports (recommended to me by others) that address the ultimate goal of reading.....comprehension of text read (reading comprehension). To date I've found two readings particularly informative....as they allowed me to integrate some disparate information I had accumulated into a more coherent reading comprehension knowledge schema. Although the chapter (Assesment of Reading Comprehension--A Review of Past, Present and Future Practices) by Pearson and Hamm (2005) and the special Rand report (2002) are written primarily from the perspective of large-scale group reading assessments, most of the information is relevant to clinical 1-1 reading assessment practices.

I would urge all practicing assessment professionals to take time to skim these two chapters.

Just my 2 cents.

Warning....the files are a bit large and may open/download slow if you are not on a high-speed connection.

Technorati Tags: psychology, education, educational psychology, school psychology, neuropsychology, reading, reading comprehension, Rand, special education, dyslexia, Grw, CHC theory, intelligence, achievement

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IQ's Corner Headlines 6-15-07

All the news thats fit for IQ's Corner readers:

This is the 27th installment of IQs Corner Headlines from the Brain and Mind Blogsphere

educational psychology, intelligence, cognition, cognitive, neuropsychology, brain, neuroscience, headlines, IQs Corner, Kevin McGrew, school psychology, psychology, education, special education, IQ, IQ Testing, IQ scores

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Random tidbits from mind blogosphere 6-12-07

• Interesting post at BPS Research Digest on conducting research in virtual worlds available virtual gaming software (e.g., World ofWarcraft)
• Check out the DI blog for a post on the role of the parietal lobe in the processing of symbols, numbers, tools and attention.
• Robert Sternberg's thoughts on the cultural context and bright (gifted) children is featured in an ENL blog post.
• Check out a new brain-related blog I'm starting to monitor - On the Brain by Dr. Michael Merzenich
  
  

Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, virtual reality, virutal games, parietal lobe, gifted, talented


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Random tidbits from the mind blogosphere 6-8-07

• Check out the DI blog's "blogging on the brain" post for a number of interesting links to posts regarding (a) fun brain training games, (b) tonal similarities between music and language, (c) genetic differences between speakers of tonal and non-tonal languages, (d) the role of Bayesian networks in motor control, (e) new genetic risk factor for Alzheimers, (f) the potential educational implications of neuroscience, (g) the role of executive function and math.....plus many more interesting tidbits. The DI blog rocks!
• Thanks to Mind Hacks for the "know blood; know the brain" post - a post directing readers some of the key scientific papers on brain scanning and blood flow.
• Learn about "multiple cognitive maps" via a Mouse Trap post
• Though provoking post at Neuroethics and Law Blog re: "the seductive allure of Neuroscience"
• Intelligent Machines has a post re: the maturation of speech recognition technology
  

Technorati Tags: psychology, neuropsychology, educational psychology, school psychology, neuroscience, genetics, music, language, brain, speech, neurotechnology


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Dyslexia and temporal processing

Check out the new material I just posted at IQ's Corner sister block (Tick Tock Talk: The IQ Brain Clock) re: the research suggesting a link between auditory temporal processing and severe reading disorders (dyslexia)

Technorati Tags: psychology, educational psychology, education, neuroscience, neuropsychology, dyslexia, learning disabilities, LD, special education, temporal processing, mental time keeping, IQ Brain Clock, EWOK, reading, Grw, Ga, auditory processing

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