IQs Corner APA book nook: PsycCRITIQUES - Volume 53, Issue 42 is now available online

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A new issue of PsycCRITIQUES is available online. 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://members1.apa.org/memhelp1.html. October 15, 2008 Volume 53, Issue 42 Book Reviews 1. Social Development, Social Inequalities, and Social Justice Authors: Cecilia Wainryb, Judith G. Smetana, and Elliot Turiel (Eds.) Reviewer: Robert W. Howard 2. Dignity for All: How to Create a World Without Rankism Authors: Robert W. Fuller and Pamela A. Gerloff Reviewer: Thomas Scheff 3. Love, Sex & Long-Term Relationships: What People with Asperger Syndrome Really Really Want Author: Sarah Hendrickx Reviewer: Mardi Allen 4. The Attachment Connection: Parenting a Secure and Confident Child Using the Science of Attachment Theory Author: Ruth P. Newton Reviewer: F. Richard Ferraro 5. Windows to the Brain: Insights From Neuroimaging Authors: Robin A. Hurley and Katherine H. Taber (Eds.) Reviewer: Simon M. McCrea 6. Helping Couples Cope with Women's Cancers: An Evidence-Based Approach for Practitioners Authors: Karen Kayser and Jennifer L. Scott Reviewer: Leslie B. Rosen 7. The Cure Within: A History of Mind–Body Medicine Author: Anne Harrington Reviewer: Mary Louise Allen-Huffman 8. Dyslogic Syndrome: Why Millions of Kids Are "Hyper," Attention-Disordered, Learning Disabled, Depressed, Aggressive, Defiant, or Violent—and What We Can Do About It Author: Bernard Rimland Reviewer: Sheila O'Brien Quinn Film Review 9. Indiana Jones and the Kingdom of the Crystal Skull Director: Steven Spielberg Reviewers: George M. Zinkhan and Jenna M. Drenten

Sharp Brains news

I have an FYI feed on my two major blogs that provides constant
updates from their blog. Occassionally I like to feature a post or
two. The link below should take you to an important post regarding a
new research sponsorship program they have just announced.

http://www.sharpbrains.com/blog/2008/10/14/announcing-the-premium-research-sponsors-program/

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Dissertation dish: K-ABC II, SB5, WJ III CHC factor analysis studies

Two new CHC-based dissertations I stumbled across this weekend.

A joint-confirmatory factor analysis using the Woodcock-Johnson III Tests of Cognitive Ability and the Stanford-Binet Intelligence Scales: Fifth Edition with high-achieving children by Williams, Tasha H., Ph.D., Ball State University, 2005, 206 pages; AAT 3176652

• Abstract: A considerable about of research has concentrated on studying the performance of high achieving children on measures of intellectual functioning. Findings have indicated high achieving children display differences in performance patterns as well as in the cognitive constructs measured when compared to their average peers. The conceptualization of intelligence has evolved over time and contemporary theories of intelligence have described cognitive ability as consisting of multiple constructs which are often interrelated. Currently, one of the most comprehensive and empirically supported theories of intelligence is the Cattell-Horn-Carroll (CHC) theory (Cattell, 1941; Horn, 1968; Carroll, 1993). The multidimensional and hierarchical CHC theory has served as the foundation for the development and recent revisions of cognitive ability measures such as the Woodcock-Johnson Tests of Cognitive Ability - Third Edition (WJ-III COG; McGrew & Woodcock, 2001) and the Stanford-Binet Intelligence Scales - Fifth Edition (SBS; Roid, 2003b). The purpose of this study was to explore the construct validity of the WJ-III COG and SBS with a sample of high achieving children. Individual confirmatory factor analyses were conducted using the WJ-III COG and SBS. Additionally, a joint confirmatory factor analysis was conducted using both the WJ-III COG and SBS. The results indicated an alternative six-factor WJ-III COG and four-factor SBS models provided the best fit to the data of a high achieving sample, supporting previous research suggesting high achieving children display differences in cognitive constructs when compared with their average counterparts. The joint-confirmatory factor analysis indicated the best measures for the CHC factors measured by both the WJ-III COG and SB5 to help guide cross-battery assessments with high functioning children. Clinical applications of the findings are discussed.

The validity of intelligence tests using the Cattell-Horn-Carroll Model of intelligence with a preschool population by Morgan, Kimberly Elaine, Ph.D., Ball State University, 2008, 219 pages; AAT 3303357

• Abstract: Individual differences in human intellectual abilities and the measurement of those differences have been of great interest to the field of school psychology. As such, different theoretical perspectives and corresponding test batteries have evolved over the years as a way to explain and measure these abilities. A growing interest in the field of school psychology has been to use more than one intelligence test in a "cross-battery" assessment in hopes of measuring a wider range (or a more in-depth but selective range) of cognitive abilities. Additionally, interest in assessing intelligence began to focus on preschool-aged children because of initiatives to intervene early with at-risk children. The purpose of this study was to examine the Stanford-Binet Intelligence Scales, Fifth Edition (SB-V) and Kaufman Assessment Battery for Children, Second Edition (KABC-II) in relation to the Cattell-Hom-Carroll (CHC) theory of intelligence using a population of 200 preschool children. Confirmatory factor analyses (CFAs) were conducted with these two tests individually as well as in conjunction with one another. Different variations of the CHC model were examined to determine which provided the best representation of the underlying CHC constructs measured by these tests. Results of the CFAs with the SB-V revealed that it was best interpreted from a two-stratum model, although results with the KABC-II indicated that the three-stratum CHC model was the best overall design. Finally, results from the joint CFA did not provide support for a cross-battery assessment with these two particular tests.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, KABC II, SB5, WJ III, IQ tests, intelligence, factor analysis, CHC, CHC theory, cross-battery, Woodcock-Johnson, Stanford-Binet

IQs Corner Recent Literature of Interest- 10-11-08

This weeks "recent literature" of interest is now available. Click here to access.

IQs Corner "Followers" option

I just added the Blogger "followers" gadget option to this blog. Check the left hand column and join as a follower.

Does working memory belong in the CHC taxonomy?

Working memory---does it belong in the CHC taxonomy?

Recently, on either the CHC or NASP listservs (I can't recall which...poor Glr this morning), there was a brief thread re: the CHC classification of a test (I believe it was a Wechsler subtest) as measuring working memory (or not). I chimed in to remind people that working memory (Gsm-MW) is NOT like most other narrow abilities in the individual differences trait-type CHC taxonomy. At this time, I'd like to again reinforce this point with reference to more exteneded comments I made in McGrew (2005). Also, last evening I reread a very good article where similar comments where articulated by a leading group of working memory researchers (this information is presented below).

First, immediately below is how working memory was defined in my last web-based listing of the CHC broad and narrow abilities (and in my 2005 CHC: Past, Present, Future chapter in Flanagan and Harrison's CIA2 book). I've added italics/bold to reinforce the point I'm trying to articulate in the current post.

• Working Memory (MW): Ability to temporarily store and perform a set of cognitive operations on information that requires divided attention and the management of the limited capacity resources of short-term memory. Is largely recognized to be the mind's "scratchpad" and consists of up to four subcomponents. The phonological or articulatory loop processes auditory-linguistic information while the visuo-spatial sketch/scratchpad is the temporary buffer for visually processed information. The central executive mechanism coordinates and manages the activities and processes in working memory. The most recent component added to the model is the episodic buffer. Recent research (see chapter text) suggests that MW is not of the same nature as the other 60+ narrow factor-based trait-like individual difference constructs included in this table. MW is a theoretically developed construct (proposed to explain memory findings from experimental research) and not a label for an individual-differences type factor. MW is retained in the current CHC taxonomy table as a reminder of the importance of this construct in understanding new learning and performance of complex cognitive tasks (see chapter text).

In the body of the McGrew (2005) chapter I explained this point further (again--I've added italic and bold to emphasize my current points)

• "Although Flanagan and I (McGrew & Flanagan, 1998; Flanagan et al. 2000) previously argued for MW’s preliminary “membership” status in the CHC taxonomy, this recommendation was based primarily on logical and rational considerations. Our recommendation was tempered by Carroll’s (1993) skepticism toward the working memory construct. Carroll (1993) stated that 'although some evidence supports such a speculation, one must be cautious in accepting it because as yet there has not been sufficient work on measuring working memory, and the validity and generality of the concept have not yet been well established in the individual differences research' (p. 647)."

• "Although MW is undeniably a valid and important psychological construct, this does not necessarily mean MW is a factor analytic, latent trait, individual differences type construct similar to the 60+ narrow cognitive abilities that are the cornerstone of the CHC taxonomy (see Table 3). According to Carroll (1993), 'evidence for the existence of a latent trait derives from a demonstration that a number of similar task sets are highly correlated, or in factor- analytic terms, have weights on the same factor. A factor, if it is well established in a number of empirical investigations, is in essence a latent trait reflecting differences over individuals in ability characteristics or potentials' (p. 22). According to Carroll’s definition, the trait-factor evidence for MW is still questionable."

In the following article, which was in response to a meta-analytic article by Ackerman et al. (2005), Oberauer et al. (2005) make the point much better than I do. I very much like the main essence of their comments--namely, working memory is an explantory theoretical construct that is attempting to explain intelligence. Again, italics/bold in the text below are added by the blogmaster (IQ McGrew)


Oberauer, K., Schulze, R., Wilhelm, O. & Suß, H-B. (2005). Working Memory and Intelligence—Their Correlation and Their Relation: Comment on Ackerman, Beier, and Boyle. Psychological Bulletin, 131(1), 61-65. (click to view/download)

• Abstract: On the basis of a meta-analysis of pairwise correlations between working memory tasks and cognitive ability measures, P. L. Ackerman, M. E. Beier, and M. O. Boyle (2005) claimed that working memory capacity (WMC) shares less than 25% of its variance with general intelligence (g) and with reasoning ability. In this comment, the authors argue that this is an underestimation because of several methodological shortcomings and biases. A reanalysis of the data reported in Ackerman et al. using the correct statistical procedures demonstrates that g and WMC are very highly correlated. On a conceptual level, the authors point out that WMC should be regarded as an explanatory construct for intellectual abilities. Theories of working memory do not claim that WMC is isomorphic with intelligence factors but that it is a very strong predictor of reasoning ability and also predicts general fluid intelligence and g.

• "Ackerman et al. (2005) treated WMC as one more beast in the zoo of ability constructs. They were content with giving it its place in the three-stratum theory of Carroll—with an inclination toward relegating it into the rank and file, together with lower level constructs such as psychometric speed. We think that this reflects a misunderstanding of why most researchers are interested in the correlation between WMC and intelligence. The aim of that research is to validate WMC as an explanatory construct for intellectual abilities. The psychometric ability constructs have been derived largely inductively, reflecting the common variance among tests that have been constructed as diagnostic tools for aspects of mental abilities as described in everyday language. In contrast, WMC is a construct that derives deductively from theories of the cognitive architecture in which a limited-capacity WM plays a central role, although not always under the same name, (Anderson & Lebiere, 1998; Atkinson & Shiffrin, 1968, to cite just the most prominent ones). These theories assign short-term memory or WM a crucial role for complex tasks such as reasoning and text comprehension."

• "By treating WMC as another primary factor in the ability hierarchy, Ackerman et al. (2005) ignore its theoretical background. WMC is a construct that bridges the gap between research on individual differences in abilities and cognitive science, including experimental cognitive psychology and formal modeling of cognitive processes. The tasks used to measure WMC have been constructed to operationalize processes postulated in theories of WM, and although these theories are admittedly still in their infancy, they provide some guidance as to what features a good WM task should have."

• "Among the theoretical constructs within current theories of information processing, WMC is the one parameter that correlates best with measures of reasoning ability, and even with gf and g. Therefore, investigating WMC, and its relationship with intelligence, is psychology’s best hope to date to understand intelligence. Stopping short at searching for the place of WMC among the factor hierarchy of ability constructs is like being satisfied with a Linne´an taxonomy of creatures and refusing to proceed toward explaining the origin of species."

Kudos to Obereaur et al. Well stated.

Technorati Tags: psychology, educational psychology, neuropsychology, school psychology, working memory, CHC, CHC theory, Cattell-Horn-Carroll, Gsm, general intelligence, g

Dissertation Dish: Processing Speed (Gs) Working Memory (Gsm-M) and math LD

Yet another study supporting the critical importance of cognitive efficiency variables (Gs-processing speed; Gsm-MW - working memory) and academic achievement (math), this time in young adults.

Working memory and processing speed as correlates of math skills in adults with learning disabilities by Zimmermann, Ute, Ph.D., Alliant International University, Los Angeles, 2008, 122 pages; AAT 3317770

Abstract

Math skills are required in every walk of life throughout a lifespan. The foundation for mathematical performance is innate and there appears to be a natural tendency for humans to build upon this foundation from simple arithmetic to more complex algorithms. Until recently the underlying mechanisms for math functioning have only been sparsely studied, especially in adults. The purpose of this correlational study was to identify the relationship between specific neuropsychological abilities and math skills in adults identified with a learning disability through the use of well established, rigorously standardized, and widely used test batteries, namely the WAIS-III and the Woodcock Johnson-III Tests of Achievement. Furthermore the Intake Self Report and the Academic Attribute Survey II (AAS-II) were utilized to investigate if students tend to over-report their difficulties in math performance when compared to their actual ability level.

This study utilized archival data from a community college in an suburban area of southern California. One hundred fifty participants met eligibility criteria for inclusion in the study. The participant sample consisted of 76 male and 74 females, with ethnic diverse backgrounds. All participants met eligibility criteria for learning disabilities as described by Title 5 regulations that govern the California Community Colleges in accordance with the State Education Code and Federal legislative guidelines. Analysis of data revealed that students tend to over-estimate their perceived difficulties in math when compared to their actual ability level. Correlational analysis indicated significant correlations between the WAIS-III Processing Speed Index and each of the three subtests of the WJ-III Broad Math Cluster. Significant correlations were also revealed between WAIS-III Working Memory Index and each of the three subtests of the WJ-III Broad Math Cluster. A comparison in magnitude of correlations revealed that working memory was the dominant factor for math performance in adults, with processing speed secondary to working memory. Exploratory analyses were performed to investigate the role of gender. No significant correlations emerged between the Processing Speed Index and any of the three Broad Math Cluster subtests for the female participants. Findings are discussed with recommendations for future research.

Technorati Tags: WIAS III, WJ III, LD.math, cognitive efficiency, Gs, Gsm, processing speed, working memory

New neuropsychology books

I just received an e-newsletter from the Neuropsychology Arena listing some new books in the area of neuropsychology. Click here to view.

Technorati Tags: neruopsychology, books, brain injury

IQs Corner APA book nook: PsycCRITIQUES - Volume 53, Issue 41 is now available online

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October 8, 2008 Volume 53, Issue 41 Book Reviews 1. Children and the Dark Side of Human Experience: Confronting Global Realities and Rethinking Child Development Author: James Garbarino Reviewer: Judith L. Gibbons 2. The Bounds of Cognition Authors: Frederick Adams and Kenneth Aizawa Reviewer: Susan E. F. Chipman 3. The Levity Effect: Why It Pays to Lighten Up Authors: Adrian Gostick and Scott Christopher Reviewer: Richard D. Harvey 4. A Guide to Assessments That Work Authors: John Hunsley and Eric J. Mash (Eds.) Reviewer: Steven Taylor 5. Civil Juries and Civil Justice: Psychological and Legal Perspectives Authors: Brian H. Bornstein, Richard L. Wiener, Robert F. Schopp, and Steven L. Willborn (Eds.) Reviewer: Amy Bacharach 6. Women's Reflections on the Complexities of Forgiveness Authors: Wanda Malcolm, Nancy DeCourville, and Kathryn Belicki (Eds.) Reviewer: Patricia M. Berliner 7. The Bullies: Understanding Bullies and Bullying Author: Dennis Lines Reviewer: Selda Ozdemir 8. Afterschool Matters: Creative Programs That Connect Youth Development and Student Achievement Author: Sara Hill (Ed.) Reviewer: Joseph A. Durlak Film Review 9. The Incredible Hulk Director: Louis Leterrier Reviewer: Thomas Scheff

Writing can make you feel good

The BRAIN BLOGGER has a nice post on the therapeutic impact of keeping
a diary or journal. This is not new news to folks who have been doing
this for years-but it is nice to have some research comfirmarion. I
often wonder if my blogging provides a similar benefit. Hmmmm.

http://brainblogger.com/2008/10/03/writing-away-your-worries/

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Braille Assessment Inventory (BAI) available for free download

In 1996 I coauthored a small instrument called the Sharpe-McNear-McGrew Braille Assessment Inventory (BAI).  It was then published by Hawthorne Press.  A Buros Review is available.  It is now out of print---but I occasionally receive inquires regarding the instrument. After consulting with the first author (Mike Sharpe), we decided to make a PDF copy of this instrument available for download.  The manual can be downloaded by clicking here.  The test record can be downloaded by clicking here. 

As stated in the manual, "The BAI was designed to assit educators and others in determining whether Braille instruction is an appropriate intervention for students ages 6-18 who are blind or visually impaired."

Hopefully the instrument will be of use to certain professionals.

IQs Corner Recent Literature of Interest 10-3-08

This weeks (actually, the last three weeks---I just returned from Australia) recent literature of interest can be found by clicking here and here.


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

IQs Corner APA book nook 10-2-08

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Subject: PsycCRITIQUES - Volume 53, Issue 40 is now available online

October 1, 2008 Volume 53, Issue 40 Book and Video Review 1. Ethics in Mental Health Research: Principles, Guidance, and Cases with James M. DuBois Reviewer: Joseph G. Ponterotto Dialogues in Behavioral Health Research Ethics: A DVD Series to Facilitate Ethical Action with James M. DuBois and Jean Campbell Reviewer: Joseph G. Ponterotto Book Reviews 2. Bad Men Do What Good Men Dream: A Forensic Psychiatrist Illuminates the Darker Side of Human Behavior Author: Robert I. Simon Reviewer: Kimberly Kirkland 3. Executive Functions and the Frontal Lobes: A Lifespan Perspective Authors: Vicki Anderson, Rani Jacobs, and Peter J. Anderson (Eds.) Reviewer: Michael Hogan 4. Mating Intelligence: Sex, Relationships, and the Mind's Reproductive System Authors: Glenn Geher and Geoffrey Miller (Eds.) Reviewer: Jonathan D. Springer 5. Inside Intuition Author: Eugene Sadler-Smith Reviewer: Michael Hogan 6. Clinical Psychology: Science, Practice, and Culture Author: Andrew M. Pomerantz Reviewer: Jeanne M. Slattery 7. Family Therapy With Suicidal Adolescents Author: Anthony P. Jurich Reviewer: William L. Hathaway 8. Organization Cognition and Learning: Building Systems for the Learning Organization Authors: Luca Iandoli and Giuseppe Zollo Reviewer: Richard W. Ackley Film Review 9. The Great Debaters Director: Denzel Washington Reviewer: Alejandra Suarez

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BAT III Woodcock-Munoz Assessment Service Bulletin (ASB)

I was looking at the searches that led people to this blog and noticed a number of folks looking for information regarding the Batería III Woodcock-Muñoz.  In looking through my past posts I noticed only one post regarding the BAT III---a test review in APA Division 16's School Psychologist.

I realized that I did have access to an Assessment Service Bulletin (ASB) published by Riverside Publishing.  Below is the reference and a link to the PDf document.  I hope this helps those looking for additional information regarding the BAT III.

• Schrank, F., McGrew, K., Ruef, M.,
  Alvarado, C., Muñoz-Sandoval, A. & Woodcock (2005). 
  Batería III Woodcock-Muñoz Assessment Service Bulletin
  Number 1:  Overview and Technical Supplement.  
  Itasca, IL: Riverside Publishing. (click to
  view)

WJ III EWOK (Evolving Web of Knowledge) v3.0 is now available

I'm very pleased and proud (actually, more relieved) to announce the third revision (v3.0) of the WJ III Evolving Web of Knowledge (EWOK), which was first announced in March of 2006. Click here to visit the original description and post. Click on the other link to go directly to the new WJ III EWOK.

Even if you do not like the Gv MindMap navigation option, I would urge you to view this "big picture" in order to see the information icons that designate branches/sections that include new material.

Feedback is always welcome.

Technorati Tags: psychology, educational psychology, education, school psychology, neuropsychology, special education, IQ, intelligene, IQ test, IQ scores, achievement, testing, WJ III, Woodcock Johnson, Normative Update, NU, Riverside Publishing

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Autism in 100 words

Thanks to MIND HACKS for this autism definition FYI.

http://www.mindhacks.com/blog/2008/10/autism_in_100_words.html

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CHC Intelligence article now "in press"

Shameless plug update of prior post. My article (McGrew, K. --- Editorial: CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research" is now officially "in press" in Intelligence. A copy can be viewed at the following link. Until it is published, the formal citation should be:

• McGrew, K. S., CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research, Intelligence (2008), doi:10.1016/j.intell.2008.08.004

Enjoy

Technorati Tags: intelligence, Human Cognitive Abilities, WMF, CHC, Cattell-Horn-Carroll Theory, IQ, IQ tests, IQ scores, school psychology, educational psychology, cognition, neuropsychology, psychometrics

Practice and expertise

BPS blog report on evidence that practice is still necessary once one
attains expertise in a domain. Practice practice practice

http://bps-research-digest.blogspot.com/2008/09/practice-practice-practice-benefits-are.html

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Back from Australia

I'm back from the long trip down under. 28 hour day yesterday..25
hours in transit. Body clock is a bit messed up (notice time of this
post). Hope to be back to regular blogging and wake/sleep schedule by
end of the week.

Below is pic from lovely harbour in Hobart Tazmania. A lovely quaint
village.

Its great to be back.

On the road again - down under to Australia - blog break

I'm on the road again for work-related business. I will be "down under" (Australia) from Sept 12 to Sept 29 presenting at the APS Conference and conducting three workshops on the Australian Adaptation of the WJ III. I don't expect much time to blog...except for possible "push" type FYI posts re: content posted at other blogs.

I shall return mate!

Music and personality

Does your music taste relate to your personality? Check out post at
PSYCPORT.

http://www.psycport.com/showArticle.cfm?xmlFile=deutsche%5F2008%5F09%5F05%5Feca%5F0079%2D0219%2D%2EBritain%2DCulture%2E%2Eew%2Exml&provider=

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IQ's Corner Recent Literature of Interest 9-5-08

This weeks (actually, the last three weeks---I'm swamped preparing to leave for Australia next week) recent literature of interest can be found by clicking here


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

IQs Corner APA book nook: PsycCRITIQUES - Volume 53, Issue 36 is now available online

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A new issue of PsycCRITIQUES is available online. 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://members1.apa.org/memhelp1.html. September 3, 2008 Volume 53, Issue 36 Book Reviews 1. Spark: The Revolutionary New Science of Exercise and the Brain Author: John J. Ratey with Eric Hagerman Reviewer: Raymond D. Fowler 2. Exercise and Its Mediating Effects on Cognition Authors: Waneen W. Spirduso, Leonard Poon, and Wojtek Chodzko-Zajko (Eds.) Reviewer: Anthony P. Kontos 3. Making Waves and Riding the Currents: Activism and the Practice of Wisdom Author: Charles Halpern Reviewer: Dennis Davidson 4. Neuropsychological Perspectives on Learning Disabilities in the Era of RTI: Recommendations for Diagnosis and Intervention Authors: Elaine Fletcher-Janzen and Cecil Reynolds (Eds.) Reviewer: Linda C. Caterino 5. A Portrait of the Brain Author: Adam Zeman Reviewer: Robert Perna 6. On Speed: The Many Lives of Amphetamine Author: Nicolas Rasmussen Reviewer: Mitch Earleywine 7. Risk Management: Clinical, Ethical, and Legal Guidelines for Successful Practice Author: William F. Doverspike Reviewer: Kristin B. Webb 8. Effective Writing in Psychology: Papers, Posters, and Presentations Authors: Bernard C. Beins and Agatha M. Beins Reviewer: David W. Carroll Film Review 9. Secret Sunshine Director: Chang-dong Lee Reviewers: Andy J. Johnson and Trevor Dunn

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Computers cause brain growth

Funny tongue in cheek post from MIND HACKS.

http://www.mindhacks.com/blog/2008/08/computers_cause_abno.html

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Implications of major brain research

Another great summary post from SHARP BRAINS.

http://m.beta.bloglines.com/items?mode=unread&subid=39777030&sort=desc

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ISIR 2008 intelligence conference registration

ISIR conference reminder. The 2008 annual International Society for Intelligence Research (ISIR) conference, Decatur, Ga, is December 11-13. Paper submissions are due Sept 1. Conference and hotel reservation information can be found here.

psychology, school psycholgy, educational psychology, neuropsychology, cognition, intelligence, ISIR, IQ, IQ score, IQ test, conference

Beyond IQ: Social emotional learning and Beyond IQ project

The other day SharpBrains had a post on the importance of social-emotional learning in school learning. This post is consistent with the thrust of the Beyond IQ (A model of academic competence and motivation) project I've previously posted. Clearly there is more to intelligent "performance" than just intelligence.

psychology, educational psychology, school psychology, neuropsychology, social emotional learning, CASEL, Beyond IQ, MACM, conative, IQ, intelligence,

Brain changes due to reading intervention

Interesting post at DERIC BOWNDS MINDBLOG suggesting, as have other
studies, that reading interventions can produce chants in the brain.

http://mindblog.dericbownds.net/2008/08/brain-changes-that-correlate-with.html

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Early childhood assessment: Nacational Academies Press pre-pub announcement

The National Academies Press has just announced pre-publication access to Early Childhood Assessment: Why, What and How? Electronic and hard copy versions can be ordered now. In addition, if you don't mind reading pdf files on your computer, you can read the entire text for free on-line. A free copy of the Executive Summary is available (click here).

psychology, educational psychology, school psychology, neuropsychology, early childhood, assessment, testing, National Academies Press, National Research Council, preschool

Video games help your brain?

Interesting post from SHARP BRAINS.

http://www.sharpbrains.com/blog/2008/08/24/videogames-for-cognitive-training/

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Australian controversy re doctor group ADHD guidelines

From PSYCPORT.

http://www.psycport.com/showArticle.cfm?xmlFile=abc%5Fau%5F2008%5F08%5F18%5Feng%2Dabc%5Fau%5Feng%2Dabc%5Fau%5F232527%5F3303454161660374562%2Exml&provider=


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Australian controversy re doctor group ADHD guidelines

From PSYCPORT.

http://www.psycport.com/showArticle.cfm?xmlFile=abc%5Fau%5F2008%5F08%5F18%5Feng%2Dabc%5Fau%5Feng%2Dabc%5Fau%5F232527%5F3303454161660374562%2Exml&provider=

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Are you a maximiser or a satisficer?

Interesting post at MOUSE TRAP regarding interesting strategy
distinction.

http://the-mouse-trap.blogspot.com/2008/08/exploration-exploitation-maximisers.html

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IQs Corner APA book nook 8-19-08

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August 20, 2008 Volume 53, Issue 34 Book Reviews 1. Practitioner's Guide to Using Research for Evidence-Based Practice Author: Allen Rubin Reviewer: Julian J. Dooley 2. The Science of Subjective Well-Being Authors: Michael Eid and Randy J. Larsen (Eds.) Reviewer: Grant J. Rich 3. Cortical Deficits in Schizophrenia: From Genes to Function Author: Patricio O'Donnell (Ed.) Reviewer: James A. Moses, Jr. 4. Gender and Occupational Outcomes: Longitudinal Assessments of Individual, Social, and Cultural Influences Authors: Helen M. G. Watt and Jacquelynne S. Eccles (Eds.) Reviewer: Margaret E. Madden 5. The Psychology of Physical Attraction Authors: Viren Swami and Adrian Furnham Reviewer: David D. Simpson 6. The Cult of Osama: Psychoanalyzing Bin Laden and His Magnetism for Muslim Youths Author: Peter Alan Olsson Reviewer: Russell Eisenman 7. The Transpersonal in Psychology, Psychotherapy and Counselling Author: Andrew Shorrock Reviewers: Louis Hoffman and Mark Yang 8. Triangles: Bowen Family Systems Theory Perspectives Author: Peter Titelman (Ed.) Reviewer: David Hargrove 9. Diversity Issues in the Diagnosis, Treatment, and Research of Mood Disorders Authors: Sana Loue and Martha Sajatovic (Eds.) Reviewer: Annie Lee Jones 10. Prayer in Counselling and Psychotherapy: Exploring a Hidden Meaningful Dimension Author: Peter Madsen Gubi Reviewer: Kevin L. Ladd 11. The Resilient Clinician Author: Robert J. Wicks Reviewer: Nicole Ruysschaert Film Review 12. La Vie en Rose Director: Olivier Dahan Reviewer: Karen Conner

Big River Consulting: Organization consultion

This is a bit off-topic for this blog, but I just had coffee with the folks from Big River Consulting, a MN-based organizational consultation group. I've known the owner/CEO, Dr. Bruce Miles, since my days at St. Cloud State University. A great guy and expert in making organizations work more effectively. He is working on a book at this time. Check them out if your organization needs some assistance with a variety of complex issues (e.g., strategic planning, leadership training, staff hiring, conflict management, etc.)

Pray that your surgeon plays video games

From PSYCH CENTRAL. More research presented at APA convention that
surgeons who play video games are more efficient in surgery. Check
link below.

http://psychcentral.com/blog/archives/2008/08/18/video-game-playing-associated-with-surgery-skills/

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Take a break: Top 10 online psych experiments

Give them a try thanks to PSYCH CENTRAL.

http://psychcentral.com/blog/archives/2008/08/18/top-ten-online-psychology-experiments/

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Mental rotation

From SHARP BRAINS

http://m.beta.bloglines.com/items?mode=unread&subid=39777030&sort=desc

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Basketball expertise

Interesting post at the FRONTAL CORTEX about a study of basketball
shooting expertise.

http://scienceblogs.com/cortex/2008/08/the_anatomy_of_basketball_expe.php

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IQs Corner Recent Literature of Interest 8-14-08

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


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

In press CHC theory overview and HCA project manuscript

I'm pleased to announce that the following manuscript re: CHC (Cattell-Horn-Carroll ) theory and the Human Cognitive Abilities (HCA) project is now "in press" in the journal Intelligence. Readers may be particularly interested in the CHC Theory model figure (Figure 1) which represents the most comprehensive overview of contemporary CHC theory.


McGrew, K. S. (in press). CHC Theory and the Human Cognitive Abilities Project: Standing on the Shoulders of the Giants of Psychometric Intelligence Research. Intelligence.

As per the the Scholary Posting provision of the journals publication agreement, I've made a pre-publication copy of the submitted manuscript available at the HCA Archive web page (it can be found on the "HCA Project Communications and Announcements" branch).

Technorati Tags: psychology, educational psychology, cognitive, cognition, intelligence, neuropsychology, IQ, IQ tests, IQ scores, HCA, Human Cognitive Abilities, Woodcock-Munoz-Foundation, WMF, John Carroll, CHC, Cattell-Horn-Carroll, HCA project, correlation matrices

Some CHC specific abilities are important in school learning: Reflections on the g+specific abilities research

[Double click on image to enlarge]

Back in 1997, I, together with Dawn Flanagan, Tim Keith and Mike Vanderwood, published our first g+specific--->achievement article in School Psychology Review. I recently searched high and low for a pdf copy of this article via the usual library sources but came up blank. I finally scanned a copy into a pdf file. A copy of this article can be viewed by clicking here.

Included in that article was the figure to the right (double click to enlarge the figure). I've always liked this figure as it laid out the reasoning why the "just say no" (to intelligence test subtest analysis) research needed to be revisited in light of advances in: (a) theories of intelligence (CHC theory), (b) measurement of intelligence constructs (Gf-Gc or CHC-grounded batteries), and (c) statistical methodology (SEM vs multiple regression). The figure summarizes much of the introductory text in the 1997 article. Frankly, this publication is one of those for which I'm the most proud. Why?

First, the results demonstrated that some specific abilities are important in understanding reading and math achievement above and beyond the effect of g (general intelligence). IMHO this was a very important finding...and led us to argue for the "just say maybe" position (re: interpretation of strength and weakness profiles of cognitive tests---where the S/W measures where composites of at least 2 tests---cluster scores). Even Dr. Dan Reschly, someone typically associated with the anti-IQ movement in school psychology, in a response article in the same special SPR issue, stated (with regard to our 1997 article) :

• “The arguments were fairly convincing regarding the need to reconsider the specific versus general abilities conclusions. Clearly, some specific abilities appear to have potential for improving individual diagnoses. " (Reschly, 1997, p.238).

Second, this "mother" study lead to a systematic program of g+specific abilities research that continues to suggest that certain broad/narrow CHC abilities are important in understanding reading and math achievement above and beyond the effect of g (general intelligence). A listing of articles that followed can be found by clicking here. Click here if you want to view all g+specific abilities posts that have been made at IQ's Corner. There are now a sufficient number of these studies, that when combined with CHC no-g model multiple regression studies, that I was able to recently complete the formative work on a research synthesis (CHC Cognitive-Achievement Correlates Meta-Analysis Project) of the collective findings (which I will eventually be summarizing in a manuscript). A review of all studies continue to support the "just say maybe" position.

Interestingly, although not dealing with reading and math achievement, a recent article in the prestigious journal Intelligence provided additional support for the g+specific "just say maybe" position. The CHC-organized article by Reeve (2004) demonstrated that specific cognitive abilities are indeed important (above and beyond the effect of g) in understanding and explaining the development of domain-specific knowldge (Gkn). The Reeve article provides an excellent review of the literature and, in many respects, reflects (and extends and augments) the arguments we made in our original 1997 article. I urge those interested in the g+specific abilities debate to carefully read Reeve's literature review...as well as his findings. The Reeve findings are important given the extremely large size of the sample (n = 300,000+ from the famous PROJECT TALENT project)

Finally, I would be remiss if proper credit was not given to the "grandmother" article that first stimulated our (McGrew et al., 1997) initial g+specific abilities project, and which also appeared to play a noticeable role in the Reeve (2004) study. Our original research was started after reading the following article:

• Gustafsson, J. -E., & Balke, G. (1993). General and specific abilities as predictors of school achievement. Multivariate Behavioral Research, 28, 407–434. (click here to view)
  

Enough said for now. I believe that a sufficient body of research evidence now exists that demonstrates there is more to understanding acquired knowledge acquisition and school achievement than g (general intelligence). When utilizing an appropriately valid and comprehensive model of intelligence (CHC theory) and appropriately designed and analyzed models, certain specific broad or narrow specific abilities are found to be important...and their effect sizes are not trivial. There is more to understanding school functioning than a simple full scale g-type score.

Of course, if one does not believe in the construct of g (e.g., John Horn's adamant position), then narrow and broad CHC abilities are found to be even more important (as reflected in the non-g CHC organized multiple regression studies integrated in the above mentioned research synthesis). However, that is another post (or series of posts).

Summer blogging, mobile blogging, push mobile blogging, etc.

I need to apologize to my regular readers for not posting much in the way of creative and unique content this summer. I've simply been swamped with summer activities and major projects that are sucking up all my time (blogging done is my spare hobby time). In addition, since getting my iPhone, I've been experimenting with mobile blogging...with all posts coming directly from my little phone. It is a personal blog called Mobile IQ.

One thing folks may have noticed is that I've made more brief and somewhat messy FYI posts to my two major blogs (IQs Corner; the IQ Brain Clock). These posts have also come from my iPhone. Via the use of Mobile Bloglines, I get constant RSS feeds of stories at other interesting blogs. When I see something of interest, it only takes a few taps on my iPhone screen to send an FYI post to my major blog. It is very quick and sweet...actually quite amazing. Unfortunately, the downside is that the URL links come through in their full messy splendor...they are not neatly embedded in the text. But, the instant "push-to-my-major-blogs" speed outweighs the less-than-perfect neatness of regular posts. I could go in later (on my primary computer) and clean everything up....but that defeats the purpose of instant mobile push posts.

Enough idle chatter. I'm hoping to start more regular posts very soon...possibly even toady. Your patience and continued patronage to my blog is much appreciated.

Brain error detection

From Scientific American

http://www.sciam.com/article.cfm?id=minding-mistakes&no_cj_c=0

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IQs Corner ranked in top 100 psycholgy blogs by...

I recently learned that this humble blog (IQ's Corner) was listed as one of the top 100 mental health and psychology blogs by Online University Reviews. I'm proud and pleased.

WMF Human Cognitive Abilities (HCA) Project update: 8-11-08

The free on-line WMF Human Cognitive Abilities (HCA) archive project was updated today. The major updates included the following:

New datasets: A number of new datasets (correlation matrices analyzed in Carroll's 1993 factor analysis meta-analysis) and original journal articles were added to the archive. Nine new correlation matrices were added to the archive. They are listed below.

• BACH01: Bachman, L.F. (1982). The trait structure of cloze test scores. TESOL Quarterly, 16, 61-70.

• BAIR01: Bair J.T. (1951). Factor analysis of clerical aptitude tests. Journal of Applied Psychology, 35, 245-249.

• BANN11: Bannatyne, A.D., Wichiarajote, P. (1969). Relationships between written spelling, motor functioning, and sequencing skills. Journal of Learning Disabilities, 2, 4-16.

• BECH01: Bechtold, H.P. (1947). Factorial study of perceptual speed. Unpublished Ph.D. thesis, University of Chicago.

• FLEI12: Fleishman, E.A., Hempel, W.E. Jr. (1954). Changes in factor structure of a complex psychomotor test as a function of practice. Psychometrika, 19, 239-252.

• FLEI51: Fleishman, J.J., Dusek, E.R. (1971). Reliability and learning factors associated with cognitive tests. Psychological Reports, 29, 523-530.

• FOGA00: Fogarty, G. (1987). Time sharing in relation to broad ability domains. Intelligence, 11, 207-231.

• GRIM01: Grimaldi, J., Loveless, E., Hennessy, J., Prior, J. (1971). Factor analysis of 1970-71 version of the Comparative Guidance and Placement Battery. Educational & Psychological Measurement, 31, 959-963.

• GING21: Singer, H. (1965). Validity of the Durrell-Sullivan Reading Capacity Test. Educational & Psychological Measurement, 25, 479-491.

New manuscript: In addition, the following "in press" editorial manuscript (journal of Intelligence) has been added to the HCA project archive:

• McGrew, K. (in press). CHC Theory and the Human Cognitive Abilities Projects: Standing on the Shoulders of the Giants of Psychometric Intelligence Research. Intelligence.

Request for assistance: The HCA project needs help tracking down copies of old journal articles, dissertations, etc. for a number of datasets being archive. Please visit the "master bibliography/inventory" section of this archive and visit the on-line dataset/reference file. When viewing the on-line working inventory, manuscripts/references featured in the color red are those we are currently having trouble locating. If you have access to either a paper or e-copy of any of the designated "fugitive" documents, and would be willing to provide them to WMF to copy/scan (we would cover the costs), please contact Dr. Kevin McGrew at the email address listed at the site.

Please join the WMF HCA listserv to receive routine email updates regarding the WMF HCA project.

All posts regarding this project can be found here.

Technorati Tags: psychology, educational psychology, cognitive, cognition, intelligence, neuropsychology, IQ, IQ tests, IQ scores, HCA, Human Cognitive Abilities, Woodcock-Munoz-Foundation, WMF, John Carroll, CHC, Cattell-Horn-Carroll, HCA project, correlation matrices

IQs Corner recent literature of interest 8-2-08

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


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

Mind Hacks spike activity

Mind Hacks has a regular post of links to great posts located at other
blogs. Here is an example.

http://www.mindhacks.com/blog/2008/08/20080801_spike_act.html

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