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Kevin McGrew, PhD
Educational Psychologist
Intelligent Insights on Intelligence Theories and Tests
Wednesday, January 19, 2011
Research byte: New rule use drives the relation between working memory capacity and Raven's Advanced Progressive Ma
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Friday, January 14, 2011
iPost: Special issue on fMRI controversies
http://forensicpsychologist.blogspot.com/2011/01/fmri-controversies-special-journal.html
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Kevin McGrew, PhD
Educational Psychologist
Special issue on aging, cognition and neuropsych @psypress, 1/14/11 4:23 AM
 Psychology Press (@psypress)1/14/11 4:23 AM Call for Papers for a special issue of "Aging, Neuropsychology, and Cognition": http://goo.gl/slmMo |
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Kevin McGrew, PhD
Educational Psychologist
iPost: Neuropsychology - Online First Publications & Volume 25, Issue 1
APA Journal alerts for:
Neuropsychology
The following articles have been published online this week before they appear in a final print and online issue of Neuropsychology:
- A new issue is available:
Wednesday, January 12, 2011
Human processing speed: A hierarchical multidimensional model with g-speed at the apex?
There is an active thread on the NASP (National Association of School Psychologists) listerv this morning re: what is the nature of "processing speed" (Gs as per CHC theory). Coincidentally, the past few days I have been writing on the psychometric research re: the domain of human cognitive speed. Dr. Joel Schneider and I are working on a CHC theory chapter manuscript, and this is proposed to be in the chapter.
Related to the text is the following proposed hierarchical model of cognitive speed...which suggests that psychologists need to understand that it may be a much more complex domain with it's own hierarchy and g-type (g-speed) factor at the apex. The figure below was first included in McGrew and Evan's (2004), where the hierarchy was first proposed. Joel Schneider has worked his excellent Gv PPT expertise and produced this much prettier version. Click here and you will see the image from the web page server.
In addition to the more thorough treatment in the McGrew & Evans (2004) document, the following draf text may be useful (Schneider & McGrew, book chapter manuscript in preparation).
Technorati Tags: psychology, school psychology, neuropsychology, cognitive psychology, intelligence, cognition, processing speed, Gs, Gt, reaction time, CHC intelligence theory, Cattell-Horn-Carroll
Related to the text is the following proposed hierarchical model of cognitive speed...which suggests that psychologists need to understand that it may be a much more complex domain with it's own hierarchy and g-type (g-speed) factor at the apex. The figure below was first included in McGrew and Evan's (2004), where the hierarchy was first proposed. Joel Schneider has worked his excellent Gv PPT expertise and produced this much prettier version. Click here and you will see the image from the web page server.
In addition to the more thorough treatment in the McGrew & Evans (2004) document, the following draf text may be useful (Schneider & McGrew, book chapter manuscript in preparation).
Of particular interest, but largely ignored during the past five years, was the conclusion that the speed domains of Gs and Gt might best be represented within the context of a hierarchically organized speed taxonomy with a g-speed factor at the apex (McGrew, 2004; McGrew & Evans, 2004). This conclusion is echoed by Danthiir, Roberts, Schulze and Wilhelm (2005), who after conducting much of the research that suggests a multidimensional speed hierarchy, suggested that “one distinct possibility is that mental speed tasks form as complex a hierarchy as level (i.e., accuracy) measures from psychometric tasks, with a general mental speed factor at the apex and broad factors of mental speed forming a second underlying tier” (p. 32). McGrew and Evan’s (2004) hypothesized hierarchy of speed abilities is formally published here for the first time in Figure X
Technorati Tags: psychology, school psychology, neuropsychology, cognitive psychology, intelligence, cognition, processing speed, Gs, Gt, reaction time, CHC intelligence theory, Cattell-Horn-Carroll
Tuesday, January 11, 2011
On the road for brief R&R - blogging lite
I will be away on a brief family R&R mini-vacation from Wed thru Sunday. Will have my iPad with me, so I might do some lite blogging....or maybe not. Shall return next Monday
- iPost using BlogPress from my Kevin McGrew's iPad
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NYTimes: You Might Already Know This ...significance testing in science
From The New York Times:
You Might Already Know This ...
A report on ESP to be published this year has inflamed a debate on the standard technique used to analyze data in much of social science and medicine.
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Kevin McGrew, PhD
Educational Psychologist
Saturday, January 08, 2011
WJ III IQ and ACH tests and descriptions
For those unfamiliar with the WJ III battery, below are some tables that list the tests and major composite scores and definitions of abilities measured. I borrowed this from are recent book chapter publication.
Double clicking on the images should make them larger and more readable. To make sure they are viewable, you might want to check out the jpg images directly from my web page server....click here and here.
Conflict of interest disclosure - I am a coauthor of the WJ III.
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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition WJ III Woodcock Johnson
Double clicking on the images should make them larger and more readable. To make sure they are viewable, you might want to check out the jpg images directly from my web page server....click here and here.
Conflict of interest disclosure - I am a coauthor of the WJ III.
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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition WJ III Woodcock Johnson
Friday, January 07, 2011
iPost: Journal of Psychoeducational Assessment Table of Contents for 1 February 2011; Vol. 29, No. 1
Journal of Psychoeducational Assessment Online Table of Contents Alert
- A new issue of Journal of Psychoeducational Assessment is available online:
- 1 February 2011; Vol. 29, No. 1
- The below Table of Contents is available online at: http://jpa.sagepub.com/content/vol29/issue1/?etoc
Articles
- Computer-Based Screening for the New Modified Alternate Assessment
- Ryan J. Kettler
- Journal of Psychoeducational Assessment 2011;29 3-13
http://jpa.sagepub.com/cgi/content/abstract/29/1/3
- Development and Validation of the Personal Strengths Inventory Using Exploratory and Confirmatory Factor Analyses
- Albert Kienfie Liau, Daryl Chow, Teck Kiang Tan, and Konrad Senf
- Journal of Psychoeducational Assessment 2011;29 14-26
http://jpa.sagepub.com/cgi/content/abstract/29/1/14
- Emotional Intelligence in Applicant Selection for Care-Related Academic Programs
- Leehu Zysberg, Anat Levy, and Anna Zisberg
- Journal of Psychoeducational Assessment 2011;29 27-38
http://jpa.sagepub.com/cgi/content/abstract/29/1/27
- Testing Intelligently Includes Double-Checking Wechsler IQ Scores
- Jeffrey G. Kuentzel, Lesley A. Hetterscheidt, and Douglas Barnett
- Journal of Psychoeducational Assessment 2011;29 39-46
http://jpa.sagepub.com/cgi/content/abstract/29/1/39
- Assessing Students' Emotional Competence in Higher Education: Development and Validation of the Widener Emotional Learning Scale
- Ning Wang, Thomas Young, Stephen C. Wilhite, and Geoffrey Marczyk
- Journal of Psychoeducational Assessment 2011;29 47-62
http://jpa.sagepub.com/cgi/content/abstract/29/1/47
- Assessment of Psychopathological Problems in the School Context: The Psychometric Properties of a Portuguese Version of the Adolescent Psychopathology Scale—Short Form
- Ida Timóteo Lemos, Luís Madeira Faísca, and Sandra Teodósio Valadas
- Journal of Psychoeducational Assessment 2011;29 63-74
http://jpa.sagepub.com/cgi/content/abstract/29/1/63
- Validation of the Substance Use Risk Profile Scale for Adolescents in Hong Kong
- Angela F. Y. Siu
- Journal of Psychoeducational Assessment 2011;29 75-83
http://jpa.sagepub.com/cgi/content/abstract/29/1/75
- Test Review: Michael H. Epstein and Lori Synhorst Preschool Behavioral and Emotional Rating Scale Austin, TX: PRO-ED, 2009
- Daniel D. Drevon
- Journal of Psychoeducational Assessment 2011;29 84-88
http://jpa.sagepub.com/cgi/reprint/29/1/84
- Test Review: C. D. Elliott Differential Ability Scales-Second Edition. San Antonio, TX: Harcourt Assessment, 2007
- Stephanie Marshall, Kara E. McGoey, and Susan Moschos
- Journal of Psychoeducational Assessment 2011;29 89-93
http://jpa.sagepub.com/cgi/reprint/29/1/89
- Test Review: A. J. Connolly KeyMath-3 Diagnostic Assessment: Manual Forms A and B. Minneapolis, MN: Pearson, 2007
- Roslinda Rosli
- Journal of Psychoeducational Assessment 2011;29 94-97
http://jpa.sagepub.com/cgi/reprint/29/1/94
Wednesday, January 05, 2011
NYTimes: Journal’s Paper on ESP Expected to Prompt Outrage
From The New York Times:
Journal's Paper on ESP Expected to Prompt Outrage
A prominent research psychologist's assertions about strong evidence for extrasensory perception is already mortifying scientists.
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Kevin McGrew, PhD
Educational Psychologist
IQs Corner logo poll open - please review and vote
Similar to the design process used to develop the IAP logo (top of this blog), my son-in-law, who has graphic design skills, has created a number of possible logo's for this blog (aka, IQ's Corner). After a number of iterations, we have 6 finalists. They are reproduced below.
If you need to see them better, click on the image to enlarge. This may be necessary to get a clear image...the image in the post may appear fuzzy if not enlarged. If all else fails, click here to access the jpg file from the web server.
After reviewing, I'd like your vote at the IQs Corner Logo Poll at the top right hand corner of this blog.
Comments also welcomed.
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If you need to see them better, click on the image to enlarge. This may be necessary to get a clear image...the image in the post may appear fuzzy if not enlarged. If all else fails, click here to access the jpg file from the web server.
After reviewing, I'd like your vote at the IQs Corner Logo Poll at the top right hand corner of this blog.
Comments also welcomed.
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SAGE Open - now accepting manuscripts
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
Begin forwarded message:
From: SAGE News <announcements@updates.sagepub.com>
Date: January 5, 2011 4:08:15 AM CST
To: iap@earthlink.net
Subject: SAGE Open - now accepting manuscripts
Reply-To: mailbox19827x124683 <sagebb@updates.sagepub.com>
Trouble viewing? Try the web version.
Mobile user? Try the mobile version.
Dear Kevin McGrew,
SAGE Open is our new open access publication. It publishes peer-reviewed, original research and review articles in an interactive, open-access format. Articles may span the full spectrum of the social and behavioral sciences and the humanities. Find out more, including manuscript submission guidelines, at www.sageopen.com.
Why publish in SAGE Open?
- Quick review and decision times for authors
- Speedy, continuous-publication online format
- Global distribution of your research via SAGE Journals Online, including enhanced online features such as public usage metrics, comments features, subject categories, and article ranking and recommendations
- Professional copyediting and typesetting of your article
- $195 introductory author acceptance fee (discounted from the regular price of $695)
Consider publishing in SAGE Open if you want...
- Quality reviews and efficient production, ensuring the quickest publication time
- Free, broad, and global distribution on a powerful, highly discoverable publishing platform
- Branding and marketing by a world-leading social science publisher, including promotion of your article via publicity and social media channels
- Open access publication due to university or government mandates
Manuscript submissions are handled online through SAGE track, SAGE's web-based peer review and submission system, powered by ScholarOne Manuscripts™. Submit your manuscripts today at http://mc.manuscriptcentral.com/sageopen. Sincerely,
Bob Howard
Director, Social Science JournalsPlease direct any inquiries to sageopen@sagepub.com.
1115008JA
BOOKS
Tuesday, January 04, 2011
CHC intelligence theory and assessment timeline revision - working draft
I'm busy revising the CHC Timeline that is part of the CHC Timeline project. This project was an outgrowth of my 2005 CHC Theory: Past, Present and Future chapter (click here and here to view). I am now revising it as I need to revise that chapter (together with a colleague--Dr. Joel Schneider) and plan to include this revised (and less detailed) version as a figure in the chapter.
Below is a copy of the figure. A web page version is available here (note - the timeline does not accurately and fully display all features in all browsers, and you may need to "zoom" in with your browser to see all details). I believe that one can enlarge the figure below by clicking on it - but no promises. If all else fails, the best option would be to view the PDF version.
All of the events listed will be described in greater detail in the chapter...so I know it is hard to evaluate the timeline without knowing what detailed information is subsumed by each event marker on the timeline. With that understanding, I would appreciate any feedback regarding important events that my have been overlooked--as well as any other constructive feedback. I final version will be posted when it is finished.
I would particularly encourage feedback on the CHC listserv.
Below is a copy of the figure. A web page version is available here (note - the timeline does not accurately and fully display all features in all browsers, and you may need to "zoom" in with your browser to see all details). I believe that one can enlarge the figure below by clicking on it - but no promises. If all else fails, the best option would be to view the PDF version.
All of the events listed will be described in greater detail in the chapter...so I know it is hard to evaluate the timeline without knowing what detailed information is subsumed by each event marker on the timeline. With that understanding, I would appreciate any feedback regarding important events that my have been overlooked--as well as any other constructive feedback. I final version will be posted when it is finished.
I would particularly encourage feedback on the CHC listserv.
Sunday, January 02, 2011
The continued evolution of the CHC theory of IQ: Increasing mentions in the professional literature
In my 2005 CHC Theory: Past, Present and Future chapter in Flanagan and Harrison's Contemporary Intellectual Assessment (click here to find a PDF copy of that chapter; click here for an on-line pre-pub version with additional information), I indicate that the Cattell-Horn-Carroll (CHC) theory tipping point occurred approximately 2000/2001. I first suggested a "synthesized Carroll and Horn-Cattell framework" in 1997, and the three names were linked in Flanagan, McGrew & Ortiz (2000). As explained in the 2005 chapter, the first formal published definition of CHC theory occurred in the WJ III technical manual (McGrew & Woodcock, 2001).
As I reported in a recent post, a Google Ngram semantic analysis indicated that CHC theory is now the consensus theory of intelligence, with the Ngram graph suggesting this point occurred between 2001-2002. I've reproduced that figure below. [Clicking on images below should result in reader seeing larger more readable version being presented]
To investigate the increasing impact of CHC theory, I recently completed two different searches. I took the search terms "CHC" and "Cattell-Horn-Carroll" and submitted them both to PsycINFO and the journal Intelligence issue archive. I simply asked to find any publications (journal articles, books, dissertations) where these two search terms occurred ANYWHERE in the source (title, text, references, etc). I then tallied the frequency of publications in two year chunks of time. The results are below. The goal was to ascertain if there were any relative changes in mention of this theory overt time.
The conclusions appear clear and consistent with the Google Ngram analyses noted above. The use of the two terms started to emerge in 2001-2002 and have steadily increased in the intelligence literature at large (PsycINFO) and in the premiere journal on human intelligence--Intelligence. Clearly the language of intelligence and intelligence test theory has been impacted by the CHC tipping point (circa 2000-2001).
In a subsequent post I will provide a link the references that serve as the bases of the above figure.
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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition tipping point
As I reported in a recent post, a Google Ngram semantic analysis indicated that CHC theory is now the consensus theory of intelligence, with the Ngram graph suggesting this point occurred between 2001-2002. I've reproduced that figure below. [Clicking on images below should result in reader seeing larger more readable version being presented]
To investigate the increasing impact of CHC theory, I recently completed two different searches. I took the search terms "CHC" and "Cattell-Horn-Carroll" and submitted them both to PsycINFO and the journal Intelligence issue archive. I simply asked to find any publications (journal articles, books, dissertations) where these two search terms occurred ANYWHERE in the source (title, text, references, etc). I then tallied the frequency of publications in two year chunks of time. The results are below. The goal was to ascertain if there were any relative changes in mention of this theory overt time.
The conclusions appear clear and consistent with the Google Ngram analyses noted above. The use of the two terms started to emerge in 2001-2002 and have steadily increased in the intelligence literature at large (PsycINFO) and in the premiere journal on human intelligence--Intelligence. Clearly the language of intelligence and intelligence test theory has been impacted by the CHC tipping point (circa 2000-2001).
In a subsequent post I will provide a link the references that serve as the bases of the above figure.
- iPost using BlogPress from my Kevin McGrew's iPad
intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition tipping point
WJ III IQ subtest names and descriptions
For those unfamiliar with the content of the WJ III IQ test battery, I extracted the table below from a recent book chapter. It lists the individual tests with brief descriptions. Clicking on image should take you to a larger more readable version. If that does not work you can access the image files from my web page server by clicking here and here.
Conflict of interest disclosure - I am a coauthor of the WJ III
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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition
Conflict of interest disclosure - I am a coauthor of the WJ III
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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition
Hot and cold CHC intelligence abilities--Gf,Gc,Gv hot--Ga,Glr cold
Interesting article in the journal Intelligence reviewing the state-of-the-art of factor analysis practices for identifying the g (general intelligence) factors. Abstract is below. Of interest is the use of the CHC framework to classify the type of broad CHC factor indicators found in the research synthesis.
Not unexpectedly, Gf, Gc, and Gv were found most often in IQ factor analysis research, followed by Gq, Gs and Gsm. Abilities that appear underrepresented in IQ factor analysis g research are the domains of Glr and Ga.
However, a couple of major caveats. The literature review was primarily adult samples. There has been considerable factor analysis activity with tests in childhood and adolescent samples that might increase the proportion of Glr and Ga indicators. Also, the authors did not include journals favored by those doing research in school psychology, special education, and speech and language---fields of study that most likely have published more studies in the under-represented CHC domains.
Never-the-less......the general trends are not surprising.
Clicking on images should take you toe larger versions.
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intelligence IQ tests IQ scores CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition Gq quantitative abilities quantitative knowledge quantitative reasoning Gf fluid intelligence Gc crystallized intelligence Gsm Short-term memory Gll long-term retrieval Ga auditory processing Gv visual processing visual-spatial Gs processing speed factor analysis general intelligence g
Not unexpectedly, Gf, Gc, and Gv were found most often in IQ factor analysis research, followed by Gq, Gs and Gsm. Abilities that appear underrepresented in IQ factor analysis g research are the domains of Glr and Ga.
However, a couple of major caveats. The literature review was primarily adult samples. There has been considerable factor analysis activity with tests in childhood and adolescent samples that might increase the proportion of Glr and Ga indicators. Also, the authors did not include journals favored by those doing research in school psychology, special education, and speech and language---fields of study that most likely have published more studies in the under-represented CHC domains.
Never-the-less......the general trends are not surprising.
Clicking on images should take you toe larger versions.
- iPost using BlogPress from my Kevin McGrew's iPad
intelligence IQ tests IQ scores CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition Gq quantitative abilities quantitative knowledge quantitative reasoning Gf fluid intelligence Gc crystallized intelligence Gsm Short-term memory Gll long-term retrieval Ga auditory processing Gv visual processing visual-spatial Gs processing speed factor analysis general intelligence g
MDS analysis of WISC-IV
It is no secret that I'm a big fan of multidimensional scaling (MDS--especially Guttman's Radex) model as a supplement to factor analysis of cognitive tests. While going thru some of my e-files I found a recent 3D MDS analysis of the WISC-IV. Below is the abstract and final 3D model. Clicking on images should take you to a larger version of the image.
For those interested, the content/stimulus dimension of my proposed cognitive ability assessment design and interpretation matrix is due to my application of MDS to data from the WJ III and the various Wechsler batteries. The complete "beyond CHC theory" presentation can be found at a prior post.
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intelligence IQ tests IQ scores CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition WISC-IV Wechsler intelligence batteries WJ III WJ III NU MDS Guttman Radex model
For those interested, the content/stimulus dimension of my proposed cognitive ability assessment design and interpretation matrix is due to my application of MDS to data from the WJ III and the various Wechsler batteries. The complete "beyond CHC theory" presentation can be found at a prior post.
- iPost using BlogPress from my Kevin McGrew's iPad
intelligence IQ tests IQ scores CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition WISC-IV Wechsler intelligence batteries WJ III WJ III NU MDS Guttman Radex model
Saturday, January 01, 2011
Dr. Doug Detterman's bytes: Psychometric reliability
Another of Dr. Doug Detterman's intelligence bytes.
Reliability is consistency. A measure is reliable if it provides the same measurement on repeated applications. A measurement is an attempt to estimate the value of a true score or latent trait. If it were possible to measure this true score or latent trait value exactly, the measurement would provide the same value on each measurement occasion so long as the trait remains unchanged. However, measurement is never perfect. There will always be some error. To understand the accuracy of any measure requires knowing the amount of error in the measurement.
One of the reasons so many important relationships have been found with intelligence is that they are highly reliable.
All good science begins with reliable measurement. As Pavlov put it, control
your conditions, and you will see order. This is why reliability is so important and
probably deserves even more attention than it was given here.
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intelligence IQ tests IQ scores CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition Reliability Detterman's bytes
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