Intelligent Insights on Intelligence Theories and Tests
Saturday, February 19, 2011
IQ's Corner Recent Literature of Interest 2-18-11
This weeks installment of IQs Corner Recent Literature of Interest is now available.
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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
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Thursday, February 17, 2011
FYiPOST: Statistics and Computing, Vol. 21, Issue 2 - New Issue Alert
For the quantoid readers of IQ's Corner.
Thursday, February 17
Dear Valued Customer,
We are pleased to deliver your requested table of contents alert for Statistics and Computing. Good news: now you will find quick links to the full text of the article. Access the article with only one click!
Volume 21 Number 2 is now available on SpringerLink
Register for Springer's email services providing you with info on the latest books in your field. ... More!
In this issue:
Estimation of prediction error by using K-fold cross-validation Tadayoshi Fushiki Abstract Full text PDF
Exact distributional computations for Roy's statistic and the largest eigenvalue of a Wishart distribution Ronald W. Butler & Robert L. Paige Abstract
Functional variance estimation using penalized splines with principal component analysis Göran Kauermann & Michael Wegener Abstract
Restricted likelihood inference for generalized linear mixed models Ruggero Bellio & Alessandra R. Brazzale Abstract
A finite mixture model for multivariate counts under endogenous selectivity Marco Alfò, Antonello Maruotti & Giovanni Trovato Abstract
Bayesian kernel projections for classification of high dimensional data Katarina Domijan & Simon P. Wilson Abstract
Efficient Bayesian analysis of multiple changepoint models with dependence across segments Paul Fearnhead & Zhen Liu Abstract
Bayesian estimation and stochastic model specification search for dynamic survival models Helga Wagner Abstract
Stochastic matching pursuit for Bayesian variable selection Ray-Bing Chen, Chi-Hsiang Chu, Te-You Lai & Ying Nian Wu Abstract
A quasi-Newton acceleration for high-dimensional optimization algorithms Hua Zhou, David Alexander & Kenneth Lange Abstract
Fast simulation of truncated Gaussian distributions Nicolas Chopin Abstract
Book Review
James E. Gentle: Computational statistics (Statistics and Computing Series) Christian P. Robert Abstract
Book Review
A.E. Gelfand, P.J. Diggle, M. Fuentes, P. Guttorp (eds.): Handbook of spatial statistics Denis Allard Abstract
Book review: Lynn's Global Bell Curve: Race, IQ and Global Inequality
A review of the Richard Lynn's Global Bell Curve: Race, IQ and Global Inequality book is available at the COGN-IQ blog.
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Free cognitive journal access for 4 days@psypress, 2/17/11 4:13 AM
 Psychology Press (@psypress)2/17/11 4:13 AM FREE for 4 days only: Brand new issue of #Cognitive #Neuroscience http://goo.gl/qa8Ua. Click to see why this journal is already in the JCR! |
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Educational Psychologist
Wednesday, February 16, 2011
FYiPOST: : Journal of Educational Psychology - Volume 103, Issue 1
FYiPOST: Teaching with concrete and abstract visual representations: Effects on students' problem solving, pr
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Kevin McGrew, PhD
Educational Psychologist
FYiPOST: Spatially distributed instructions improve learning outcomes and efficiency.
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Kevin McGrew, PhD
Educational Psychologist
Tuesday, February 15, 2011
FYiPost: 70 dyslexia support links
This is an FYI link request that may be of interest to IQs Corners readers, that comes from another blog, Onlinecollegecourses.
"Since we write in a similar niche, thought you might want to share a recent article of ours, "70 Excellent Links for Dyslexia Support", with your readers. .
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"Since we write in a similar niche, thought you might want to share a recent article of ours, "70 Excellent Links for Dyslexia Support", with your readers. .
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Sunday, February 13, 2011
FYIPost: 20 TED talks about the brain « Neuroethics at the Core
http://neuroethicscanada.wordpress.com/2011/02/03/20-ted-talks-about-the-brain/
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Educational Psychologist
Saturday, February 12, 2011
The Cognitive Atlas Project - way cool stuff
Very intriguing article and description of the Cognitive Atlas Project, a scientific social collaborative knowledge project.
Poldrack, R. A. (2010). Mapping Mental Function to Brain Structure: How Can Cognitive Neuroimaging Succeed? Perspectives on Psychological Science, 5(6), 753-761
Abstract
The goal of cognitive neuroscience is to identify the mapping between brain function and mental processing. In this article, I examine the strategies that have been used to identify such mappings and argue that they may be fundamentally unable to identify selective structure–function mappings. To understand the functional anatomy of mental processes, it will be necessary for researchers to move from the brain-mapping strategies that the field has employed toward a search for selective associations. This will require a greater focus on the structure of cognitive processes, which can be achieved through the development of formal ontologies that describe the structure of mental processes. In this article, I outline the Cognitive Atlas Project, which is developing such ontologies, and show how this knowledge could be used in conjunction with data-mining approaches to more directly relate mental processes and brain function.
The article , with annotations, is available here, as part of this blogs IQ's Reading feature.
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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 Cognitive Atlas Project
Poldrack, R. A. (2010). Mapping Mental Function to Brain Structure: How Can Cognitive Neuroimaging Succeed? Perspectives on Psychological Science, 5(6), 753-761
Abstract
The goal of cognitive neuroscience is to identify the mapping between brain function and mental processing. In this article, I examine the strategies that have been used to identify such mappings and argue that they may be fundamentally unable to identify selective structure–function mappings. To understand the functional anatomy of mental processes, it will be necessary for researchers to move from the brain-mapping strategies that the field has employed toward a search for selective associations. This will require a greater focus on the structure of cognitive processes, which can be achieved through the development of formal ontologies that describe the structure of mental processes. In this article, I outline the Cognitive Atlas Project, which is developing such ontologies, and show how this knowledge could be used in conjunction with data-mining approaches to more directly relate mental processes and brain function.
The article , with annotations, is available here, as part of this blogs IQ's Reading feature.
- 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 Cognitive Atlas Project
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FYiPost: Free psychometric test links @ www.markparkinson.co.uk
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Kevin McGrew, PhD
Educational Psychologist
Friday, February 11, 2011
How we remember@NIMHgov, 2/11/11 10:15 AM
 Mental Health NIMH (@NIMHgov)2/11/11 10:15 AM Director's Blog: Research is helping us better understand how we make and retain memories - http://go.usa.gov/gxD #nimhgov |
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Thinking caps@sbkaufman, 2/10/11 11:06 PM
 Scott Barry Kaufman (@sbkaufman)2/10/11 11:06 PM Thinking Cap Stimulates Insight | Psychology Today http://t.co/EtSRTK2 |
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Educational Psychologist
Thursday, February 10, 2011
Research Bytes: Neuro-imaging research--brain networks and public interest
Beck, D. M. (2010). The Appeal of the Brain in the Popular Press. Perspectives on Psychological Science, 5(6), 762-766.
Since the advent of human neuroimaging, and of functional magnetic resonance imaging (fMRI) in particular, the popular press has shown an increasing interest in brain-related findings. In this article, I explore possible reasons behind this interest, including recent data suggesting that people find brain images and neuroscience language more convincing than results that make no reference to the brain (McCabe & Castel, 2008; Weisberg, Keil, Goodstein, Rawson, & Gray, 2008). I suggest that part of the allure of these data are the deceptively simply messages they afford, as well as general, but sometimes misguided, confidence in biological data. In addition to cataloging some misunderstandings by the press and public, I highlight the responsibilities of the research scientist in carefully conveying their work to the general public.
Gonsalves, B. D., & Cohen, N. J. (2010). Brain Imaging, Cognitive Processes, and Brain Networks. Perspectives on Psychological Science, 5(6), 744-752.
McDonald, R. P. (2010). Structural Models and the Art of Approximation. Perspectives on Psychological Science, 5(6), 675-686
Structural equation models have provided a seemingly rigorous method for investigating causal relations in nonexperimental data in the presence of measurement error or multiple measures of putative causes or effects. Methods have been developed for fitting these very complex models globally and obtaining global fit statistics or global measures of their approximation to sample data. Structural equation models are idealizations that can serve only as approximations to real multivariate data. Further, these models are multidimensional, and the approximation is itself multidimensional. Tests of “significance” and global indices of approximation do not provide an adequate basis for judging the acceptability of the approximation. Standard applications of structural models use a composite of two models—a measurement (path) model and a path (causal) model. Separate analyses of the measurement model and the path model provide an informed judgment, whereas the composite global analysis can easily yield unreasonable conclusions. Separating the component models enables a careful assessment of the actual constraints implied by the path model, using recently developed methods. An empirical example shows how the conventional global treatment yields unacceptable conclusions
Poldrack, R. A. (2010). Mapping Mental Function to Brain Structure: How Can Cognitive Neuroimaging Succeed? Perspectives on Psychological Science, 5(6), 753-761
The goal of cognitive neuroscience is to identify the mapping between brain function and mental processing. In this article, I examine the strategies that have been used to identify such mappings and argue that they may be fundamentally unable to identify selective structure–function mappings. To understand the functional anatomy of mental processes, it will be necessary for researchers to move from the brain-mapping strategies that the field has employed toward a search for selective associations. This will require a greater focus on the structure of cognitive processes, which can be achieved through the development of formal ontologies that describe the structure of mental processes. In this article, I outline the Cognitive Atlas Project, which is developing such ontologies, and show how this knowledge could be used in conjunction with data-mining approaches to more directly relate mental processes and brain function.
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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
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FYiPost: Malaria and IQ
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Educational Psychologist
Tuesday, February 08, 2011
Carroll-like exploratory factor analysis of the WISC-IV Integrated: CHC interpretation
An excellent Jack Carroll-like exploratory factor analysis of the WISC-IV Integrated at Joel Schneider's blog.
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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 WISC-IV factor analysis
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Monday, February 07, 2011
Ga (auditory processing)--the adolescent social butterfly at the CHC intelligence theory ball
In the CHC theory of intelligence, Gc is historically known as crystallized intelligence. Although featured prominently in CHC theory, Hunt (2000) has lamented the fact that researchers and intelligence scholars have largely ignored Gc recently in favor of studying more exciting or “sexy” CHC constructs (e.g., Gf). He called it the “wallflower” ability.
If Gc is the wallflower (Hunt, 2000) at the CHC ball, then Ga (auditory processing) is an adolescent social butterfly flitting from factor to factor, not readily defined or understood by others, and still in an awkward formative stage of adolescent theoretical and psychometric identity formation (with notable identity role confusion). Ga was the least studied factor in Carroll’s (1993) treatise, largely because reliable and valid technology for measuring Ga abilities did not exist during most of the days of prolific psychometric factor analytic research. This situation has been recently remedied by an explosion of wide ranging (but not necessarily internally coherent or organized research) on a wide array of Ga characteristics (see Conway, Pisoni & Kronenberger, 2009; Gathercole, 2006; Hubbard, 2010; Rammsayer & Brandler, 2007)
Conway, Pisoni and Kronenberger (2009) have gone as far as elevating auditory abilities to the status as a critical ability for higher level cognition and language development. Given the temporal/sequential nature of sound, these researchers suggest auditory abilities provide critical exposure to serially ordered events, “bootstrapping the development of sequential processing and behavior. Sound thus provides a ‘scaffolding”—a supporting framework—that organisms use to learn how to interpret and process sequential information” (p. 275). Thus, auditory abilities are believed to play a foundational causal role in the development of “perception, sensory-motor control, language, and higher level functions” (p. 278). Pretty heady stuff for the Ga social butterfly!
The possibility of components of Ga being crucial to cognitive development is reinforced by Rammsayer and colleagues (Helmbold, Troche, & Rammsayer, 2007; Rammsayer & Brandler, 2007) who have presented an intriguing program of systematic research that have suggested that auditory based temporal processing tasks form a temporal psychometric g-factor that is more strongly associated with psychometric g than a reaction time g-factor, the long considered holy grail essence of g.
Further reflecting the adolescent nature of our understanding of the Ga domain is the fact that auditory imagery, which according Hubbard (2010, p. 302) was defined by Intons-Peterson (1992, p. 46) as “the introspective persistence of an auditory experience, including one constructed from components drawn from long-term memory, in the absence of direct sensory instigation of that experience,” has a massive body of research literature—yet auditory imagery is nowhere to be found in the current CHC taxonomy. Hubbard's (2010) comprehensive review covers such wide ranging research as “(a) imagery for auditory features (pitch, timbre, loudness), (b) imagery for complex nonverbal auditory stimuli (musical contour, melody, harmony, tempo, notational audiation, environmental sounds), (c) imagery for verbal stimuli (speech, text, in dreams, interior monologue), (d) auditory imagery's relationship to perception and memory (detection, encoding, recall, mnemonic properties, phonological loop), and (e) individual differences in auditory imagery (in vividness, musical ability and experience, synesthesia, musical hallucinosis, schizophrenia, amusia).”
Additional examples of the emerging importance of Ga abilities, many not yet included in the CHC taxonomy, exist in other arenas. First, central auditory processing disorders (CAPD), which refer to “difficulties in the perceptual processing of auditory information in the auditory nervous system as demonstrated by poor performance in one or more of the following skill areas: auditory discrimination, auditory pattern recognition, temporal aspects of audition, auditory performance in competing acoustic signals, and auditory performance with de-graded acoustic signals” (DeBonis & Moncrieff, 2008, p. 4-5), are now recognized by professional associations serving speech-language pathologists and audiologists and have been linked to specific language disorders. Second, numerous studies have been studying performance on non- or pseudo-word repetition tasks, tasks that appear to measure a Ga conglomerate involving acoustic signal processing, phonological awareness and sensitivity, an apparent Glr-type phonological storage and recoding ability, and speech-motor planning (see review of Gathercole, 2006 for research findings and Archibald and Gathercole, 2006 for review of measures). Although the non-word repetition tests are most likely factorially messy, the resultant research begs for scrutiny given a meta-analysis of 34 studies that reported a significant difference (d = 0.65, N = 2865) between individuals with specific reading disabilities and matched control groups without a reading disability (Herrmann, Matyas & Pratt, 2006).
Third—and beyond. Research in Ga domains proliferates like mosquitoes on a humid summer evening in Minnesota, with research investigating rapid auditory gap detection (Stefanatos, Braitman, & Madigan, 2007) , speech perception and auditory temporal processing (Boets, Wouters, Van Wieringen, & Ghesquiere, 2007), rhythm perception and production (van Noorden & Moelansts, 2006), rhythm sensitivity (Holliman, Wood & Sheely, 2010), to name but a few. Clearly the domain of Ga is not well understood. Ga-related research is scattered across research labs, disciplines, and journals. It would be a huge task to integrate all the research. A clear understanding of the dimensional structural of the very broad Ga domain requires extensive factor analytic research.
If in doubt, I recently searched the IAP Reference Data Base and found over 1,600+ references that includes some form of "auditory" term in a journal title or keywords. Click here to view.
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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 Gc Ga crystallized intelligence auditory processing
If Gc is the wallflower (Hunt, 2000) at the CHC ball, then Ga (auditory processing) is an adolescent social butterfly flitting from factor to factor, not readily defined or understood by others, and still in an awkward formative stage of adolescent theoretical and psychometric identity formation (with notable identity role confusion). Ga was the least studied factor in Carroll’s (1993) treatise, largely because reliable and valid technology for measuring Ga abilities did not exist during most of the days of prolific psychometric factor analytic research. This situation has been recently remedied by an explosion of wide ranging (but not necessarily internally coherent or organized research) on a wide array of Ga characteristics (see Conway, Pisoni & Kronenberger, 2009; Gathercole, 2006; Hubbard, 2010; Rammsayer & Brandler, 2007)
Conway, Pisoni and Kronenberger (2009) have gone as far as elevating auditory abilities to the status as a critical ability for higher level cognition and language development. Given the temporal/sequential nature of sound, these researchers suggest auditory abilities provide critical exposure to serially ordered events, “bootstrapping the development of sequential processing and behavior. Sound thus provides a ‘scaffolding”—a supporting framework—that organisms use to learn how to interpret and process sequential information” (p. 275). Thus, auditory abilities are believed to play a foundational causal role in the development of “perception, sensory-motor control, language, and higher level functions” (p. 278). Pretty heady stuff for the Ga social butterfly!
The possibility of components of Ga being crucial to cognitive development is reinforced by Rammsayer and colleagues (Helmbold, Troche, & Rammsayer, 2007; Rammsayer & Brandler, 2007) who have presented an intriguing program of systematic research that have suggested that auditory based temporal processing tasks form a temporal psychometric g-factor that is more strongly associated with psychometric g than a reaction time g-factor, the long considered holy grail essence of g.
Further reflecting the adolescent nature of our understanding of the Ga domain is the fact that auditory imagery, which according Hubbard (2010, p. 302) was defined by Intons-Peterson (1992, p. 46) as “the introspective persistence of an auditory experience, including one constructed from components drawn from long-term memory, in the absence of direct sensory instigation of that experience,” has a massive body of research literature—yet auditory imagery is nowhere to be found in the current CHC taxonomy. Hubbard's (2010) comprehensive review covers such wide ranging research as “(a) imagery for auditory features (pitch, timbre, loudness), (b) imagery for complex nonverbal auditory stimuli (musical contour, melody, harmony, tempo, notational audiation, environmental sounds), (c) imagery for verbal stimuli (speech, text, in dreams, interior monologue), (d) auditory imagery's relationship to perception and memory (detection, encoding, recall, mnemonic properties, phonological loop), and (e) individual differences in auditory imagery (in vividness, musical ability and experience, synesthesia, musical hallucinosis, schizophrenia, amusia).”
Additional examples of the emerging importance of Ga abilities, many not yet included in the CHC taxonomy, exist in other arenas. First, central auditory processing disorders (CAPD), which refer to “difficulties in the perceptual processing of auditory information in the auditory nervous system as demonstrated by poor performance in one or more of the following skill areas: auditory discrimination, auditory pattern recognition, temporal aspects of audition, auditory performance in competing acoustic signals, and auditory performance with de-graded acoustic signals” (DeBonis & Moncrieff, 2008, p. 4-5), are now recognized by professional associations serving speech-language pathologists and audiologists and have been linked to specific language disorders. Second, numerous studies have been studying performance on non- or pseudo-word repetition tasks, tasks that appear to measure a Ga conglomerate involving acoustic signal processing, phonological awareness and sensitivity, an apparent Glr-type phonological storage and recoding ability, and speech-motor planning (see review of Gathercole, 2006 for research findings and Archibald and Gathercole, 2006 for review of measures). Although the non-word repetition tests are most likely factorially messy, the resultant research begs for scrutiny given a meta-analysis of 34 studies that reported a significant difference (d = 0.65, N = 2865) between individuals with specific reading disabilities and matched control groups without a reading disability (Herrmann, Matyas & Pratt, 2006).
Third—and beyond. Research in Ga domains proliferates like mosquitoes on a humid summer evening in Minnesota, with research investigating rapid auditory gap detection (Stefanatos, Braitman, & Madigan, 2007) , speech perception and auditory temporal processing (Boets, Wouters, Van Wieringen, & Ghesquiere, 2007), rhythm perception and production (van Noorden & Moelansts, 2006), rhythm sensitivity (Holliman, Wood & Sheely, 2010), to name but a few. Clearly the domain of Ga is not well understood. Ga-related research is scattered across research labs, disciplines, and journals. It would be a huge task to integrate all the research. A clear understanding of the dimensional structural of the very broad Ga domain requires extensive factor analytic research.
If in doubt, I recently searched the IAP Reference Data Base and found over 1,600+ references that includes some form of "auditory" term in a journal title or keywords. Click here to view.
- 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 Gc Ga crystallized intelligence auditory processing
Friday, February 04, 2011
IQ tests: Measure of merit or the key to performance enhancing resources?
A link to the following article published in a recent issue of Research in Organizational Behavior was sent to me by a reader. Below is the abstract (click on image to enlarge).
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Thursday, February 03, 2011
Brain synchronization@neuroconscience, 2/3/11 4:33 AM
 Micah Allen (@neuroconscience)2/3/11 4:33 AM Oscillatory Synchronization in Large-Scale Cortical Networks Predicts Perception http://bit.ly/dV980u |
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fyiPost: European Conference on Psych Assessment
> Dear Colleagues!
>
>
> We are pleased to welcome you to the 11th European Conference on Psychological
> Assessment (ECPA2011) of the European Association for Psychological Assessment
> (EAPA), to be held in Riga, Latvia and hosted by the University of Latvia,
> Department of Psychology, in partnership with the Union of Latvian
> Psychologists. The conference will be held August 31rst to September 3rd and it
> promises to continue the previous traditions of EAPA conferences, offering a
> scientific programme of high quality, representing significant state-of-the-art
> issues in psychological assessment. The program will include topics of
> psychological assessment across the developmental life-span, including various
> aspects of cognitive, emotional, social, personality and psychopathological
> functioning. The formal and informal settings will provide opportunity to meet
> interesting colleagues and to establish important international contacts.
> The venue of the 11th European Conference on Psychological Assessment will be
> the University of Latvia main administrative building, which is located
> precisely in the centre of Riga, near to the historical Old Riga, the National
> Opera and other notable sites. Riga is a charming city on the Baltic Sea coast,
> founded in 1201, a former member of the Hanseatic League, and internationally
> recognized for its extensive Jugendstil (Art Nouveau) architecture. The
> conference registration fee includes a Gala Dinner for all conference
> participants in one of the elegant historical buildings of Riga, associated
> with the early strivings for freedom at the turn of the last century. Riga
> provides many fine hotels for comfortable accommodation.
>
> Welcome! See you in Riga, 31 August - 3 September 2011!
> Detailed information: http://www.ecpa11.lu.lv/
>
> Malgozata Rascevska, organizing committee co-president
> Sandra Sebre, organizing committee, co-president
Tuesday, February 01, 2011
Special journal issue on Forensic Research in Offenders with Intellectual & Developmental Disabilities
Thanks to Karen Salekin for alerting me to a two-part special issue of Psychology, Crime and Law: Forensic Research in Offenders with Intellectual & Developmental Disabilities. I've provided picture images of the table of contents below. The actual TOC and articles for the two issues can be accessed here and here.
Double click on images to enlarge
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intelligence intelligence testing Atkins cases ICDP blog psychology school psychology neuropsychology Forensic psychology criminal psychology criminal justice death penalty capital punishment ABA IQ tests IQ scores adaptive behavior AAIDD mental retardation intellectual disability
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intelligence intelligence testing Atkins cases ICDP blog psychology school psychology neuropsychology Forensic psychology criminal psychology criminal justice death penalty capital punishment ABA IQ tests IQ scores adaptive behavior AAIDD mental retardation intellectual disability
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