Monday, April 18, 2011

FYiPOST: Psychometrika, Vol. 76, Issue 2 - New Issue Alert

For the quant readers of IQ's Corner



Monday, April 18

Dear Valued Customer,
We are pleased to deliver your requested table of contents alert for Psychometrika. Good news: now you will find quick links to the full text of the article. Access the article with only one click!

Volume 76 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!
Important News!
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In this issue:
The Generalized DINA Model Framework
Jimmy de la Torre
Abstract    Full text PDF

Polytomous Latent Scales for the Investigation of the Ordering of Items
Rudy Ligtvoet, L. Andries van der Ark, Wicher P. Bergsma & Klaas Sijtsma
Abstract    Full text PDF

Invariant Ordering of Item-Total Regressions
Jesper Tijmstra, David J. Hessen, Peter G. M. van der Heijden & Klaas Sijtsma
Abstract    Full text PDF

Item Screening in Graphical Loglinear Rasch Models
Svend Kreiner & Karl Bang Christensen
Abstract    Full text PDF

Regularized Generalized Canonical Correlation Analysis
Arthur Tenenhaus & Michel Tenenhaus
Abstract    Full text PDF

Three-Way Tucker2 Component Analysis Solutions of Stimuli × Responses × Individuals Data with Simple Structure and the Fewest Core Differences
Kohei Adachi
Abstract    Full text PDF

OpenMx: An Open Source Extended Structural Equation Modeling Framework
Steven Boker, Michael Neale, Hermine Maes, Michael Wilde, Michael Spiegel, Timothy Brick, Jeffrey Spies, Ryne Estabrook, Sarah Kenny, Timothy Bates, Paras Mehta & John Fox
Abstract    Full text PDF

Measuring Growth in a Longitudinal Large-Scale Assessment with a General Latent Variable Model
Matthias von Davier, Xueli Xu & Claus H. Carstensen
Abstract    Full text PDF

Modeling Rule-Based Item Generation
Hanneke Geerlings, Cees A. W. Glas & Wim J. van der Linden
Abstract    Full text PDF

Book Review
J.-P. FOX (2010) Bayesian Item Response Modeling: Theory and Applications.
Hong Jiao
Abstract    Full text PDF
Do you want to publish your article in this journal?
  Heidelberg, Germany, phone: +49 6221 487 0, fax: +49 6221 487 8366

© Springer 2011, springer.com






Saturday, April 16, 2011

Research brief: Effect of victim impact evidence on capital decision making




Paternoster, R., & Deise, J. (2011). A HEAVY THUMB ON THE SCALE: THE EFFECT OF VICTIM IMPACT EVIDENCE ON CAPITAL DECISION MAKING. Criminology, 49(1), 129-161.

The past several decades have seen the emergence of a movement in the criminal justice system that has called for a greater consideration for the rights of victims. One manifestation of this movement has been the “right” of victims or victims' families to speak to the sentencing body through what are called victim impact statements about the value of the victim and the full harm that the offender has created. Although victim impact statements have been a relatively noncontroversial part of regular criminal trials, their presence in capital cases has had a more contentious history. The U.S. Supreme Court overturned previous decisions and explicitly permitted victim impact testimony in capital cases in Payne v. Tennessee (1991). The dissenters in that case argued that such evidence only would arouse the emotions of jurors and bias them in favor of imposing death. A body of research in behavioral economics on the “identifiable victim effect” and the “identifiable wrongdoer effect” would have supported such a view. Using a randomized controlled experiment with a death-eligible sample of potential jurors and the videotape of an actual penalty trial in which victim impact evidence (VIE) was used, we found that these concerns about VIE are perhaps well placed. Subjects who viewed VIE testimony in the penalty phase were more likely to feel negative emotions like anger, hostility, and vengeance; were more likely to feel sympathy and empathy toward the victim; and were more likely to have favorable perceptions of the victim and victim's family as well as unfavorable perceptions of the offender. We found that these positive feelings toward the victim and family were in turn related to a heightened risk of them imposing the death penalty. We found evidence that part of the effect of VIE on the decision to impose death was mediated by emotions of sympathy and empathy. We think our findings open the door for future work to put together better the causal story that links VIE to an increased inclination to impose death as well as explore possible remedies.


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FYiPOST: Developmental Cognitive Neuroscience

Volume 1, Issue 2 now available for FREE on ScienceDirect.






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Flynn Effect Archive: Kanaya & Ceci (2011) WISC special ed. flynn effect study

Another new study by Kanaya & Ceci on the WISC Flynn effect in special education populations. Next time the FE Archive Project is updated, this will be added.

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Thursday, April 14, 2011

FYiPOST: Psychology and Aging - Online First Publications


The following articles have been published online this week before they appear in a final print and online issue of Psychology and Aging:

Effects of age, speed of processing, and working memory on comprehension of sentences with relative clauses.
Caplan, David; DeDe, Gayle; Waters, Gloria; Michaud, Jennifer; Tripodis, Yorghos

The effect of education on the onset and rate of terminal decline.
Batterham, Philip J.; Mackinnon, Andrew J.; Christensen, Helen

Normal aging dampens the link between intrusive thoughts and negative affect in reaction to daily stressors.
Brose, Annette; Schmiedek, Florian; Lövdén, Martin; Lindenberger, Ulman

Self-referencing enhances memory specificity with age.
Hamami, Ayala; Serbun, Sarah J.; Gutchess, Angela H.


On the specificity of face cognition compared with general cognitive functioning across adult age.
Hildebrandt, Andrea; Wilhelm, Oliver; Schmiedek, Florian; Herzmann, Grit; Sommer, Werner


To edit your profile or discontinue receiving table of contents alerts, visit http://psycalert.apa.org or your MyPsycNET page on APA PsycNET.

Monday, April 11, 2011

FYiPOST: Journal of Psychoeducational Assessment Table of Contents for 1 April 2011; Vol. 29, No. 2



Subject: Journal of Psychoeducational Assessment Table of Contents for 1 April 2011; Vol. 29, No. 2

Journal of Psychoeducational Assessment Online Table of Contents Alert

A new issue of Journal of Psychoeducational Assessment is available online:
1 April 2011; Vol. 29, No. 2

The below Table of Contents is available online at: http://jpa.sagepub.com/content/vol29/issue2/?etoc


Articles
Forest Grove School District v. T.A. Supreme Court Case: Implications for School Psychology Practice
Shauna G. Dixon, Eleazar C. Eusebio, William J. Turton, Peter W. D. Wright, and James B. Hale
Journal of Psychoeducational Assessment 2011;29 103-113
http://jpa.sagepub.com/cgi/content/abstract/29/2/103

Predictors of Social Skills for Preschool Children at Risk for ADHD: The Relationship Between Direct and Indirect Measurements
Lisa B. Thomas, Edward S. Shapiro, George J. DuPaul, J. Gary Lutz, and Lee Kern
Journal of Psychoeducational Assessment 2011;29 114-124
http://jpa.sagepub.com/cgi/content/abstract/29/2/114

The Flynn Effect in the WISC Subtests Among School Children Tested for Special Education Services
Tomoe Kanaya and Stephen J. Ceci
Journal of Psychoeducational Assessment 2011;29 125-136
http://jpa.sagepub.com/cgi/content/abstract/29/2/125

Cognitive Characteristics of Treatment-Resistant Children With Reading Disabilities: A Retrospective Study
Deanne Emilie Dukleth Johnson and H. Lee Swanson
Journal of Psychoeducational Assessment 2011;29 137-149
http://jpa.sagepub.com/cgi/content/abstract/29/2/137

Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept
Mercedes Ferrando, María Dolores Prieto, Leandro S. Almeida, Carmen Ferrándiz, Rosario Bermejo, José Antonio López-Pina, Daniel Hernández, Marta Sáinz, and Mari-Carmen Fernández
Journal of Psychoeducational Assessment 2011;29 150-159
http://jpa.sagepub.com/cgi/content/abstract/29/2/150

Development of an Infrequency Index for the CAARS
Julie A. Suhr, Melissa Buelow, and Tara Riddle
Journal of Psychoeducational Assessment 2011;29 160-170
http://jpa.sagepub.com/cgi/content/abstract/29/2/160

Creating Composite Age Groups to Smooth Percentile Rank Distributions of Small Samples
Francesca López, Amy Olson, and Naveen Bansal
Journal of Psychoeducational Assessment 2011;29 171-183
http://jpa.sagepub.com/cgi/content/abstract/29/2/171

Book Review: Prifitera, A., Saklofske, D. H., & Weiss, L. G. (Eds.). WISC-IV Clinical Assessment and Intervention (2nd ed.). New York, NY: Elsevier, 2008
Anita Sohn McCormick
Journal of Psychoeducational Assessment 2011;29 184-188
http://jpa.sagepub.com/cgi/reprint/29/2/184

Book Review: Cynthia A. Riccio, Jeremy R. Sullivan, and Morris J. Cohen. Neuropsychological Assessment and Intervention for Childhood and Adolescent Disorders. Hoboken, NJ: Wiley, 2010
Adam W. McCrimmon
Journal of Psychoeducational Assessment 2011;29 188-190
http://jpa.sagepub.com/cgi/reprint/29/2/188

Test Review: Autism Spectrum Rating Scales
Amber N. Simek and Andrea C. Wahlberg
Journal of Psychoeducational Assessment 2011;29 191-195
http://jpa.sagepub.com/cgi/reprint/29/2/191

Erratum
Journal of Psychoeducational Assessment 2011;29 196
http://jpa.sagepub.com/cgi/reprint/29/2/196



Friday, April 08, 2011

AP101 Brief #8 (guest brief): Independent CFA of the French WAIS-IV by Golay et al. (2011)


This IAP AP101 Brief Report was sent to me for posting by Philippe Golay.  It is reproduced "as is" with only minor editing.  This is a guest blog/brief report.  Figures included should be possible to enlarge by double clicking on them.

If other folks have completed research related to this blog, and would like to make brief post reports, please contact the blogmaster @ iap@earthlink.net


Philippe Golay, Isabelle Reverte, Thierry Lecerf,
University of Geneva, Switzerland

The fourth edition of the French Wechsler Intelligence Scale for Adult (WAIS-IV) was recently released (Editions du Centre de Psychologie Appliquée – ECPA, 2011). The French WAIS-IV was standardized on a representative sample of 876 people in France ranging in age from 16 to 79. However, for some subtests (Letter Number, Figure Weights and Cancellation), normative data were restricted to 730 participants (and from 16 to 69 years only). In the French WAIS-IV manual, confirmatory Factor analyses were reported, and models with 1, 2, 3 and 4 factors were presented. CFAs supported a factorial structure with 4 factors. Surprisingly, no models based on the Cattell-Horn-Carroll (CHC) theory were reported in the technical manual of the French WAIS-IV. Thus, the main goal of this VERY brief report is to provide a preliminary independent examination of the factor structure of the French WAIS-IV according to the CHC theory. Analyses were conducted on the basis of the subtest inter-correlation matrix and the standard deviations reported in the French manual (p. 50). We used the Akaike Information Criterion (AIC) to compare models.

In the first step, models based on the four-factors solution were tested: four-correlated factors (VCI, PRI, WMI, PSI) and a hierarchical model with four factors and one general factor. We also tested modified versions of the basic 4 factor models because they were suggested and reported in the technical manual. This variant included correlated error terms for Digit Span and Letter Number Sequencing, a cross-loading for Figure Weight on the WMI factor and a cross-loading for Arithmetic on the VCI factor. The model fit of both four factor models (with or without g) was greatly increased as a result. We also tested a bifactor model, in which all subtests scores directly load onto a general factor and also onto one first-order group factor. Results indicated that the bifactor “WAIS-IV” model fits better the data than the other WAIS-IV models.

In a second step, we tested a couple of CHC-based models. We retained a model (fig.1) in which Arithmetic loads both on Gsm and Gf but does not include a cross-loading for Figure Weight on the Gsm factor. This model was better than the basic four-factors WAIS model but slightly less adequate than both modified four-factors solutions. Finally, we tested a bifactor CHC-based model (fig.2). This model with 5 uncorrelated group factors and a first order g factor showed the best fit to the data. The results are summarized in figure 3.

These preliminary results indicated that CHC-based interpretation of the French WAIS-IV is also a valid alternative. Furthermore, bifactor models showed better fit to the data than their higher-order counterparts. This challenges a rather implicit but nevertheless strong assumption that the relationship between the general factor and each subtest is only mediated by the broad abilities.







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Thursday, April 07, 2011

FYiPOST: New Neuropsychology books




Psychology Press

New in Neuropsychology

Clinical Neuropsychology of Emotion
By Yana Suchy

Published by Guilford Press:
UK and Europe
US and Canada

Barkley Adult ADHD Rating Scale-IV (BAARS-IV)
By Russell A. Barkley

Published by Guilford Press:
UK and Europe
US and Canada

Barkley Deficits in Executive Functioning Scale
By Russell A. Barkley

Published by Guilford Press:
UK and Europe
US and Canada

Related journal from Psychology Press:

Journal of Clinical and Experimental Neuropsychology

Impact Factor: 1.885*

Editors
Wilfred G. van Gorp, Columbia Presbyterian Medical Center, USA
Daniel Tranel, University of Iowa Carver College of Medicine, USA

One of the oldest and most distinguished journals in neuropsychology, the Journal of Clinical and Experimental Neuropsychology has a targeted emphasis on merging clinical issues with research rigor, focusing on both clinical and experimental issues in neuropsychology.

Free Sample Articles

Visit our Special Offer page to read free sample articles from the Journal of Clinical and Experimental Neuropsychology and all our Neuropsychology journals.

*Impact Factor ©2010 Thomson Reuters, 2009 Journal Citation Reports®

New Books from Psychology Press & Routledge January-March 2011

This online catalog contains details of all our new behavioral science books published January-March 2011.

This catalog can be downloaded as a PDF or viewed online:

News and updates on Twitter & Facebook

You can get Psychology Press news and updates on Twitter.

Psychology Press news and updates on FacebookYou can also now get Psychology Press news and updates on Facebook.


Wednesday, April 06, 2011

Washington U brain mapping program@CereSmith, 4/6/11 10:08 AM

Joshua D. Smith (@CereSmith)
4/6/11 10:08 AM
Washington University's Brain Mapping Program - ow.ly/4upil


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Educational Psychologist

FYiPOST: Call for Papers: Education and Neuroscience Special Issue



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Kevin McGrew, PhD
Educational Psychologist



Developmental Cognitive Neuroscience
 



Dear Dr KS MCGREW,

As a recent published author in Neuroscience, you will be interested to know the new journal Developmental Cognitive Neuroscience is calling for papers for the special issue:

Education and Neuroscience
Edited by: Silvia Bunge and Sarah-Jayne Blakemore
Volume 2, Issue 1, 2012

We believe the special issue will make a significant impact on rapidly-evolving methodologies and body of findings. The editors hope you will join them and they would be delighted to consider a paper submitted by you and your team.

Contribute to the Special Issue

The goal of this special issue is to collect a series of papers that address key aspects of Education and Neuroscience.

Topics for the Special Issue may include:

• Sensitive periods and environmental influences on brain development; implications for educational practice and policy

• Neuroscience of language comprehension and reading: development, individual differences, disorders, implications for education

• Neuroscience of numeracy and mathematical abilities: development, individual differences, disorders, implications for education

• Neuroscience of emotion, social cognition, motivational and affective processes: development, individual differences, disorders, implications for education

• Development of neurocognitive functions that support scholastic achievement: working memory, long-term memory, cognitive control, reasoning

• Training of cognitive processes relevant to educational attainment: underlying neural processes and implications for education

Submit your article via our online submission system
Submission Deadline: 30th May 2011

The special issue will contain papers that report new empirical data acquired using neuroimaging and neurophysiological techniques. The editors will consider papers that report data which may not be strictly developmental, but which have relevance to development and implications for educational neuroscience and learning in an educational setting. Please note that papers reporting purely behavioural data do not fall within the remit of DCN and will not be considered.

Thanks in advance for considering this.

 
Submit your article

Editors

Sarah-Jayne Blakemore
University College London

Ronald Dahl
University of California, Berkeley

Uta Frith
University College London

Daniel Pine
NIMH

For more information:
www.elsevier.com/locate/dcn

 

Tuesday, April 05, 2011

Time to Stop Executing the Mentally Retarded--The Case for Applying the Standard Error of Measurement

I am pleased to announce that the following IAP Applied Psychometrics 101 (#11) report is now available for viewing and download. I had the unique opportunity to tag along on this paper with Kevin Foley, who is conducting extensive research and writing re: Atkins MR/ID cases. This manuscript is intended more for individuals in the legal profession (judges, lawyers) and is thus written in law review review article format.

Although this report is intended primary for readers of the ICDP blog, I am also posting it to the IQ's Corner blog as those readers may find the attempt to explain SEM in terms understandable by non-psychologists of interest.

Double click on the image below to enlarge.



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Monday, April 04, 2011

Misleading measures@sbkaufman, 4/4/11 9:22 PM

Scott Barry Kaufman (@sbkaufman)
4/4/11 9:22 PM
WSJ.com - Measurements That Mislead on.wsj.com/g3VjmO


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Educational Psychologist

Sunday, April 03, 2011

FYiPOST: Special Issue - Executive Function

Journal of Experimental Child Psychology, Volume 108, Issue 3, March 2011 Edited by Stephanie M. Carlson






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Educational Psychologist

Saturday, April 02, 2011

IQs Corner Recent Literature of Interest: 4-22-11










This weeks installment of IQs Corner Recent Literature of Interest is now available.


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Research bytes: Motor timing




Bortoletto, M., Cook, A., & Cunnington, R. (2011). Motor timing and the preparation for sequential actions. Brain and Cognition, 75(2), 196-204

Abstract

Motor timing is essential for performing self-initiated movement sequences. Here, we investigated how sequence rhythm, or the timing for co-ordinating movements within a sequence, contributes to action preparation, compared with other processes occurring during sequence planning. First, we recorded the readiness potential (RP) in a condition of complex sequence rhythm and in condition of high demand on the timing for sequence initiation. We found that sequence rhythm and sequence initiation are independent processes, with sequence initiation contributing to early RP. Second, we compared the RP recorded in a condition of complex sequence rhythm and in a condition of complex sequence order, in which a complex combination of finger sub-movements had to be correctly ordered within a sequence. We found that sequence rhythm and sequence order share common processes occurring late RP. We suggest that the preparation for movement involves independent processes devoted to different aspects of motor timing and sequencing.


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Research byte: Why working memory training programs work




Excellent overview article on the different types of working memory training programs and why some (core training programs) produce positive effects across different human performance domains and why the effects generalize. The core training programs appear to improve the domain-general mechanisms involving in working memory, such as controlled executive attention and disinhibition (ability to focus and screen out distractors). The focus on the frontal-parietal network (dorsolateral prefrontal cortex, posterior parietal cortex, the striatum, and the basal ganglia) has been a constant thread thru recent working memory theoretical and applied training research.

Morrison, A. B., & Chein, J. M. (2011). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18(1), 46-60


Abstract

A growing body of literature shows that one’s working memory (WM) capacity can be expanded through targeted training. Given the established relationship between WM and higher cognition, these successful training studies have led to speculation that WM training may yield broad cognitive benefits. This review considers the current state of the emerging WM training literature, and details both its successes and limitations. We identify two distinct approaches to WM training, strategy training and core training, and highlight both the theoretical and practical motivations that guide each approach. Training-related increases in WM capacity have been successfully demonstrated across a wide range of subject populations, but different training techniques seem to produce differential impacts upon the broader landscape of cognitive abilities. In particular, core WM training studies seem to produce more far-reaching transfer effects, likely because they target domain-general mechanisms of WM. The results of individual studies encourage optimism regarding the value of WM training as a tool for general cognitive enhancement. However, we discuss several limitations that should be addressed before the field endorses the value of this approach.


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