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Intelligent Insights on Intelligence Theories and Tests
Monday, November 28, 2016
#whatWM? A digital event celebrating the 9 lives of working...
High court to examine mental disability, death penalty issue
High court to examine mental disability, death penalty issue
From News, a Flipboard magazine by Flipboard Newsdesk
HOUSTON (AP) — The U.S. Supreme Court is set to examine whether the nation's busiest state for capital punishment is trying to put to death…
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Sunday, November 27, 2016
Stuttering related to brain circuits that control speech production
Stuttering related to brain circuits that control speech production
From Medical News Today on Flipboard
Researchers at Children's Hospital Los Angeles (CHLA) have conducted the first study of its kind, using proton magnetic resonance…
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Read it on medicalnewstoday.com
Saturday, November 26, 2016
Research Bytes: Efficient hubs in the intelligent brain: Nodal efficiency of hub regions in the salience network is associated with general intelligence via BrowZine
Hilger, Kirsten; Ekman, Matthias; Fiebach, Christian J.; Basten, Ulrike
Intelligence: Articles in press
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Wednesday, November 23, 2016
Global brain initiatives generate tsunami of neuroscience data
Global brain initiatives generate tsunami of neuroscience data
Three years ago the White House launched the Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative to…
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Research Bytes: Multigenerational Head Start Participation: An Unexpected Marker of Progress via BrowZine
Chor, Elise
Child Development: Articles in press
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Research Byte: What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K-12 Students Academic Achievement: Findings of Two Second-Order Meta-Analyses via BrowZine
Steenbergen-Hu, S.; Makel, M. C.; Olszewski-Kubilius, P.
Review of Educational Research: Articles in press
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******************************************************
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************
Tuesday, November 22, 2016
Musical training creates new brain connections in children
Musical training creates new brain connections in children
"It's been known that musical instruction benefits children with these disorders," said Pilar Dies-Suarez, M.D., chief radiologist at the…
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Research Bytes: A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations
A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations
- Damien C. Cormier1⇑
- Okan Bulut1
- Deepak Singh1
- Kathleen E. Kennedy1
- Kun Wang1
- Alethea Heudes1
- Adam J. Lekwa2
- Damien C. Cormier, Department of Educational Psychology, University of Alberta, 6-107E Education North, Edmonton, Alberta, Canada T6G 2G5. Email: dcormier@ualberta.ca
Abstract
The selection and interpretation of individually administered norm-referenced cognitive tests that are administered to culturally and linguistically diverse (CLD) students continue to be an important consideration within the psychoeducational assessment process. Understanding test directions during the assessment of cognitive abilities is important, considering the high-stakes nature of these assessments. Therefore, the linguistic demand of spoken test directions from the following commonly used cognitive test batteries was examined and compared: Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), Woodcock–Johnson IV Tests of Cognitive Abilities (WJ IV COG), Cognitive Assessment System, Second Edition (CAS2), and Kaufman Assessment Battery for Children, Second Edition (KABC-II). On average, the linguistic demand of the standard test directions was greater than the linguistic demand of the supplementary test directions. When examining individual test characteristics, very few individual tests were identified as outliers with respect to the linguistic demand of their test directions. This finding differs from previous research and suggests that the linguistic demand of the required directions for most tests included in commonly used cognitive batteries is similar. Implications for future research and test development are discussed
Research Bytes: Cognitive Clusters in Specific Learning Disorder
Cognitive Clusters in Specific Learning Disorder
- Michele Poletti, PsyD1⇑
- Elisa Carretta, MS2,3
- Laura Bonvicini, MS2,3
- Paolo Giorgi-Rossi, PhD2,3
- 1Child and Adolescent Neuropsychiatry Service, AUSL of Reggio Emilia, Italy
- 2Inter-Institutional Epidemiological Unit, AUSL of Reggio Emilia, Italy
- 3Arcispedale S. Maria Nuova, IRCCS, Reggio Emilia, Italy
- Michele Poletti, Department of Mental Health and Pathological Addiction, Child Neuropsychiatry Service, AUSL of Reggio Emilia, Via Amendola 2, 42100, Reggio Emilia, Italy. Email: michele.poletti2@ausl.re.it
Abstract
The heterogeneity among children with
learning disabilities still represents a barrier and a challenge in
their conceptualization.
Although a dimensional approach has been gaining
support, the categorical approach is still the most adopted, as in the
recent
fifth edition of the Diagnostic and Statistical Manual of Mental Disorders.
The introduction of the single overarching diagnostic category of
specific learning disorder (SLD) could underemphasize
interindividual clinical differences regarding
intracategory cognitive functioning and learning proficiency, according
to
current models of multiple cognitive deficits at
the basis of neurodevelopmental disorders. The characterization of
specific
cognitive profiles associated with an already
manifest SLD could help identify possible early cognitive markers of SLD
risk
and distinct trajectories of atypical cognitive
development leading to SLD. In this perspective, we applied a cluster
analysis
to identify groups of children with a Diagnostic and Statistical Manual–based
diagnosis of SLD with similar cognitive profiles and to describe the
association between clusters and SLD subtypes.
A sample of 205 children with a diagnosis of SLD
were enrolled. Cluster analyses (agglomerative hierarchical and
nonhierarchical
iterative clustering technique) were used
successively on 10 core subtests of the Wechsler Intelligence Scale for Children–Fourth Edition.
The 4-cluster solution was adopted, and external validation found
differences in terms of SLD subtype frequencies and learning
proficiency among clusters. Clinical implications
of these findings are discussed, tracing directions for further studies.
New tools, research and insights to reinvent Brain Health and Mental Health in the Digital Age
New tools, research and insights to reinvent Brain Health and Mental Health in the Digital Age
———- Time for a new edition of SharpBrains' e-newsletter, exploring a range of technologies, scientific…
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Sunday, November 20, 2016
An awesome resource on Multi-Tiered Systems of Support (MTSS), by Gary Schaeffer, availalbe via NYASP.
Click on image to enlarge.
While presenting and attending the annual NYASP conference last week, I had the pleasure to meet Gary Schaeffer, who has developed an AWESOME e-pub resource on Mult-Tiered Systems of Support for school psychologists. Gary shared his e-publication with me and I was blown away. It is more than a book. It is a innovative portal to a massive set of resources via hyperlinks to on-line resources, embedded videos, and excellent visual-graphic figures. The real beauty of the resource is that it is a e-pub that will allow practitioners to have the resource immediately available on a tablet device. This awesome resource will be available soon via the NYASP web page.
Thursday, November 17, 2016
Developmental Science - Volume 19, Issue 4 - The Role of Connectivity in Developmental Disorders: Genetic and Neural Network Approaches
Developmental Science - Volume 19, Issue 4 - The Role of Connectivity in Developmental Disorders: Genetic and Neural Network Approaches
You have free access to this content Giorgia Picci, Stephen J.…
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Wednesday, November 16, 2016
Change in intelligence (Gf,Gc): Good explanations of Mathew effect, compensation effect, and knowledge-is-power hypothesis
Click on image to enlarge
"According to a first perspective, higher initial levels of knowledge (or reasoning) could facilitate the acquisition of new knowledge (or reason-ing abilities), which has also been labeled Matthew effect1 (Fig. 1, Panel A). Even though the term was originally coined to describe the phenom-enon that eminent researchers often get more credit for the same scien-tific contribution than their unknown competitors (Merton, 1968), it has been applied to various psychological phenomena (e.g., Shaywitz et al., 1995; Stanovich, 1986). In the context of intelligence research, the knowledge-is-power hypothesis (Hambrick, 2004; Hambrick & Engle, 2002) assumes that prior knowledge is the best predictor of fu-ture learning within a given domain of expertise, even stronger than reasoning (beside the fact that the empirical support for corresponding compensation effects is rather weak). As a consequence, students who are already knowledgeable should show the strongest knowledge gains and the achievement gap would widen. Research on expertise suggested several psychological mechanisms accounting for such “fan-spread” effects (Walberg & Tsai, 1983), that is, with a profound knowl-edge base new knowledge can be processed faster, integrated deeper and retrieved more accurately (e.g., Chase & Simon, 1973; Hambrick & Engle, 2002)."
Footnote re Mathew Effect origin: The name refers to the bible verse: “To all those who have, more will be given, and they will have an abundance; but from those who have nothing, even what they have will be taken away” (Matthew 13:12 and also 25:29, The New Oxford Annotated Bible, New Revised Standard Version)
"In the second perspective on how growth in intelligence is related to baseline levels, the gap between more and less capable individuals closes with time. Assuming that the change in both hypothetical sub-groups is still positive, less able test takers catch up (Fig. 1, Panel C). In the school context, the psychological mechanism behind such a com-pensation effect is at first glance somewhat obscure, especially if one takes into account that achievement differences tend to increase over time. This putative contradiction can be solved by assuming that school education especially promotes students with lower abilities during the school year, but that the achievement gap enlarges during vacations (Alexander, Entwisle & Olson, 2001; Cooper, Nye, Charlton, Lindsay & Greathouse, 1996). However, a compensation effect could also result from a lack of support for talented students. Snow (1989, p. 871) inci-sively pointed to the conflicting aims of education in school, that is, “maximize achievement outcome for all students while minimizing achievement variations among them”, which is often “resolved” by tailoring instructions to the needs of less able students."
- Posted using BlogPress from my iPad
"According to a first perspective, higher initial levels of knowledge (or reasoning) could facilitate the acquisition of new knowledge (or reason-ing abilities), which has also been labeled Matthew effect1 (Fig. 1, Panel A). Even though the term was originally coined to describe the phenom-enon that eminent researchers often get more credit for the same scien-tific contribution than their unknown competitors (Merton, 1968), it has been applied to various psychological phenomena (e.g., Shaywitz et al., 1995; Stanovich, 1986). In the context of intelligence research, the knowledge-is-power hypothesis (Hambrick, 2004; Hambrick & Engle, 2002) assumes that prior knowledge is the best predictor of fu-ture learning within a given domain of expertise, even stronger than reasoning (beside the fact that the empirical support for corresponding compensation effects is rather weak). As a consequence, students who are already knowledgeable should show the strongest knowledge gains and the achievement gap would widen. Research on expertise suggested several psychological mechanisms accounting for such “fan-spread” effects (Walberg & Tsai, 1983), that is, with a profound knowl-edge base new knowledge can be processed faster, integrated deeper and retrieved more accurately (e.g., Chase & Simon, 1973; Hambrick & Engle, 2002)."
Footnote re Mathew Effect origin: The name refers to the bible verse: “To all those who have, more will be given, and they will have an abundance; but from those who have nothing, even what they have will be taken away” (Matthew 13:12 and also 25:29, The New Oxford Annotated Bible, New Revised Standard Version)
"In the second perspective on how growth in intelligence is related to baseline levels, the gap between more and less capable individuals closes with time. Assuming that the change in both hypothetical sub-groups is still positive, less able test takers catch up (Fig. 1, Panel C). In the school context, the psychological mechanism behind such a com-pensation effect is at first glance somewhat obscure, especially if one takes into account that achievement differences tend to increase over time. This putative contradiction can be solved by assuming that school education especially promotes students with lower abilities during the school year, but that the achievement gap enlarges during vacations (Alexander, Entwisle & Olson, 2001; Cooper, Nye, Charlton, Lindsay & Greathouse, 1996). However, a compensation effect could also result from a lack of support for talented students. Snow (1989, p. 871) inci-sively pointed to the conflicting aims of education in school, that is, “maximize achievement outcome for all students while minimizing achievement variations among them”, which is often “resolved” by tailoring instructions to the needs of less able students."
- Posted using BlogPress from my iPad
Tuesday, November 15, 2016
Research Byte: Supplementary Motor Area as key structure for domain-general sequence processing: A unified account via BrowZine
Cona, Giorgia; Semenza, Carlo
Neuroscience & Biobehavioral Reviews: Articles in press
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Monday, November 14, 2016
Beyond Cognitive Abilities: An Integrative Model of Learning-Related Personal Competencies and Aptitude Trait Complexes
For centuries educational psychologists have highlighted the
importance of "non-cognitive" variables in school learning. Below readers will find a PPT presentation that presents a "big picture"
overview of how cognitive abilities and non-cognitive factors can be integrated
into an over-arching conceptual framework.
The presentation also illustrates how the big picture framework can be
used to conceptualize a number of contemporary "buzz word"
initiatives related to building 21st century educationally important skills
(social-emotional learning, critical thinking, creativity, complex problem
solving, etc.)
The two preliminary images can be enlarged by click on them.
Prior related "Beyond IQ" blog posts can be found here.
The two preliminary images can be enlarged by click on them.
Prior related "Beyond IQ" blog posts can be found here.
Research Byte: Estimating an Observed Score Distribution From a Cognitive Diagnostic Model via BrowZine
Skaggs, G.; Wilkins, J. L. M.; Hein, S. F.
Applied Psychological Measurement: Articles in press
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Friday, November 11, 2016
Research Byte: Exploring the Co-Development of Reading Fluency and Reading Comprehension: A Twin Study via BrowZine
Little, Callie W.; Hart, Sara A.; Quinn, Jamie M.; Tucker-Drob, Elliot M.; Taylor, Jeanette; Schatschneider, Christopher
Child Development: Articles in press
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Wednesday, November 09, 2016
Research Bytes: Can Brain Research Inform Academic Learning and Instruction? via BrowZine
Mayer, Richard E.
Educational Psychology Review: Articles in press
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******************************************************
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************
Research Bytes: Possible roles for fronto-striatal circuits in reading disorder via BrowZine
Possible roles for fronto-striatal circuits in reading disorder
Hancock, Roeland; Richlan, Fabio; Hoeft, Fumiko
Neuroscience & Biobehavioral Reviews: Articles in press
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******************************************************
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************
Hancock, Roeland; Richlan, Fabio; Hoeft, Fumiko
Neuroscience & Biobehavioral Reviews: Articles in press
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http://www.sciencedirect.com/science/article/pii/S0149763415301172
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******************************************************
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************
Research Byte: Functional Connectivity of the Human Brain in Utero via BrowZine
van den Heuvel, Marion I.; Thomason, Moriah E.
Trends in Cognitive Sciences: Articles in press
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Monday, November 07, 2016
The Number One Predictor of Creativity? Openness to Experience - InformED
The Number One Predictor of Creativity? Openness to Experience - InformED
Researchers are getting closer to understanding the functional underpinnings of creativity, and now believe it's intimately…
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Read it on opencolleges.edu.au
******************************************************
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
******************************************************
Secrets to Long Haul Creativity
Secrets to Long Haul Creativity
About five years ago, I started thinking long and hard about a very specific type of creativity. Unlike most researchers, I was less interested in exploring the…
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Sunday, November 06, 2016
Kevin McGrew shared this with you
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Saturday, November 05, 2016
Does your mind jump around, stay on task or get stuck? Analysis of mind-wandering studies offers new perspective on mental disorders
Does your mind jump around, stay on task or get stuck? Analysis of mind-wandering studies offers new perspective on mental disorders
But a review of brain imaging studies led by researchers at UC…
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Research Byte: Infusing Physical Activities Into the Classroom: Effects on Preschool Children's Geography Learning via BrowZine
Mavilidi, Myrto-Foteini; Okely, Anthony D.; Chandler, Paul; Paas, Fred
Mind, Brain, and Education: Articles in press
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Thursday, November 03, 2016
Wandering Mind May Not Be Unhappy Mind
Wandering Mind May Not Be Unhappy Mind
New brain imaging research suggest daydreaming or mind-wandering is a spontaneous form of activity that helps us think freely and creatively. Investigators…
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Read it on psychcentral.com
Wednesday, November 02, 2016
Update on Traumatic Brain Injury and Inflammation
Update on Traumatic Brain Injury and Inflammation
It has become clear that all brain processes are extremely dynamic and ever changing. Neurons alter themselves every day including elaborate reworking…
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Read it on jonlieffmd.com
Tuesday, November 01, 2016
Research Byte: A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement via BrowZine
Berkowitz, R.; Moore, H.; Astor, R. A.; Benbenishty, R.
Review of Educational Research, New Articles:
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