Executive function-related functional connectomes predict intellectual abilities - ScienceDirect

 Executive function-related functional connectomes predict intellectual abilities - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S0160289621000118

Abstract
Executive functions (EFs) refer to a range of cognitive control and regulation processes that coordinate thoughts and actions in a goal-directed way and are regarded as a hallmark of intellectual abilities. However, most studies have used a single measurement to explore the relationship between EFs and intelligence, and there is a lack of robust evidence to demonstrate the link between EF-related neural substrates and intelligence under an integrative framework. To address this issue, we employed a large sample (primary dataset, n = 881; hold-out dataset, n = 181) from the Human Connectome Project, which included high-quality MRI data and multiple EF and intelligence measurements. Based on a machine learning framework, we examined the predictive effect of EF-related functional connectivity(FC) on fluid intelligence (Gf) and crystallized intelligence (Gc) using a connectome-based predictive model. The results showed that all types of EF-related FCs (i.e., EF-common, updating-, shifting-, and inhibition-specific FCs) predicted novel subjects' Gf and Gc in the primary dataset and successfully generalized to the hold-out dataset. Additionally, EF-related FCs appeared to demonstrate better performance in predicting Gc. Identified predictive FCs revealed the domain-general and domain-specific connectivity patterns of EFs, and the network hubs were mainly located in the default mode, cognitive control, salience, and visual networks. These findings facilitate our understanding of the relation between multiple EF domains and intelligence from the perspective of network neuroscience, suggesting that different intellectual abilities and EFs share similar neural bases to some extent, which allows the link between EFs and intelligence to be revisited.

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

The structure of working memory during childhood: a systematic review: Journal of Cognitive Psychology: Vol 0, No 0

https://www.tandfonline.com/doi/full/10.1080/20445911.2021.1887199

ABSTRACT
There are many working memory (WM) models, generally formulated and developed in adults. Controversies arise as to whether such models are adequate conceptualizations of WM in children. The aim of the present study is to perform a systematic review of studies that evaluate the structure of WM during childhood. Databases (PubMed, Scopus) and article reference lists were reviewed, identifying 264 studies and including 14 in the review. These include participants between 4 and 15 years of age, with typical development, and they evaluated the structure of WM using confirmatory factor analysis. Results show that from 4 to 6 years onwards a structure composed of a domain-general executive component together with two domain-specific storage components (verbal, visuospatial) is identified, generally being the best fitting model. Limitations and potential contributions of the reported results are discussed.

Dr. Farmers CPA remote assessment slides

Ryan Farmer just tweeted a link to the set of slides he used for a remote assessment seminar last week sponsored by CPA.   I watched the seminar and found it very informative and balanced.  

	Ryan 🧑‍🌾 ⁦‪@rfarmer27‬⁩ For anyone who wants (what I think is) a balanced take on remote assessment, my slides from my talk with the ⁦‪@CPA_SCP‬⁩ are osf.io/ujdnf/   2/22/21, 3:53 PM

Download the Twitter app

******************************************************

Kevin McGrew, PhD

Educational Psychologist

Director, Institute for Applied Psychometrics

IAP

www.themindhub.com

******************************************************

Long-term stability of Wechsler Intelligence Scale for Children–fifth edition scores in a clinical sample: Applied Neuropsychology: Child: Vol 0, No 0

 Long-term stability of Wechsler Intelligence Scale for Children–fifth edition scores in a clinical sample: Applied Neuropsychology: Child: Vol 0, No 0 
https://www.tandfonline.com/doi/abs/10.1080/21622965.2021.1875827

Abstract
This study investigated the stability of Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) scores for 225 children and adolescents from an outpatient neuropsychological clinic across, on average, a 2.6 year test-retest interval. WISC-V mean scores were relatively constant but subtest stability score coefficients were all below 0.80 (M = 0.66) and only the Verbal Comprehension Index (VCI), Visual Spatial Index (VSI), and omnibus Full Scale IQ (FSIQ) stability coefficients exceeded 0.80. Neither intraindividual subtest difference scores nor intraindividual composite difference scores were stable across time (M = 0.26 and 0.36, respectively). Rare and unusual subtest and composite score differences as well as subtest and index scatter at initial testing were unlikely to be repeated at retest (kappa = 0.03 to 0.49). It was concluded that VCI, VSI, and FSIQ scores might be sufficiently stable to support normative comparisons but that none of the intraindividual (i.e. idiographic, ipsative, or person-relative) measures were stable enough for confident clinical decision making.

Valuing Educational Measurement - Sireci - - Educational Measurement: Issues and Practice - Wiley Online Library

 Valuing Educational Measurement - Sireci - - Educational Measurement: Issues and Practice - Wiley Online Library 
https://onlinelibrary.wiley.com/doi/abs/10.1111/emip.12415

Abstract

 The community  of educational measurement researchers and practitioners has made many positive contributions to education, but has also become complacent and lost the public trust. In this article, reasons for the lack of public trust in educational testing are described, and core values for educational measurement are proposed. Reasons for distrust of educational measurement include hypocritical practices that conflict with our professional standards, a biased and selected presentation of the history of testing, and inattention to social problems associated with educational measurement. The five core values proposed to help educational measurement serve education are: (a) everyone is capable of learning; (b) there are no differences in the capacity to learn across groups defined by race, ethnicity, or sex; (c) all educational tests are fallible to some degree; (d) educational tests can provide valuable information to improve student learning and certify competence; and (e) all uses of educational test scores must be sufficiently justified by validity evidence. The importance of these core values for improving the science and practice of educational measurement to benefit society is discussed.

Age-related nuances in knowledge assessment - ScienceDirect

 Age-related nuances in knowledge assessment - ScienceDirect 

https://www.sciencedirect.com/science/article/pii/S0160289621000106?dgcid=author

Interesting hierarchy of knowledge (Gc)https://www.sciencedirect.com/science/article/pii/S0160289621000106?dgcid=author

Essentials of Psychological Tele-Assessment | Wiley

First book I've seen on this new topic. Looking forward to reading it.

https://www.wiley.com/en-cx/Essentials+of+Psychological+Tele+Assessment-p-9781119771890

Age and ability differentiation in children: A review and empirical investigation. - PsycNET

 Age and ability differentiation in children: A review and empirical investigation. - PsycNET 
https://psycnet.apa.org/record/2021-14006-001

Abstract
Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing the need for studies that examine both effects simultaneously in this age group with appropriate statistical methods. Part 2 presents an empirical study in which nonlinear factor analytic models were applied to the standardization sample (N= 2,619 German elementary schoolchildren; 48% female; age: M = 8.8 years, SD = 1.2, range 6–12 years) of the THINK 1–4 intelligence test to investigate ability differentiation, developmental differentiation, and their interaction. The sample was nationally representative regarding age, gender, urbanization, and geographic location of residence but not regarding parents' education and migration background (overrepresentation of children with more educated parents, underrepresentation of children with migration background). The results showed no consistent evidence for the presence of differentiation effects or their interaction. Instead, different patterns were observed for figural, numerical, and verbal reasoning. Implications for the construction of intelligence tests, the assessment of intelligence in children, and for theories of cognitive development are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Retest Reliability of Integrated Speed–Accuracy Measures - Tamar Bakun Emesh, Dror Garbi, Alon Kaplan, Hila Zelicha, Anat Yaskolka Meir, Gal Tsaban, Ehud Rinott, Nachshon Meiran, 2021

Retest Reliability of Integrated Speed–Accuracy Measures - Tamar Bakun Emesh, Dror Garbi, Alon Kaplan, Hila Zelicha, Anat Yaskolka Meir, Gal Tsaban, Ehud Rinott, Nachshon Meiran, 2021
https://journals.sagepub.com/doi/abs/10.1177/1073191120985609

Education and training guidelines for psychological assessment in health service psychology. - PsycNET

https://psycnet-apa-org.ezp2.lib.umn.edu/record/2020-85072-001

Abstract 

While recent survey findings suggest graduate programs in health service psychology (HSP) are allocating the same or increased time to education and training in psychological assessment over the last two decades, there is a lack of clear guidance for programs to implement practices associated with quality education and training. These Guidelines (found in full at https://www .apa.org/about/policy/guidelines-assessment-health-service.pdf) were developed to address this critical need. Developed by a task force of the American Psychological Association Board of Educational Affairs in 2018 and 2019, the Guidelines serve to inform faculty/supervisors, students, and the public as to quality practices associated with graduate education and training in psychological assessment. They are organized around seven domains: theory; psychological assessment process; psychometrics; tests and methods; ethics, legal issues, and professionalism; diversity; and supervision. These domains are drawn from a review of the scholarly literature on psychological assessment, as well as graduate psychology education and training. The domains and their associated Guidelines are interdependent, and, while some overlap exists among them, they should be considered in their entirety. While a summary of each section is provided in the present article, the full explanation of each domain is presented in the actual Guidelines document.

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

J. Intell. | Free Full-Text | Disentangling the Effects of Processing Speed on the Association between Age Differences and Fluid Intelligence

https://www.mdpi.com/2079-3200/8/1/1


Abstract
Several studies have demonstrated that individual differences in processing speed fully mediate the association between age and intelligence, whereas the association between processing speed and intelligence cannot be explained by age differences. Because measures of processing speed reflect a plethora of cognitive and motivational processes, it cannot be determined which specific processes give rise to this mediation effect. This makes it hard to decide whether these processes should be conceived of as a cause or an indicator of cognitive aging. In the present study, we addressed this question by using a neurocognitive psychometrics approach to decompose the association between age differences and fluid intelligence. Reanalyzing data from two previously published datasets containing 223 participants between 18 and 61 years, we investigated whether individual differences in diffusion model parameters and in ERP latencies associated with higher-order attentional processing explained the association between age differences and fluid intelligence. We demonstrate that individual differences in the speed of non-decisional processes such as encoding, response preparation, and response execution, and individual differences in latencies of ERP components associated with higher-order cognitive processes explained the negative association between age differences and fluid intelligence. Because both parameters jointly accounted for the association between age differences and fluid intelligence, age-related differences in both parameters may reflect age-related differences in anterior brain regions associated with response planning that are prone to be affected by age-related changes. Conversely, age differences did not account for the association between processing speed and fluid intelligence. Our results suggest that the relationship between age differences and fluid intelligence is multifactorially determined. View Full-Text

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

New Burros MMY

https://www.nebraskapress.unl.edu/buros-center-for-testing/9780910674683/


Sent from my iPhone

Intelligence – International Society For Intelligence Research

The best professional organization for research on intelligence. I would urge my fellow school psychology colleagues interested in serious cutting edge intelligence  research to consider joining, if for no other reason than access to articles from the journal of Intelligence.


 Intelligence – International Society For Intelligence Research 
https://isironline.org/

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***********************************************
Kevin S. McGrew,  PhD
Educational Psychologist
Director
Institute for Applied Psychometrics (IAP)
www.themindhub.com
************************************************

New open access journal Psychological Test Adaptation and Development (PTAD) launched – Intelligence

New open access journal Psychological Test Adaptation and Development (PTAD) launched – Intelligence
https://isironline.org/2020/07/new-open-access-journal-psychological-test-adaptation-and-development-ptad-launched/

Tweet by Kevin McGrew on Twitter

	Kevin McGrew ⁦‪@iqmobile‬⁩ #iq #intelligence #schoolpsychology mdpi.com/journal/jintel…. Board members and links to their web pages. A veritable "whose who" in serious research on intelligence.   1/28/21, 10:46 AM

Download the Twitter app

Link for those that don't do  Twitter

https://www.mdpi.com/journal/jintelligence/editors

******************************************************

Kevin McGrew, PhD

Educational Psychologist

Director, Institute for Applied Psychometrics

IAP

www.themindhub.com

******************************************************

Integrated Intelligence from Distributed Brain Activity: Trends in Cognitive Sciences

More on the central role of central control (AC-Gsm) in general intelligence.

"Earlier we noted positive manifold, the finding of ubiquitous positive correlations between different cognitive tests, and Spearman's original proposal that some general or g factor contributes to success in any cognitive activity [11,12]. One simple interpretation is that g reflects the attentional integration functions of the MD system and, in agreement with Spearman's hypothesis, we suggest that MD functions contribute very broadly to effective cognition. At the same time, it seems likely that the full explanation for positive manifold is more nuanced, with multiple contributory factors [39,58]."


Integrated Intelligence from Distributed Brain Activity: Trends in Cognitive Sciences 

tinyurl.com/ykbwklk5

No evidence for general intelligence in a fish | bioRxiv

 No evidence for general intelligence in a fish | bioRxiv 
https://www.biorxiv.org/content/10.1101/2021.01.08.425841v1.abstract

Really.  Research on the g question in fish 🤔

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

J. Intell. | Free Full-Text | How to Compare Psychometric Factor and Network Models

 J. Intell. | Free Full-Text | How to Compare Psychometric Factor and Network Models 
https://www.mdpi.com/2079-3200/8/4/35

Important method info for those doing research related to the "g or not to g" question in intelligence.

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

Are individual differences in attention control related to working memory capacity? A latent variable mega-analysis. - PsycNET

 Are individual differences in attention control related to working memory capacity? A latent variable mega-analysis. - PsycNET 
https://psycnet.apa.org/record/2020-86314-001

More on the importance of attentional control as central to intrlligence.

James R. Flynn, Who Found We Are Getting Smarter, Dies at 86

James R. Flynn, Who Found We Are Getting Smarter, Dies at 86
https://flip.it/HQ6wrM

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

The secular trend of intelligence test scores in the present century: The Danish experience - ScienceDirect

 The secular trend of intelligence test scores in the present century: The Danish experience - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S016028962100009X

Highlights

•
Changes in mean intelligence test scores were minimal in Denmark in 2006–2019.
•
A change in the format of the intelligence test resulted in a sudden drop in scores.
•
Neither changes in parental age, dysgenics, or immigration can explain the findings.
•
Changes in sample composition may conceal a true decline in intelligence test scores.

Abstract
The present register-based study investigated the secular trend of intelligence test scores during the period from 2006 through 2019 in a Danish population-representative sample, as well as whether the observed trend could be explained by changes in parental age, dysgenics, and immigration or changes in the format of the intelligence test and sample characteristics. The study population consisted of all Danish men appearing before a draft board during the study period (N = 400,288). Intelligence test scores were obtained by the use of Børge Priens Prøve, typically at age 19. For each of the included draft board cohorts, the intelligence test score mean and standard deviation were estimated. The results showed that changes in mean intelligence test scores were minimal during the study period. A slight decline was observed from 2006 to 2010. Furthermore, there was a drop of 1.5 IQ points from 2010 to 2011, which coincided with the change in the format of the intelligence test from paper-and-pencil to computer-based, but there was essentially no change after 2011. Neither changes in parental age, dysgenics, or immigration seem to have influenced the observations. However, changes in sample composition may conceal a true decline in intelligence test scores given that a larger proportion of individuals with low intelligence seems to be exempted from testing. In conclusion, the study findings suggest no systematic change in intelligence test scores during the last decade, but due to changes in sample composition, it cannot be excluded that there has been a negative secular trend.

Webinar on new AAIDD classification manual

https://www.aaidd.org/education/event-details/2021/01/28/default-calendar/intellectual-disability-definition-diagnosis-classification-and-systems-of-supports-12th-edition

******************************************************

Kevin McGrew, PhD

Educational Psychologist

Director, Institute for Applied Psychometrics

IAP

www.themindhub.com

******************************************************

AAIDD Announces the Publication of the 12th Edition of its Manual

https://www.aaidd.org/news-policy/news/article/2021/01/15/aaidd-announces-the-publication-of-the-12th-edition-of-its-manual

The McGrew Model of Achievement Competence Model (MACM)--Standing on the shoulders of giants: CJSP article supplementary materials

The Model of Achievement Competence Motivation (MACM) has been  under development since the early 2000's by Dr. Kevin S. McGrew.   The work is (has) been formally presented in an invited article--"The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021), for a forthcoming special issue on motivation in the Canadian Journal of School Psychology). 

Due to the page length constraints of the journal, significant background and explanatory information could not be presented in the article.  Thus, I have "off-loaded" this material for supplementary viewing via on-line PPT slide shows and downloadable PDF files.

Five MACM PPT modules have been posted at SlideShare and can be viewed and downloaded from that site.  For those who would prefer to directly download PDF versions of the PPT modules from one page...here it is.  Below are the titles of the five modules and associated download links.  In addition, the paper includes, in a table footnote, definitions for 16 self-regulatory constructs from a recent article by Sitzman and Ely (2011).  That PDF file is also available from download below.

Enjoy.

The Model of Achievement Competence Motivation (MACM)

• Introduction and overview (A)
  
• Overview of the model (B)
• The motivation domains defined (C)
• The volition and self-regulation domain (D)
• Crossing the Rubicon Commitment Pathway Model to Learning (E)
  
• 16 self-regulatory constructs (from article definition table)
  

The Model of Achievement Competence Motivation (MACM) Part E: Crossing the Rubicon Commitment Pathway Model to Learning

 

The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the fifth and final (Part E) in the series.  This one is brief...only 11 slides.  Crossing the Rubicon Commitment Pathway Model to Learning.  There will be a total of five modules.  The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

You should be able to access the prior modules (A-C) from the link above.

Click here for prior "beyond IQ" labeled posts at this blog.

12th Edition of the AAIDD Manual Now Available!

Intellectual Disability: Definition, Diagnosis, Classification, and Systems of Supports, 12th Edition, has just been published and can be purchased from our bookstore. All professionals in the field need this important reference book, which integrates the findings and developments of the last 10 years in a systematic approach to diagnosis, optional subgroup classification, and planning of systems of supports for people with ID. In addition, the 12th edition examines the construct of age of onset as a criterion in diagnosis and presents the operational definition in a way that will be critically important to professionals in the field. Buy your copy now in the AAIDD Bookstore!   To explore our other titles, visit our online bookstore by clicking here. Members get even more savings! Join or Renew AAIDD Membership for Journal Access and Discounts on All AAIDD Books & Curriculum **Members: Login for your member discount to also be applied at checkout** American Association on Intellectual and Developmental Disabilities (AAIDD) 8403 Colesville Road, Suite 900 Silver Spring, MD 20910 Telephone: 202-387-1968 Fax: 202-387-2193 www.aaidd.org

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NYTimes: When an I.Q. Score Is a Death Sentence

When an I.Q. Score Is a Death Sentence
https://www.nytimes.com/2021/01/11/opinion/death-penalty-mental-disability.html?referringSource=articleShare

Keeping Creativity under Control: Contributions of Attention Control and Fluid Intelligence to Divergent Thinking: Creativity Research Journal: Vol 0, No 0

 Keeping Creativity under Control: Contributions of Attention Control and Fluid Intelligence to Divergent Thinking: Creativity Research Journal: Vol 0, No 0 
https://www.tandfonline.com/doi/abs/10.1080/10400419.2020.1855906

More research implicating attentional control (AC) as a key cognitive process.

Childhood self-control forecasts the pace of midlife aging and preparedness for old age

Childhood self-control forecasts the pace of midlife aging and preparedness for old age
https://flip.it/r_Mni1

The Model of Achievement Competence Motivation (MACM): Part D-Volition and Self-Regulated Learning Domains

 The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the fourth (Part D) in the series--Volition and Self-regulated Learning Domains described..  There will be a total of five modules.  The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

You should be able to access the prior modules (A-C) from the link above.

Click here for prior "beyond IQ" labeled posts at this blog.

The Model of Achievement Competence Motivation (MACM) Part B: An overview of the MACM model

The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the second (Part B) in the series--An overview of the model.  There will be a total of five modules.  The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

Click here for first of the series (Part A:  Introduction and Background)

Click here for prior "beyond IQ" labeled posts at this blog.

The Model of Achievement Competence Motivation (MACM): Part A - Introduction to module series

The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the first (Part A) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

Click here for prior "beyond IQ" labeled posts at this blog.

Toward a Science of Effective Cognitive Training - Claire R. Smid, Julia Karbach, Nikolaus Steinbeis, 2020

https://journals.sagepub.com/doi/full/10.1177/0963721420951599


******************************************************
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************

Be a hot or cool head.....it doesn't matter 😉

https://www.jssm.org/jssm-20-69.xml%3EFulltext

******************************************************

Kevin McGrew, PhD

Educational Psychologist

Director, Institute for Applied Psychometrics

IAP

www.themindhub.com

******************************************************

Where Does Creativity Come from? What Is Creativity? Where Is Creativity Going in Giftedness? | SpringerLink

Where Does Creativity Come from? What Is Creativity? Where Is Creativity Going in Giftedness? | SpringerLink
https://link.springer.com/chapter/10.1007/978-3-030-56869-6_5

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

New authoritative APA Handbook of Intellectual and Developmental Disabilities

https://www.apa.org/pubs/books/apa-handbook-intellectual-developmental-disabilities

Will be available shortly after the first of the year

Testing Our Children When the World Shuts Down: Analyzing Recommendations for Adapted Tele-Assessment during COVID-19 - Shelley Kathleen Krach, Tracy L. Paskiewicz, Malaya M. Monk, 2020

Testing Our Children When the World Shuts Down: Analyzing Recommendations for Adapted Tele-Assessment during COVID-19 - Shelley Kathleen Krach, Tracy L. Paskiewicz, Malaya M. Monk, 2020 
https://journals.sagepub.com/doi/full/10.1177/0734282920962839

Abstract
In 2017, the National Association of School Psychologists described tele-assessment as the least researched area of telehealth. This became problematic in 2020 when COVID-19 curtailed the administration of face-to-face assessments. Publishers began to offer computer-adapted tele-assessment methods for tests that had only previously been administered in person. Recommendations for adapted tele-assessment practice had to be developed with little empirical data. The current study analyzed recommendations from entities including professional organizations, test publishers, and governmental offices. The samples for each were small, but the findings were noteworthy. Test publishers were unanimous in recommending the use of their face-to-face assessments through adapted tele-assessment methods (either with or without caution). Governmental agencies were more likely to recommend not using adapted tele-assessment methods or to use these methods with caution. Finally, professional organizations were almost unanimous in their recommendations to use adapted tele-assessment but to do so with caution. In addition to deviations in the types of recommendations provided, entities varied in how the information was distributed. About one-fifth (23.5%) of all entities surveyed provided no recommendations at all. About 45% of the remaining entities provided recommendations on their Web sites. The rest provided information through shared documents, online toolkits, peer-reviewed journals, and emails. Implications for the field of psychology's future crisis management planning are discussed in response to these findings.
Keywords tele-assessment, validity, best practices, technology, assessment, COVID-19, crisis, program evaluatio

A CHC model of cognitive adapted to African culture. Towards a Model of Valued Human Cognitive Abilities: An African Perspective Based on a Systematic Review | Psychology

Thought provoking adaptation and extension of CHC theory of intelligence to African culture. Double click on image to enlarge.

https://www.frontiersin.org/articles/10.3389/fpsyg.2020.538072/full

Towards a Model of Valued Human Cognitive Abilities: An African Perspective Based on a Systematic Review

Seth Oppong*

Department of Psychology, University of Botswana, Gaborone, Botswana

Studies that investigate cognitive ability in African children and estimate the general cognitive abilities of African adults tend to work with existing models of intelligence. However, African philosophy and empirical studies in cross-cultural psychology have demonstrated that conceptualizations of human cognitive ability vary with location. This paper begins with the assumption that the existing Anglo-American models of cognitive abilities are valuable but limited in their capacity to account for the various conceptualizations of valued cognitive abilities in different human societies. On the basis of this assumption, I employ extant empirical evidence generated through ethnographic studies across Africa to formulate what an African model of valued human cognitive ability
ought to be. The output of this formulation has been so christened a model of valued cognitive ability in order to draw attention to the fact that models of cognitive abilities have currency and values in each human society. This value allocation is expected to influence which elements of cognitive ability each human society will promote and develop. In
addition, implications for theory, research and praxes are discussed.

Keywords: African models, intelligence, cognitive abilities, Africa, valued human cognitive abilities

The big picture ecological systems perspective of intelligence (and IQ tests): Is COVID disrupting and rearranging the hierarchy of ecological system influences on children's learning?

Understanding intelligence testing in the context of Bronfrenbrenner's ecological systems model--is COVID seriously damaging, rearranging, decoupling, etc. the major proximal and distal sources of influence on a child's learning, resulting in a need to look closer at non-cognitive (conative) variables...beyond IQ?

This morning I revisited one of my favorite videos (of those I have posted), first posted in 2015, where I explained how intelligence testing needed to be understood in the context of distal and proximal influences in a child's environment.  I believe that a "big picture" understanding of the wide range of variables that influence school learning requires a "humbling" of the status of intelligence testing, a field where I have spent the majority of my professional career.  After one finishes the video, think about the "big picture" ecological systems model that is described. IMHO, COVID may be seriously impacting that the primary distal and proximal variables that influence (both positively and negatively) school learning (national educational policy; school systems and local community sources of formal and informal support; individual schools; the lack of in class learning; parents working from home or being unemployed), as well as peer interactions in a child's neighborhood (due to social distancing).  Stare at the final big picture figure and reflect on how COVID is disrupting all the primary sets of variables that influence school learning.  The range of disrupted causal influences is staggering. 

The end result, for many children, is learning via distance learning methods, often with the aid of parents who are not educators.  Although intelligence is very important, and may be more important as children must use their abilities to learn more independently, it strikes me that at this point in our countries (global) current crises, it may be the non-cognitive variables that might need better understanding and enhancement.  That is, the conative (aka., noncognitive) "beyond IQ" variables of motivation and self-regulated learning (aka., a part of volition) may be more important today than ever.  To engage in independent, loosely (dis)organized instruction, students who have strong motivation and independent self-regulation learning strategies may have a distinct advantage--those who do not, may be at a serious disadvantage.  Jack Carroll's seminal model of school learning, that spawned decades of research on models of school learning, reminds us, in elegant terms, that aside from key student individual difference variables, the quantity (opportunity for instruction) and quality of instruction are key variables in school learning.  Both of these are being seriously impacted due to COVID.

COVID appears to be a high level all encompassing distal variable (wielding impact at the global, national, community, and school system levels) that is rearranging the the relative importance of  variables in school learning.  Students now, and in the future, may need more assistance in acquiring critical non-cognitive motivational dispositions and independent self-regulated learning strategies in order to maximize what they can from their repertoire of cognitive abilities in order to continue and maintain academic growth.  If may be necessary to revise the degree of influence of distal and proximal school learning influence variables as per Bronfrenbreener's ecological systems model.

Creativity and Innovation in Times of Crisis (COVID-19) | Frontiers Research Topic

Creativity and Innovation in Times of Crisis (COVID-19) | Frontiers Research Topic
https://www.frontiersin.org/research-topics/13833/creativity-and-innovation-in-times-of-crisis-covid-19#articles

And more research suggesting that attentional control (AC) may be central to human intelligence

https://www.sciencedirect.com/science/article/abs/pii/S002396902030182X?via%3Dihub 

Click on image to enlarge.


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Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
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Intellectual Disability: Definition, Diagnosis, Classification, and Systems of Supports, 12th Edition

Coming in January

Measurement Matters. Andrew Conway on measurement of intelligence on channel g

Measurement Matters
https://www.psychologytoday.com/intl/blog/channel-g/202012/measurement-matters

Decker provides cogent response to Dombrowski et al's "all there is is g" bifactor intelligence research

 https://doi.org/10.1177%2F0734282920977718

Abstract
The current article provides a response to concerns raised by Dombrowski, McGill, Canivez, Watkins, & Beaujean (2020) regarding the methodological confounds identified by Decker, Bridges, Luedke, and Eason (2020) for using a bifactor (BF) model and Schmid–Leiman (SL) procedure in previous studies supporting a general factor of intelligence (i.e., "g"). While Dombrowski et al. (2020) raised important theoretical and practical issues, the theoretical justification for using a BF model and SL procedure to identify cognitive dimensions remain unaddressed, as well as significant concerns for using these statistical methods as the basis for informing the use of cognitive tests in clinical applications

No negative Flynn effect in France: Why variations of intelligence should not be assessed using tests based on cultural knowledge - ScienceDirect

Article link - Intelligence

Abstract
In 2015, Dutton and Lynn published an account of a decrease of intelligence in France (negative Flynn effect) which had considerable societal impact. This decline was argued to be biological. However, there is good reason to be skeptical of these conclusions. The claim of intelligence decline was based on the finding of lower scores on the WAIS-III (normed in 1999) for a recent sample, but careful examination of the data suggests that this decline was in fact limited to subtests with a strong influence of culture-dependent declarative knowledge. In Study 1, we re-analyzed the data used by Dutton and Lynn (2015) and showed that only subtests of the WAIS primarily assessing cultural knowledge (Gc) demonstrated a significant decline. Study 2 replicated this finding and confirmed that performance was constant on other subtests. An analysis of differential item functioning in the five subtests with a decline showed that about one fourth of all items were significantly more difficult for subjects in a recent sample than in the original normative sample, for an equal level of ability. Decline on a subtest correlated 0.95 with its cultural load. These results confirm that there is currently no evidence for a decrease of intelligence in France, with prior findings being attributable to a drift of item difficulty for older versions of the WAIS, due to cultural changes. This highlights the role of culture in Wechsler's intelligence tests and indicates that when interpreting (negative) Flynn effects, the past should really be treated as a different country.

CHC taxonomy of human cognitive abilities v 2.5: A silent movie animationed presentation

 An oldie but goodie prior post.

 

Flicker fusion thresholds as a clinical identifier of a magnocellular-deficit dyslexic subgroup

Flicker fusion thresholds as a clinical identifier of a magnocellular-deficit dyslexic subgroup
https://www.nature.com/articles/s41598-020-78552-3?utm_source=dlvr.it&utm_medium=twitter

View the article + more on Flipboard.
https://flip.it/ARJPFW

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Sent from my iPhone

NCME ITEMS e-learning module -- Foundations of IRT

https://ncme.elevate.commpartners.com/products/digital-module-19-foundations-of-irt-estimation

Are individual differences in attention control related to working memory capacity? A latent variable mega-analysis. - PsycNET

And yet more good research implicating attentional control (AC under Gwm in CHC taxonomy) as central to human intelligence.

Are individual differences in attention control related to working memory capacity? A latent variable mega-analysis. - PsycNET 
https://psycnet.apa.org/record/2020-86314-001

Citation
Unsworth, N., Miller, A. L., & Robison, M. K. (2020). Are individual differences in attention control related to working memory capacity? A latent variable mega-analysis. Journal of Experimental Psychology: General.Advance online publication. https://doi.org/10.1037/xge0001000

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Abstract
The current study examined whether there are coherent individual differences in attention control abilities and whether they are related to variation in working memory capacity. Data were pooled from multiple studies over 12 years of data collection. Mega-analyses on the combined data set suggested that most of the attention control measures had adequate reliabilities and were weakly to moderately related to one another. A number of latent variable mega-analyses suggested that the attention control measures loaded onto a broad attention control factor and this factor was consistently related to working memory capacity. Furthermore, working memory capacity was generally related to each individual attention control measure. These results provide important evidence for the notion that there is a coherent attention control factor and this factor is related to working memory capacity consistent with much prior research. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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More support for the Gs—>Gwm—>—Gf/ Gc developmental cascade model as per CHC taxonomy

 More support for the developmental cascade model

https://www.sciencedirect.com/science/article/abs/pii/S0160289620300817?via%3Dihub

Speed of processing, control of processing, working memory and crystallized and fluid intelligence: Evidence for a developmental cascade 

Anna Tourva, George Spanoudis

 

Keywords: Fluid intelligence Crystallized intelligence Working memory Speed of processing Executive attention Developmental-cascade model 

A B S T R A C T  

The present study investigated the causal relations among age, speed of processing, control of processing, working memory and intelligence, fluid and crystallized. 158 participants aged from 7 to 18 years old completed a large battery of tests measuring latent factors of speed, control of processing and working memory. Intelligence was assessed using the Wechsler Abbreviated Scale of Intelligence. Structural equation modeling was performed to determine whether there is a cognitive-developmental cascade in which age-related increases in processing speed lead to improvements in control of processing that leads to increases in working memory, and whether improved working memory, in turn, leads to increases in both fluid and crystallized intelligence. Several alternative models of a different cascade order of the above factors were also tested. The results of the present study provide evidence of a cognitive-developmental cascade, confirming that this model describes cognitive development during childhood and adolescence.  

Click images to enlarge.

Development and psychometric properties of rubrics for assessing social-emotional skills in youth - ScienceDirect

https://www.sciencedirect.com/science/article/abs/pii/S0191491X20301863 
https://www.sciencedirect.com/science/article/abs/pii/S0191491X20301863?via%3Dihub

Paper from excellent group of scholars doing critical work on "BEYOND IQ" factors.

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

Toward a hierarchical model of social cognition: A neuroimaging meta-analysis and integrative review of empathy and theory of mind-file under Gei per CHC taxonomy.

 Toward a hierarchical model of social cognition: A neuroimaging meta-analysis and integrative review of empathy and theory of mind. 
https://psycnet.apa.org/fulltext/2020-82377-001.html
Toward a Hierarchical Model of Social Cognition: A Neuroimaging Meta-Analysis and Integrative Review of Empathy and Theory of Mind
Matthias Schurz , Joaquim Radua, Matthias G. Tholen, Lara Maliske, Daniel S. Margulies, Rogier B. Mars, Jerome Sallet, Philipp Kanske
Author Affiliations  
Schurz, M., Radua, J., Tholen, M. G., Maliske, L., Margulies, D. S., Mars, R. B., . . . Kanske, P. (2020). Toward a hierarchical model of social cognition: A neuroimaging meta-analysis and integrative review of empathy and theory of mind. Psychological Bulletin. Advance online publication. http://dx.doi.org/10.1037/bul0000303
Abstract

Along with the increased interest in and volume of social cognition research, there has been higher awareness of a lack of agreement on the concepts and taxonomy used to study social processes. Two central concepts in the field, empathy and Theory of Mind (ToM), have been identified as overlapping umbrella terms for different processes of limited convergence. Here, we review and integrate evidence of brain activation, brain organization, and behavior into a coherent model of social-cognitive processes. We start with a meta-analytic clusteringof neuroimaging data across different social-cognitive tasks. Results show that understanding others' mental states can be described by a multilevel model of hierarchical structure, similar to models in intelligence and personality research. A higher level describes more broad and abstract classes of functioning, whereas a lower one explains how functions are applied to concrete contexts given by particular stimulus and task formats. Specifically, the higher level of our model suggests 3 groups of neurocognitive processes: (a) predominantly cognitive processes, which are engaged when mentalizing requires self-generated cognition decoupled from the physical world; (b) more affectiveprocesses, which are engaged when we witness emotions in others based on shared emotional, motor, and somatosensory representations; (c) combined processes, which engage cognitive and affective functions in parallel. We discuss how these processes are explained by an underlying principal gradient of structural brain organization. Finally, we validate the model by a review of empathy and ToM task interrelations found in behavioral studies.
Public Significance Statement

Empathy and Theory of Mind are important human capacities for understanding others. Here, we present a meta-analysis of neuroimaging data from 4,207 participants, which shows that these abilities can be deconstructed into specific and partially shared neurocognitive subprocesses. Our findings provide systematic, large-scale support for the hypothesis that understanding others' mental states can be described by a multilevel model of hierarchical structure, similar to models in intelligence and personality research.

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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

Intelligence and creativity share a common cognitive and neural basis. -File under P-FIT, g, creativity, Glr, Gf, Gc, Gc, brain networks

A most excellent study.  

https://doi.apa.org/doiLanding?doi=10.1037%2Fxge0000958

Frith, E., Elbich, D. B., Christensen, A. P., Rosenberg, M. D., Chen, Q., Kane, M. J., Silvia, P. J., Seli, P., & Beaty, R. E. (2020). Intelligence and creativity share a common cognitive and neural basis. Journal of Experimental Psychology: General. Advance online publication. https://doi.org/10.1037/xge0000958

Are intelligence and creativity distinct abilities, or do they rely on the same cognitive and neural systems? We sought to quantify the extent to which intelligence and creative cognition overlap in brain and behavior by combining machine learning of fMRI data and latent variable modeling of cognitive ability data in a sample of young adults (N = 186) who completed a battery of intelligence and creative thinking tasks. The study had 3 analytic goals: (a) to assess contributions of specific facets of intelligence (e.g., fluid and crystallized intelligence) and general intelligence to creative ability (i.e., divergent thinking originality), (b) to model whole-brain functional connectivity networks that predict intelligence facets and creative ability, and (c) to quantify the degree to which these predictive networks overlap in the brain. Using structural equation modeling, we found moderate to large correlations between intelligence facets and creative ability, as well as a large correlation between general intelligence and creative ability (r = .63). Using connectome-based predictive modeling, we found that functional brain networks that predict intelligence facets overlap to varying degrees with a network that predicts creative ability, particularly within the prefrontal cortex of the executive control network. Notably, a network that predicted general intelligence shared 46% of its functional connections with a network that predicted creative ability—including connections linking executive control and salience/ventral attention networks—suggesting that intelligence and creative thinking rely on similar neural and cognitive systems. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

******************************************************

Kevin McGrew, PhD

Educational Psychologist

Director, Institute for Applied Psychometrics

IAP

www.themindhub.com

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