More voodoo psychometrics in Atkins MR death penalty cases? This time adaptive behavior

Voodoo psychometrics strikes again!  The target----adaptive behavior scores in Atkins MR death penaly cases.  Check it out at sister blog

Technorati Tags: psychology, forensic psychology, criminal psychology, criminal justice, neuropsychology, adaptive behavior, ABS-II, MR, mental retardation, developmental disabilities, Atkins cases, capital punishment, death penalty

IQ profile variability and MR Dx: Life or death issues

Readers of IQs Corner will likely find the guest post, by Dr. Dale Watson, a clinical forensic neuropsychologist, regarding the intelligence test interpretation issues in a recent Atkins IQ MR death penalty decision of interest. It can be viewed at IQs Corner sister blog - Intellectual Competence and the Death Penalty

Technorati Tags: psychology, forensic psychology, criminal psychology, school psychology, educational psychology, MR, mental retardation, Atkins cases, death penalty, capital punishment, IQ, IQ tests, intelligence, general intelligence

Personal post: Life is GRAND in MN!!!!!!!!!!!!!!!!!

It does not get any better.  I may die a happy blogmaster. 

Click here for explanation.

Technorati Tags: Minnesota, Vikings, Twins

Dissertation Dish: Memory abilities in high functioning autism

Memory abilities in children with high functioning autism spectrum disorders by Gansle, Mary Ann Thamaravelil, Ph.D., Texas Woman's University, 2009 , 112 pages; AAT 3367231

Abstract

In the present study, demographic and intellectual performance data previously collected on groups of children with Asperger Syndrome (AS) and high functioning autism (HFA) were analyzed. It was hypothesized that children and adolescents with HFA or AS would exhibit lower scores on measures of visual memory as compared to auditory memory. It was also hypothesized that participants would display lower scores on visual memory tasks that contain a social component as compared to visual memory tasks without a social component. It was also hypothesized that this group would have difficulty with the Memory for Faces task on the NEPSY as compared to other visual tasks. Another hypothesis stated that the Symbolic Memory task on the UNIT may yield lower mean scores when compared to the other visual tasks. Additionally, it was hypothesized that these children and adolescents would demonstrate lower mean scores on tasks involving auditory working memory as compared to auditory memory tasks alone. Instruments used included the NEPSY, the Universal Nonverbal Intelligence Test (UNIT), and the Woodcock Johnson Test of Cognitive Abilities, Third Edition (WJ-III Cog).

Participants included child and adolescent volunteers (47 males and 7 females) ranging in age from 8 years to 17 years with a mean age of 11 years. All participants had a full scale IQ of 85 or above. Repeated measures ANOVAs were performed using diagnosis (HFA, AS) as a between subjects effect on the dependent variables. The results failed to reveal significant differences for diagnosis on any of the dependent measures; therefore, the between subjects factor diagnosis (HFA, AS) was collapsed across groups to create one sample of children with autism for subsequent analyses.

Repeated measures analysis of variance, pairwise multiple comparisons using Fisher's Least Significant Difference (LSD), and correlations were performed to analyze performance of the sample group across the various subtests included in the hypotheses. With regard to hypothesis one, results revealed that children's standardized mean responses on visual memory measures were not significantly different from each other. With respect to hypothesis two, scores on the Symbolic Memory Subtest were not significantly lower than other visual tasks.

Results for hypothesis three indicated the standardized mean scores on auditory measures and visual memory measures were not significantly different from each other. Hypothesis four analysis indicated that the standardized mean scores on the auditory memory measures and auditory working memory measures were not significantly different from each other. Overall, four hypotheses failed to show significance. There was some suggested overlap in skills measured by the various subtests. The implications of these results for the development of effective classroom interventions for use with students with AS or HFA were discussed.

Technorati Tags: psychology, school psychology, educational psychology, developmental psychology, developmenal disabilities, neuropsychology, autism, aspergers, autism spectrum disorders, Gsm, memory, disseration, dissertation dish, IQs Corner

IQs Corner Recent Literature of Interest 10-05-09

This weeks "recent literature of interest" is now available. Click here to view or download.

Information regarding this feature, its basis, and the reasons for type of references included in each weekly installment can be found in a prior post.

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, research, recent literature, IQs Corner

Quantoids corner: Data mining

Double click image to enlarge

Intelligence theory and test progress continuum: Updated and revised

 [Double click on image to enlarge]

Intelligence theory and tests have evolved significantly over the past two decades.  This progress is reflected in the above progress continuum.  I will likely be referencing this figure in future posts.

Additional historical information is available via IQs Corner CHC Timeline project.

Interesting questions re: a potential Atkins/MR/death penalty IQ test-intelligence theory gap are noted at IQs Corner sister blog.

School psychology blogs

Thanks to TECHPSYCH for organizing this blog list

http://bit.ly/kTZgk

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Personal choice and ethical/moral issues in self-cognitive enhancement

Interesting topic (personal choice, ethics, and moral issues in self-cognitive enhacement) discussed in a new Neuroethics article (Automony and coercion in academic "cognitive enhancement" using methlphenidate:  Perspective of key stakeholders)

Abstract

There is mounting evidence that methylphenidate (MPH; Ritalin) is being used by healthy college students to improve concentration, alertness, and academic performance. One of the key concerns associated with such use of pharmaceuticals is the degree of freedom individuals have to engage in or abstain from cognitive enhancement (CE). From a pragmatic perspective, careful examination of the ethics of acts and contexts in which they arise includes considering coercion and social pressures to enhance cognition. We were interested in understanding how university students, parents of university students, and healthcare providers viewed autonomy and coercion in CE using MPH. We found that perspectives converged on the belief that CE is a matter of personal and individual choice. Perspectives also converged on the existence of tremendous social pressures to perform and succeed. Parents emphasized personal responsibility and accountability for CE choices, and expressed feelings of worry, sadness and fear about CE. Students emphasized the importance of personal integrity in CE, expressed tolerance for personal choices of others, and highlighted the challenge that CE poses to maintaining one’s personal integrity. Healthcare providers emphasized the health consequences of CE. These results illustrate: (1) the importance of understanding how context is viewed in relation to perspectives on autonomous choice; (2) the limitations of individualistic libertarian approaches that do not consider social context; and (3) the ethical implications of public health interventions in a value-laden debate where perspectives diverge.

Technorati Tags: psychology, neuropsychology, neurotechnology, neurosicence, neurology, cognition, intelligence, brain fitness, cognitive enhancement

WJ III Braille Adapted achievement tests now available

Technical problems with this earlier post have been resolved.  Information re: the braille adapted version of the WJ III tests is now available from the American Printing House for the Blind.  Click here for more information.

Playing in NFL increases chances of dementia

From BRAIN INJURY blog

http://bit.ly/hYYcx

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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Quantoids corner:Psychometrika, Vol. 74, Issue 3 - New Issue Alert

Theory and Methods A Bayesian Semiparametric Item Response Model with Dirichlet Process Priors Author(s) Kei Miyazaki & Takahiro Hoshino DOI 10.1007/s11336-008-9108-6 Online since February 18, 2009 Page 375 - 393 A Hierarchical Ornstein–Uhlenbeck Model for Continuous Repeated Measurement Data Author(s) Zita Oravecz, Francis Tuerlinckx & Joachim Vandekerckhove DOI 10.1007/s11336-008-9106-8 Online since January 10, 2009 Page 395 - 418 Theory and Methods Paradoxical Results in Multidimensional Item Response Theory Author(s) Giles Hooker, Matthew Finkelman & Armin Schwartzman DOI 10.1007/s11336-009-9111-6 Online since February 24, 2009 Page 419 - 442 Theory and Methods On Insensitivity of the Chi-Square Model Test to Nonlinear Misspecification in Structural Equation Models Author(s) Ab Mooijaart & Albert Satorra DOI 10.1007/s11336-009-9112-5 Online since March 17, 2009 Page 443 - 455 Theory and Methods Exemplar-Based Clustering via Simulated Annealing Author(s) Michael J. Brusco & Hans-Friedrich Köhn DOI 10.1007/s11336-009-9115-2 Online since March 17, 2009 Page 457 - 475 Theory and Methods Agreement between Two Independent Groups of Raters Author(s) Sophie Vanbelle & Adelin Albert DOI 10.1007/s11336-009-9116-1 Online since March 20, 2009 Page 477 - 491 Theory and Methods Perturbation Selection and Local Influence Analysis for Nonlinear Structural Equation Model Author(s) Fei Chen, Hong-Tu Zhu & Sik-Yum Lee DOI 10.1007/s11336-009-9114-3 Online since March 05, 2009 Page 493 - 516 Theory and Methods Regularized Generalized Structured Component Analysis Author(s) Heungsun Hwang DOI 10.1007/s11336-009-9119-y Online since April 01, 2009 Page 517 - 530 Theory and Methods Why Are Experts Correlated? Decomposing Correlations Between Judges Author(s) Stephen B. Broomell & David V. Budescu DOI 10.1007/s11336-009-9118-z Online since April 29, 2009 Page 531 - 553 Book Review H. Wainer, E.T. Bradlow, & X. Wang (2007) Testlet Response Theory and Its Applications. Author(s) Ying Cheng & Leslie Keng DOI 10.1007/s11336-009-9120-5 Online since March 28, 2009 Page 555 - 557 Book Review S. FRÜHWIRTH-SCHNATTER (2006) Finite Mixture and Markov Switching Models. Author(s) Hsiu-Ting Yu DOI 10.1007/s11336-009-9121-4 Online since April 22, 2009 Page 559 - 560 Request a free sample issue Alert information

Reynolds Intellectual Assessment Scales (RIAS) journalreference list: 9-28-09

Recent threads on the NASP listserv have mentioned published studies on the Reynolds Intellectual Assessment Scales (RIAS).  I decided to pull together what I had in my professional database and post them as an FYI.  I also provide links to prior blog posts at IQs Corner for some of the studies. 

If someone has more references, please send them my way and I'll update the list.  And...if someone were particularly ambitious, sending me copies of the abstracts (in a Word or text file) and copies of the PDF articles (I could go locate them but am a bit busy right now) would be nice as I would then revise this page to provide a more comprehensive source of RIAS journal publications.

Beaujean, A. A., Firmin, M. W., Knoop, A. J., Michonski, J. D., Berry, T. P., & Lowrie, R. E. (2006). Validation of the Frey and Detterman (2004) IQ prediction equations using the Reynolds Intellectual Assessment Scales. Personality and Individual Differences, 41(2), 353-357.

Beaujean, A. A., McGlaughlin, S. M. & Margulies, A. S. (submitted). Factorial Validity of the Reynolds Intellectual Assessment Scales for Referred Students. (click here for prior post)

Brueggemann, A. E., Reynolds, C. R. & Kamphaus, R. W. (2006). The Reynolds Intellectual Assessment Scales (RIAS)and assessment of intellectual giftedness.  Gifted Education International, 21,127-136.  (click here for prior post with link to artitcle)

Edwards, O. W., & Paulin, R. V. (2007). Referred students' performance on the Reynolds intellectual assessment scales and the Wechsler intelligence scale to children- Fourth edition. Journal of Psychoeducational Assessment, 25(4), 334-340.

Krach, S.K., Loe, S. A., Jones, W. P. & Farralay, A. (2009). Convergent Validity of the Reynolds Intellectual Assessment Scales (RIAS) Using the Woodcock–Johnson Tests of Cognitive Ability,Third Edition (WJ-III) With University Students. Journal of Psychoeducational Assessment, 27 (5), 355-265. (click here for prior post)

Nelson, J. M., Canivez, G. L., Lindstrom, W., & Hatt, C. V. (2007). Higher-order exploratory factor analysis of the Reynolds Intellectual Assessment Scales with a referred sample. Journal of School Psychology, 45(4), 439-456. (click here for prior post)

Umphress, T. B. (2008). A comparison of low IQ scores from the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale - Third edition. Intellectual and Developmental Disabilities, 46(3), 229-233.

Technorati Tags: psychology, educational psychology, school psychology, forensic psychology, intelligence, IQ, IQ tests, RIAS, Reynolds Intellectual Assessment Scales, NASP

IQs Corner Recent Literature of Interest 9-25-09

This weeks "recent literature of interest" is now available. Click here to view or download.

Information regarding this feature, its basis, and the reasons for type of references included in each weekly installment can be found in a prior post.

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, research, recent literature, IQs Corner

Did US 5th Circuit Court of Appeals use vodoo IQ score in Atkins MR death penalty case?

Very interesting (puzzling) death penalty case decided on creative averaging of three IQ scores spanning decades.  Check it at sister blog.

Technorati Tags: psychology, forensic psychology, neuropsychology, criminal justice, criminal psychology, IQ, IQ tests, IQ scores, Atkins case, MR, mental retardation, death penalty, capital punishment

The "bottleneck" problem

Very interesting post at DI blog about research on the "bottleneck"
problem in cognition. Follow link below.

http://scienceblogs.com/developingintelligence/2009/09/active_monitoring_in_the_psych.php

Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)

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RIAS concurrent validity study with WJ III in university population

Krach, S.K., Loe, S. A., Jones, W. P. & Farralay, A. (2009).  Convergent Validity of the Reynolds Intellectual Assessment Scales (RIAS) Using the Woodcock–Johnson Tests of Cognitive Ability,Third Edition (WJ-III) With University Students.  Journal of Psychoeducational Assessment, 27 (5), 355-265.

Abstract

Validity studies with the Reynolds Intellectual Ability scales (RIAS) indicated that RIAS composite intelligence index (CIX) and verbal intelligence index (VIX) scores have moderate to- high correlation with comparable scores on other instruments. The authors of the RIAS described the VIX scale as a measure of crystallized ability and the nonverbal index (NIX) as a measure of fluid ability, but no studies were available comparing the VIX and NIX scores with an established measure of these abilities, nor studies specifically addressing the utility of the RIAS with a university population. The study examined RIAS scores of university students in comparison to scores on the Woodcock–Johnson Tests of Cognitive Ability (third edition; WJ-III). Consistent with previous studies, there were moderate-to-high correlations between the CIX and VIX scores and corresponding scores on the WJ-III. A substantially lower correlation was evident between the NIX and WJ-III fluid ability scores.

Article Highlights

• The sample consisted of 107 undergraduate university volunteer subjects.  The authors point out that this is the first RIAS concurrent validity study in a univeristy population and also the first study to use an established validated composite index of fluid intelligence (Gf; WJ III Fluid Reasoning cluster) from an independent intelligence battery (WJ III).

• As would be expected given the highly selective sample, the range of talent in the study was restricted (SD's ranged from approx 9 to 10-11 standard score points).  As a result, the author reported both the obtained and range-restricted corrected correlations between the three RIAS composite scores and the WJ III Tests of Cognitive Abilities GIA and Gc and Gf cluster scores [conflict of interest note - I'm a coauthor of the WJ III].

• The primary correlations of interest are those for the observed/corrected overall composite IQ scores (.57/.75), the RIAS Nonverbal (NIX) and WJ III Fluid Reasoning (Gf) scores (.39/.54), and the RIAS Verbal (VIX) and WJ III Comprehension-Knowledge (Gc) scores (.72/.88).

• Based on the above corrected RIAS NIX/WJ III Gf correlation (.54), the authors concluded that "the data in this study do not appear to support the use of the NIX scores as interpretable under the Gf–Gc or CHC frameworks. Further study is needed to determine whether this outcome is a result of the design of the NIX scale, a limitation of the WJ-III fluid ability measure, or an artifact of this sample."

• The authors also reported that "the composite scores from the RIAS were significantly higher than those from the WJ-III."  The authors reported that the RIAS composite scores were approximately 3-4 points higher than the WJ III GIA score.  In important qualification (by the blogmaster) is that the authors used the original WJ III 2001 norms and not the later WJ III Normative Update norms, which in general, provide slightly lower scores for the WJ III...which would most likely make the RIAS/WJ III global composite score differences slightly larger.

• It would have been nice if the study would have reported the intercorrelations among all tests so independent researchers could examine the pattern of correlations and possibly import them into SEM programs and run a quick CHC-driven CFA study.  More joint or cross-battery intelligence studies, like this one, are sorely needed.  There was a wave of them a decade or more ago...but they now are few and far between.

• Although the corrected global composite IQ correlation is statistically significant and "high" (.75), correlations of this magnitude should not be interpreted as indicating that each test will provide nearly identifical general intelligence scores.  This issue is relevant to all IQ/IQ test comparison studies and is not specific to this study.  This was recently discussed and illustrated in an IAP Applied Psychometrics 101 research report.

• As the authors acknowledge, caution is in order in making grand generalizations from this study given the highly selective nature and characteristics (university undergraduate volunteers) of the sample.
  

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, special education, forensic psychology, concurrent validiy, JPA, RIAS, Reynolds Intellectual Assessment Scales, WJ III, WJ III NU, normative update, Woodcock-Johnson

Journal of Psychoeducational Assessment Table of Contents for 1 October 2009; Vol. 27, No. 5

Advanced Search Journal Navigation Journal Home Subscriptions Archive Contact Us Table of Contents Journal of Psychoeducational Assessment Online Table of Contents Alert A new issue of Journal of Psychoeducational Assessment is available online: 1 October 2009; Vol. 27, No. 5 The below Table of Contents is available online at: http://jpa.sagepub.com/content/vol27/issue5/?etoc Article Convergent Validity of the Reynolds Intellectual Assessment Scales (RIAS) Using the Woodcock—Johnson Tests of Cognitive Ability, Third Edition (WJ-III) With University Students S. Kathleen Krach, Scott A. Loe, W. Paul Jones, and Autumn Farrally Journal of Psychoeducational Assessment 2009;27 355-365 http://jpa.sagepub.com/cgi/content/abstract/27/5/355 Impact of Test-Taking Behaviors on Full-Scale IQ Scores From the Wechsler Intelligence Scale for Children—IV Spanish Edition Thomas Oakland and Josette G. Harris Journal of Psychoeducational Assessment 2009;27 366-373 http://jpa.sagepub.com/cgi/content/abstract/27/5/366 The Importance of Relying on the Manual: Scoring Error Variance in the WISC-IV Vocabulary Subtest Laszlo A. Erdodi, David C. S. Richard, and Christopher Hopwood Journal of Psychoeducational Assessment 2009;27 374-385 http://jpa.sagepub.com/cgi/content/abstract/27/5/374 Psychometric Properties of the Devereux Early Childhood Assessment in a Head Start Sample My T. Lien and John S. Carlson Journal of Psychoeducational Assessment 2009;27 386-396 http://jpa.sagepub.com/cgi/content/abstract/27/5/386 The Incremental Validity of Positive Emotions in Predicting School Functioning Ashley D. Lewis, E. Scott Huebner, Amy L. Reschly, and Robert F. Valois Journal of Psychoeducational Assessment 2009;27 397-408 http://jpa.sagepub.com/cgi/content/abstract/27/5/397 The Average Distance Between Item Values: A Novel Approach for Estimating Internal Consistency Edward D. Sturman, Robert A. Cribbie, and Gordon L. Flett Journal of Psychoeducational Assessment 2009;27 409-420 http://jpa.sagepub.com/cgi/content/abstract/27/5/409 Stability of Adolescents' Multidimensional Life Satisfaction Reports Susan P. Antaramian and E. Scott Huebner Journal of Psychoeducational Assessment 2009;27 421-425 http://jpa.sagepub.com/cgi/content/abstract/27/5/421 Test Review: Wechsler, D., & Naglieri, J.A. (2006). Wechsler Nonverbal Scale of Ability. San Antonio, TX: Harcourt Assessment Idalia Massa and Vivina Rivera Journal of Psychoeducational Assessment 2009;27 426-432 http://jpa.sagepub.com/cgi/reprint/27/5/426

Book Review: IQ Testing 101 by Alan Kaufman

Anyone involved in the field of intelligence testing is familiar with the work of Dr. Alan Kaufman, a leading expert on interpretation of the Wechsler intelligence batteries, an author of his own intelligence tests, and a scholar/researcher who has published extensively in professional psychology journals on various aspects of intelligence and intelligence testing.

This past week I was pleased to receive a copy of his new book:  IQ Testing 101.  The number of books and published articles re: intelligence testing is beyond comprehension by any single reader.  Thus, although only having skimmed select sections at this time, I can say that this is the book I would recommend to anyone who wants an easy-to-read, accurate, introductory overview of the past and current state-of-the-art of the field of intelligence testing.  It appears to be an excellent book for those first learning about intelligence testing and for non-psychologists (e.g., physicians, lawyers, etc.) who want to become familiar with the basics of the field of IQ testing. 

Table of Contents

Chapter 1: Why Would Anyone Want to Read a Book About IQ Testing?
Chapter 2: History, Part 1: Who Invented the IQ Test?
Chapter 3: History, Part 2: At Long LastTheory Meets Practice
Chapter 4: The IQ Construct, Part 1: We All Know What IQs AreDont We?
Chapter 5: The IQ Construct, Part 2: How Accurate Are IQ Tests?
Chapter 6: Hot Topic: Is IQ Genetic?
Chapter 7: Hot Topic: Are Our IQs Fixed or Are They Malleable?
Chapter 8: Hot TopicIQ and Aging: Do We Get Smarter or Dumber as We Reach Old Age?
Chapter 9: Hot TopicIQ Tests in the Public Forum: Lead Level, Learning Disabilities, and IQ
Chapter 10: The Future of IQ Tests

References
Index

Technorati Tags: psychology, intelligence, cogntion, forensic psychology, neuropsychology, school psychology, educational psychology, special education, IQ, IQ tests, IQ scores, intelligence tests, ISIR, Alan Kaufman, IQ Testing 101, psychometrics, CHC theory

NERONORMA Project: Spanish norms for common neuropsychological tests

Today, during my weekly literature search, I ran across a series of articles providing results from the NERONORMA project (Spanish Multicenter Normative Studies).  The project is described in a free on-line copy of an article available in the Archives of Clinical Psychology.  The abstract for the article is below

This paper describes the methods and sample characteristics of a series of Spanish normative studies (The NEURONORMA project). The primary objective of our research was to collect normative and psychometric information on a sample of people aged over 49 years. The normative information was based on a series of selected, but commonly used, neuropsychological tests covering attention, language, visuo-perceptual abilities, constructional tasks, memory, and executive functions. A sample of 356 community dwelling individuals was studied. Demographics, socio-cultural, and medical data were collected. Cognitive normality was validated via informants and a cognitive screening test. Norms were calculated for midpoint age groups. Effects of age, education, and sex were determined. The use of these norms should improve neuropsychological diagnostic accuracy in older Spanish subjects. These data may also be of considerable use for comparisons with other normative studies. Limitations of these normative data are also commented

Other articles published in the series are listed below:

• PenaCasanova, J., Blesa, R., Aguilar, M., GramuntFombuena, N., GomezAnson, B., Oliva, R., Molinuevo, J. L.,Robles, A., Barquero, M. S., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Alfonso, V., & Sol, J. M. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Methods and Sample Characteristics. Archives of Clinical Neuropsychology, 24(4), 307-319.

• PenaCasanova, J., GramuntFombuena, N., QuinonesUbeda, S., SanchezBenavides, G., Aguilar, M., Badenes, D., Molinuevo, J. L., Robles, A., Barquero, M. S., Payno, M., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Alfonso, V., Solk, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for the Rey-Osterrieth Complex Figure (Copy and Memory), and Free and Cued Selective Reminding Test. Archives of Clinical Neuropsychology, 24(4), 371-393.

• PenaCasanova, J., QuinonesUbeda, S., GramuntFombuena, N., Aguilar, M., Casas, L., Molinuevo, J. L., Robles, A., Rodriguez, D., Barquero, M. S., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Molano, A., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for Boston Naming Test and Token Test. Archives of Clinical Neuropsychology, 24(4), 343-354.

• PenaCasanova, J., QuinonesUbeda, S., GramuntFombuena, N., Quintana, M., Aguilar, M., Molinuevo, J. L., Serradell, M., Robles, A., Barquero, M. S., Payno, M., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for the Stroop Color-Word Interference Test and the Tower of London-Drexel. Archives of Clinical Neuropsychology, 24(4), 413-429.

• PenaCasanova, J., QuinonesUbeda, S., GramuntFombuena, N., QuintanaAparicio, M., Aguilar, M., Badenes, D., Cerulla, N., Molinuevo, J. L., Ruiz, E., Robles, A., Barquero, M. S., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for Verbal Fluency Tests. Archives of Clinical Neuropsychology, 24(4), 395-411.

• PenaCasanova, J., QuinonesUbeda, S., QuintanaAparicio, M., Aguilar, M., Badenes, D., Molinuevo, J. L., Torner, L., Robles, A., Barquero, M. S., Villanueva, C., Antunez, C., MartinezParra, C., FrankGarcia, A., Sanz, A., Fernandez, M., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for Verbal Span, Visuospatial Span, Letter and Number Sequencing, Trail Making Test, and Symbol Digit Modalities Test. Archives of Clinical Neuropsychology, 24(4), 321-341.

• PenaCasanova, J., QuintanaAparicio, M., QuinonesUbeda, S., Aguilar, M., Molinuevo, J. L., Serradell, M., Robles, A., Barquero, M. S., Villanueva, C., Antunez, C., MartinezParra, C., FrankGarcia, A., Aguilar, M. D., Fernandez, M., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for the Visual Object and Space Perception Battery-Abbreviated, and Judgment of Line Orientation. Archives of Clinical Neuropsychology, 24(4), 355-370.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, neurosciences, clinical neuropsychology, psychological testing, NERONORMA, Hispanic, bilingual, Spanish