Opinions on intelligence: An Arab perspective - ScienceDirect

 Opinions on intelligence: An Arab perspective - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S0160289623000120?via%3Dihub

The issue of cultural differences in how the concept of intelligence is understood has long been debated. But do such differences really exist and, if so, to what extent do they exist and between which cultures are they the most pronounced? To better understand this, we translated a survey from Warne and Burton (2020) on beliefs about intelligence into Arabic, distributed it among psychology and non-psychology students and lecturers at universities within the Arab world, and compared our results with those from the US given by Warne and Burton, and with the current state of research. The survey consisted of 83 items about theories regarding the meaning and testing of intelligence. From our sample of up to 327 Arabic-speaking participants, we found that replies are overall similar to those from the US (r = .59; Nitems = 63), while both samples showed hardly any congruence with the current state of research. Agreements between the Arab and US-sample are mostly to be found on questions in which abilities are seen as important components of intelligence, while Arabs question the predictive validity of IQ test scores for life success much more than do their Western counterparts. Based on our results, we conclude that there is little evidence for the existence of cultural bias in points of view about intelligence research and that the concept of cultural non-transferability – or "cultural bias" – must be examined more critically.

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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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Sharing "Rethinking Executive Functions in Mathematical Cognition" via BrowZine

Rethinking Executive Functions in Mathematical Cognition
Medrano, Josh; Prather, Richard W.
Journal of Cognition and Development: Articles In Press, 2023.

10.1080/15248372.2023.2172414

New perspectives on executive functions propose a greater involve- ment of context. These perspectives have implications for research in mathematical cognition. We tackle the problem that although indivi- duals clearly exercise inhibitory control in mathematical contexts, researchers find that the relations between inhibitory control and mathematics are sometimes "weaker than expected." In this review, we identify how children and adults use inhibitory control in specific foundational symbolic and non-symbolic mathematical contexts, with attention to concepts learned in primary (6 to 12) years. Then, we argue that considering context (e.g., task features, participant's state, and prior knowledge) will allow researchers to thoroughly investigate the mechanistic role of cognitive processes involved in mathematical tasks
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Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************

Sharing "Strategy and Core Cognitive Training Effects on Working Memory Performance: A Systematic Review and Meta-Analysis" via BrowZine

Strategy and Core Cognitive Training Effects on Working Memory Performance: A Systematic Review and Meta-Analysis
Ben Izhak, Shachar; Lavidor, Michal
Journal of Cognition and Development: Articles In Press, 2023.

10.1080/15248372.2023.2172413

The field of cognitive training (CT) has been researched for over a century. However, there is still a debate regarding its ability to produce cognitive improvement, especially in working memory (WM) indices. This meta-analysis examined whether there is an advantage in training gains by comparing the results of two specific WM training approaches, Core Training (CRT) and Strategy Training (ST). Meta- analytic techniques were used to summarize 28 independent effect sizes from 24 studies with 1521 subjects, calculated only from studies that compared both training approaches in a single study. We found moderate effect sizes of trained tasks improvement with a clear advan- tage to ST over CRT, from which younger trainees benefitted the most. However, this advantage has almost disappeared for untrained tasks due to the limited improvement each approach produced on its own.
Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************

Sharing "A sensorimotor perspective on numerical cognition" via BrowZine

A sensorimotor perspective on numerical cognition
Sixtus, Elena; Krause, Florian; Lindemann, Oliver; Fischer, Martin H.
Trends in Cognitive Sciences: Articles In Press, 2023.

10.1016/j.tics.2023.01.002

Numbers are present in every part of modern society and the human capacity to use numbers is unparalleled in other species. Understanding the mental and neural representations supporting this capacity is of central interest to cognitive psychology, neuroscience, and education. Embodied numerical cognition theory suggests that beyond the seemingly abstract symbols used to refer to numbers, their underlying meaning is deeply grounded in sensorimotor experiences, and that our specific understanding of numerical information is shaped by actions related to our fingers, egocentric space, and experiences with magnitudes in everyday life. We propose a sensorimotor perspective on numerical cognition in which number comprehension and numerical proficiency emerge from grounding three distinct numerical core concepts: magnitude, ordinality, and cardinality
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Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************

Sharing "Stability of mental abilities and physical growth from 6 months to 65 years: Findings from the Zurich Longitudinal Studies" via BrowZine

Stability of mental abilities and physical growth from 6 months to 65 years: Findings from the Zurich Longitudinal Studies
Eichelberger, Dominique A.; Sticca, Fabio; Kübler, Dinah R.; Kakebeeke, Tanja H.; Caflisch, Jon A.; Jenni, Oskar G.; Wehrle, Flavia M.
Intelligence: Vol. 97, p. 101730, 2023.

10.1016/j.intell.2023.101730

Mental abilities and physical growth are important determinants of health across the lifespan. Here, the stability of these traits was assessed from 6 months to 65 years of age to investigate periods of stability and malleability. Mental abilities, height, and weight were assessed at 11 time-points in participants of the Zurich Longitudinal Studies. Individuals with more than three missing data points per trait across the 11 assessment time-points (i.e., more than approx. 25% missing data) were excluded from further analyses (final N = 281). Bivariate cross-time correlations showed that the stability of mental abilities was low in infancy and gradually increased. The stability of growth measures was uniform across development, with height being highly stable and weight moderately so. When a latent model was used, the overall stability of mental abilities approached that of weight. The findings indicate that stability and malleability across development differ between mental abilities and growth measures. This requires consideration in interventions targeting these traits as facilitators for improving health outcomes.
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Kevin McGrew, PhD
Educational Psychologist
Director, Institute for Applied Psychometrics
IAP
www.themindhub.com
******************************************************

Sharing "What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies" via BrowZine

What Is the Source of the Correlation Between Reading and Mathematics Achievement? Two Meta-analytic Studies
Ünal, Zehra E.; Greene, Nathaniel R.; Lin, Xin; Geary, David C.
Educational Psychology Review: Vol. 35 Issue 1, p. 4, 2023.

Abstract Two meta-analyses assessed whether the relations between reading and mathematics outcomes could be explained through overlapping skills (e.g., systems for word and fact retrieval) or domain-general influences (e.g., top-down attentional control). The first (378 studies, 1,282,796 participants) included weighted random-effects meta-regression models to explore and contrast the magnitudes of the links between dif-ferent reading and mathematical competencies. The second (138 studies, 39,836 par-ticipants) used meta-analytic structural equation modeling to determine the influence of a domain-general factor, defined by intelligence, executive functioning, working and short-term memory, and processing speed measures, on the link between read-ing and mathematics skills. The overall relation was significant (r=0.52), as were all associations between specific reading and mathematics measures (rs = 0.23 to 0.61, ps<.05). Most of the correlations were similar across different types of reading and mathematics competencies, although generally smaller than within-domain correla-tions. The domain-general model explained most of the covariance between reading and mathematics outcomes, with a few modest moderating effects (e.g., age). The results imply correlations between reading and mathematics measures are largely due to domain-general processes, although within-domain correlations confirm the importance of overlapping competencies especially for reading.

Keywords  Reading · Mathematics · Domain-general ability · Meta-analyses


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

What lies beneath the structure of intelligence? Overview of the special issue on the processes underlying intelligence - ScienceDirect

What lies beneath the structure of intelligence? Overview of the special issue on the processes underlying intelligence - ScienceDirect
https://www.sciencedirect.com/science/article/abs/pii/S0160289623000016?via%3Dihub

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

Effectiveness of digital game-based trainings in children with neurodevelopmental disorders: A meta-analysis - ScienceDirect

 Effectiveness of digital game-based trainings in children with neurodevelopmental disorders: A meta-analysis - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S0891422222002487?via%3Dihub

Abstract
Digital game-based training programs have recently been used to train the cognitive abilities of children with neurodevelopmental disorders (NDDs). However, the effects of training remain controversial. The present meta-analysis explored the effectiveness of digital game-based training in children with NDDs and examined the possible moderators of its effects. Twenty-nine studies with cognitive outcomes in 1535 children were included in the present meta-analysis. The results showed that digital game-based training could significantly enhance the core cognitive abilities of children with each type of NDDs and that training could be used remotely. Meanwhile, task content and game features of digital game-based interventions separately make unique and significant contributions to the training effects, suggesting that the combination of training content and game features could efficiently improve children's cognition. Although the present study revealed that the training benefits could be maintained over a period of time, more studies are needed to explore the retention effects of digital game-based training. The present study provides a comprehensive understanding of the training effects of digital game-based interventions and new insights for future cognitive training design and application.

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

A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic by ACT& Social Emotional Learning Assessment

 J. Intell. | Free Full-Text | A Big Five-Based Multimethod Social and Emotional Skills Assessment: The Mosaic&trade; by ACT&reg; Social Emotional Learning Assessment 
https://www.mdpi.com/2079-3200/10/4/72

Abstract

A focus on implementing social and emotional (SE) learning into curricula continues to gain popularity in K-12 educational contexts at the policy and practitioner levels. As it continues to be elevated in educational discourse, it becomes increasingly clear that it is important to have reliable, validated measures of students' SE skills. Here we argue that framework and design are additional important considerations for the development and selection of SE skill assessments. We report the reliability and validity evidence for The Mosaic™ by ACT^® Social Emotional Learning Assessment, an assessment designed to measure SE skills in middle and high school students that makes use of a research-based framework (the Big Five) and a multi-method approach (three item types including Likert, forced choice, and situational judgment tests). Here, we provide the results from data collected from more than 33,000 students who completed the assessment and for whom we have data on various outcome measures. We examined the validity evidence for the individual item types and the aggregate scores based on those three. Our findings support the contribution of multi-method assessment and an aggregate score. We discuss the ways the field can benefit from this or similarly designed assessments and discuss how the assessment results can be used by practitioners to promote programs aimed at stimulating students' personal growth.

Keywords: SEL; social and emotional learning; social and emotional skills; assessment; Big Five; MTMM; multi-trait multi-method

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

Metacognition and self-control: An integrative framework. - PsycNET

 Metacognition and self-control: An integrative framework. - PsycNET 
https://psycnet.apa.org/record/2023-29488-001

Hennecke, M., & Bürgler, S. (2022). Metacognition and self-control: An integrative framework. Psychological Review. Advance online publication. https://doi.org/10.1037/rev0000406

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Abstract
Self-control describes the processes by which individuals control their habits, desires, and impulses in the service of long-term goals. Research has identified important components of self-control and proposed theoretical frameworks integrating these components (e.g., Inzlicht et al., 2021; Kotabe & Hofmann, 2015). In our perspective, these frameworks, however, do not yet fully incorporate important metacognitive aspects of self-control. We therefore introduce a framework explicating the role of metacognition for self-control. This framework extends existing frameworks, primarily from the domains of self-regulated learning and problem-solving (e.g., Schraw & Moshman, 1995; Zimmerman, 2000), and integrates past and contemporary research and theorizing on self-control that involves aspects of metacognition. It considers two groups of metacognitive components, namely, (a) individual metacognitive characteristics, that is a person's declarative, procedural, and conditional metacognitive knowledge about self-control, as well as their self-awareness (or metacognitive awareness), and (b) metacognitive regulatory processes that unfold before a self-control conflict (forethought and prevention), when a self-control conflict is identified, during a self-control conflict (regulation and monitoring), and after a self-control conflict (reflection and evaluation). The proposed framework integrates existing research and will be useful for highlighting new directions for research on the role of metacognition for self-control success and failure. (PsycInfo Database Record (c) 2022 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
******************************************

Full article: Editorial Introduction to the Special Issue “Advances in the Measurement and Evaluation of Creativity”

Full article: Editorial Introduction to the Special Issue "Advances in the Measurement and Evaluation of Creativity"
https://www.tandfonline.com/doi/full/10.1080/10400419.2022.2152555

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

From MDPI: "Multidimensional Scaling of Cognitive Ability and Academic Achievement Scores" - Open Access….you can download and read for free!

I LOVE MDS and modern visual-graphic methods (e.g., psychometric network analysis) for analyzing multidimensional cognitive and achievement data

https://www.mdpi.com/1981340:

Multidimensional Scaling of Cognitive Ability and Academic Achievement ScoresMultidimensional scaling (MDS) was used as an alternate multivariate procedure for investigating intelligence and academic achievement test score correlations. Correlation coefficients among Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5) and Wechsler Individual Achievement Test, Third Edition (WIAT-III) validity sample scores and among Kaufman Assessment Battery for Children, Second Edition (KABC-II) and Kaufman Test of Educational Achievement, Second Edition (KTEA-2) co-norming sample scores were analyzed using multidimensional scaling (MDS). Three-dimensional MDS configurations were the best fit for interpretation in both datasets. Subtests were more clearly organized by CHC ability and academic domain instead of complexity. Auditory-linguistic, figural-visual, reading-writing, and quantitative-numeric regions were visible in all models. Results were mostly similar across different grade levels. Additional analysis with WISC-V and WIAT-III tests showed that content (verbal, numeric, figural) and response process facets (verbal, manual, paper-pencil) were also useful in explaining test locations. Two implications from this study are that caution may be needed when interpreting fluency scores across academic areas, and MDS provides more empirically[...]


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

Ongoing trends of human intelligence - ScienceDirect

 Ongoing trends of human intelligence - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S0160289622000897?via%3Dihub

Abstract
The aim of the study is to estimate the most recent trends of intelligence world-wide. We find that the most recent studies report mainly positive Flynn effects in economically less developed countries, but trivial and frequently negative Flynn effects in the economically most advanced countries. This is confirmed by an analysis of 48 countries in the 2000–2018 PISA tests, showing that high pre-existing IQ and school achievement are the best predictors of declining test scores. IQ gaps between countries are still large (e.g., 19 IQ points in PISA between East Asia and South Asia) but are diminishing world-wide. We predict that these trends, observed in adolescents today, will reduce cognitive gaps between the working-age populations of countries and world regions during coming decades. As is predicted by the well-established relationship between intelligence and economic growth, there is already evidence that the ongoing cognitive convergence is paralleled by global economic convergence. These developments raise questions as to how long this cognitive and economic convergence will continue, whether it will eliminate cognitive and economic gaps between countries entirely, and whether a condition with high levels of cognitive ability and economic prosperity is sustainable long-term.

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

Domain-specificity of Flynn effects in the CHC-model: Stratum II test score changes in Germanophone samples (1996–2018) - ScienceDirect

 Domain-specificity of Flynn effects in the CHC-model: Stratum II test score changes in Germanophone samples (1996–2018) - ScienceDirect 
https://www.sciencedirect.com/science/article/pii/S0160289622000885

Generational IQ test score changes (the Flynn effect) were globally positive over large parts of the 20th century. However, accumulating evidence of recent studies shows a rather inconsistent pattern in past decades. Patterns of recently observed test score changes appeared to be markedly different in strength and even signs between countries and domains. Because of between-study design differences and data availability in terms of differing IQ domains, it is so far unclear if these inconsistencies represent a consequence of differences in Flynn effect trajectories between countries, covered time-spans, or investigated IQ domains. Here, we present data from 36 largely population-representative Germanophone standardization samples from 12 well-established psychometric tests (17 subtests) of 10 stratum II domains from 1996 to 2018, thus providing a comprehensive assessment of domain-specific changes according to the Cattell-Horn-Carroll intelligence model. Examination of both raw score and measurement-invariant latent mean changes yielded positive (comprehension-knowledge, learning-efficiency, domain-specific knowledge), negative (working memory capacity), stagnating (processing speed, reading and writing), and ambiguous (fluid reasoning, reaction and decision speed, quantitative knowledge, visual processing) stratum II Flynn effects. This means that in the present sample, the Flynn effect is surprisingly differentiated on domain level and does not conform to the frequently observed IQ test score gains in crystallized and fluid intelligence. These findings could be attributed to either (i) a so far undetected domain-specificity of the Flynn effect due to an unavailability of test data beyond crystallized and fluid domains or (ii) a symptom for an impending stagnation of the Flynn effect.

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

Frontiers | The relation between rhythm processing and cognitive abilities during child development: The role of prediction

 Frontiers | The relation between rhythm processing and cognitive abilities during child development: The role of prediction 
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.920513/full

Rhythm and meter are central elements of music. From the very beginning, children are responsive to rhythms and acquire increasingly complex rhythmic skills over the course of development. Previous research has shown that the processing of musical rhythm is not only related to children's music-specific responses but also to their cognitive abilities outside the domain of music. However, despite a lot of research on that topic, the connections and underlying mechanisms involved in such relation are still unclear in some respects. In this article, we aim at analyzing the relation between rhythmic and cognitive-motor abilities during childhood and at providing a new hypothesis about this relation. We consider whether predictive processing may be involved in the relation between rhythmic and various cognitive abilities and hypothesize that prediction as a cross-domain process is a central mechanism building a bridge between rhythm processing and cognitive-motor abilities. Further empirical studies focusing on rhythm processing and cognitive-motor abilities are needed to precisely investigate the links between rhythmic, predictive, and cognitive processes

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

Out-of-level cognitive testing of children with special educational needs.

 Out-of-level cognitive testing of children with special educational needs. 
https://psycnet.apa.org/fulltext/2023-16305-001.html

Children with special educational needs in the area of learning (SEN-L) have severe learning disabilities and often exhibit substantial cognitive impairments. Therefore, standard assessment instruments of basic cognitive abilities designed for regular school children are frequently too complex for them and, thus, unable to provide reliable proficiency estimates. The present study evaluated whether out-of-level testing with the German version of the Cognitive Abilities Test using test versions developed for younger age groups might suit the needs of these children. Therefore, N = 511 children with SEN-L and N = 573 low achieving children without SEN-L attending fifth grades in Germany were administered four tests measuring reasoning and verbal comprehension that were designed for fourth graders. The results showed that children with SEN-L exhibited significantly more missing responses than children without SEN-L. Moreover, three of the four tests were still too difficult for them. Importantly, no substantial differential response functioning was found for children with and without SEN-L. Thus, out-of-level testing might represent a feasible strategy to assess basic cognitive functioning in children with SEN-L. However, comparative interpretations would require additional norms or linked test versions that place results from out-of-level tests on a common metric.

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

When does working memory get better with longer time? - PsycNET

 When does working memory get better with longer time? - PsycNET 
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fxlm0001199

Longer free time between presentation of verbal list items often leads to better immediate serial recall. The present series of three experiments demonstrates that this beneficial effect of time is more general than has been known: It is found for verbal items presented visually and auditorily (Experiments 1 and 2), and also when people engage in concurrent articulation during presentation, thereby preventing rehearsal (Experiment 3). The effect of time is to improve memory most strongly for the later part of the list, contrary to what is predicted from the assumption that time between items is used to bolster memory traces of already encoded items through rehearsal, refreshing, or elaboration. The data are compatible with a ballistic form of short-term consolidation, and with the assumption that encoding an item into working memory partially depletes a limited resource, which is replenished over time

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

Network Models for Cognitive Development and Intelligence

 Network Models for Cognitive Development and Intelligence 
https://dare.uva.nl/search?identifier=781f22ef-02f2-40d2-b0dc-f9b2f03a1d4b

Cronbach's (1957) famous division of scientific psychology into two disciplines is still apparent for the fields of cognition (general mechanisms) and intelligence (dimensionality of individual differences). The welcome integration of the two fields requires the construction of mechanistic models of cognition and cognitive development that explain key phenomena in individual differences research. In this paper, we argue that network modeling is a promising approach to integrate the processes of cognitive development and (developing) intelligence into one unified theory. Network models are defined mathematically, describe mechanisms on the level of the individual, and are able to explain positive correlations among intelligence subtest scores—the empirical basis for the well-known g -factor—as well as more complex factorial structures. Links between network modeling, factor modeling, and item response theory allow for a common metric, encompassing both discrete and continuous characteristics, for cognitive development and intelligence. With low vertical pressure (path a ), switches in the middle point of the are continuous, with high vertical pressure (path b ) they are sudden, exhibiting hysteresis, bimodality, divergence, and other typical characteristics of phase transitions. 

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

Measurement invariance in the social sciences: Historical development, methodological challenges, state of the art, and future perspectives - ScienceDirect

 Measurement invariance in the social sciences: Historical development, methodological challenges, state of the art, and future perspectives - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S0049089X22001168

Abstract
This review summarizes the current state of the art of statistical and (survey) methodological research on measurement (non)invariance, which is considered a core challenge for the comparative social sciences. After outlining the historical roots, conceptual details, and standard procedures for measurement invariance testing, the paper focuses in particular on the statistical developments that have been achieved in the last 10 years. These include Bayesian approximate measurement invariance, the alignment method, measurement invariance testing within the multilevel modeling framework, mixture multigroup factor analysis, the measurement invariance explorer, and the response shift-true change decomposition approach. Furthermore, the contribution of survey methodological research to the construction of invariant measurement instruments is explicitly addressed and highlighted, including the issues of design decisions, pretesting, scale adoption, and translation. The paper ends with an outlook on future research perspectives.

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

From MDPI: "Exploring Neural Signal Complexity as a Potential Link between Creative Thinking, Intelligence, and Cognitive Control"

https://www.mdpi.com/1384150:

Exploring Neural Signal Complexity as a Potential Link between Creative Thinking, Intelligence, and Cognitive ControlFunctional connectivity studies have demonstrated that creative thinking builds upon an interplay of multiple neural networks involving the cognitive control system. Theoretically, cognitive control has generally been discussed as the common basis underlying the positive relationship between creative thinking and intelligence. However, the literature still lacks a detailed investigation of the association patterns between cognitive control, the factors of creative thinking as measured by divergent thinking (DT) tasks, i.e., fluency and originality, and intelligence, both fluid and crystallized. In the present study, we explored these relationships at the behavioral and the neural level, based on N = 77 young adults. We focused on brain-signal complexity (BSC), parameterized by multi-scale entropy (MSE), as measured during a verbal DT and a cognitive control task. We demonstrated that MSE is a sensitive neural indicator of originality as well as inhibition. Then, we explore the relationships between MSE and factor scores indicating DT and intelligence. In a series of across-scalp analyses, we show that the overall MSE measured during a DT task, as well as MSE[...]


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