Saturday, November 21
Dear Valued Customer,
We are pleased to deliver your requested table of contents alert for Psychometrika.
Volume 74 Number 4 is now available on SpringerLink
Register for Springer's email services providing you with info on the latest books in your field. ... More!
Important News!
Free Journal Access: Education Reading Room
Become a frequent visitor and enjoy free access to selected journals.
New content is selected every 2 months! No strings attached.
http://www.springer.com/education-reading-room
Health & Behavior Reading Room
Are you a frequent visitor yet?
Enter the Reading Room today!
In this issue:
Theory and Methods Bayesian Model Comparison for the Order Restricted RC Association Model Author(s) G. Iliopoulos, M. Kateri & I. Ntzoufras DOI 10.1007/s11336-009-9117-0 Online since March 20, 2009 Page 561 - 587
Theory and Methods Locating the Extrema of Fungible Regression Weights Author(s) Niels G. Waller & Jeff A. Jones DOI 10.1007/s11336-008-9087-7 Online since October 22, 2008 Page 589 - 602
A Truncated-Probit Item Response Model for Estimating Psychophysical Thresholds Author(s) Richard D. Morey, Jeffrey N. Rouder & Paul L. Speckman DOI 10.1007/s11336-009-9122-3 Online since April 09, 2009 Page 603 - 618
Theory and Methods When Cognitive Diagnosis Meets Computerized Adaptive Testing: CD-CAT Author(s) Ying Cheng DOI 10.1007/s11336-009-9123-2 Online since April 22, 2009 Page 619 - 632
Theory and Methods Cluster Analysis for Cognitive Diagnosis: Theory and Applications Author(s) Chia-Yi Chiu, Jeffrey A. Douglas & Xiaodong Li DOI 10.1007/s11336-009-9125-0 Online since May 05, 2009 Page 633 - 665
Theory and Methods Joint Procrustes Analysis for Simultaneous Nonsingular Transformation of Component Score and Loading Matrices Author(s) Kohei Adachi DOI 10.1007/s11336-009-9131-2 Online since June 16, 2009 Page 667 - 683
Theory and Methods Clustering Qualitative Data Based on Binary Equivalence Relations: Neighborhood Search Heuristics for the Clique Partitioning Problem Author(s) Michael J. Brusco & Hans-Friedrich Köhn DOI 10.1007/s11336-009-9126-z Online since April 28, 2009 Page 685 - 703
Theory and Methods Variable Neighborhood Search Heuristics for Selecting a Subset of Variables in Principal Component Analysis Author(s) Michael J. Brusco, Renu Singh & Douglas Steinley DOI 10.1007/s11336-009-9130-3 Online since May 29, 2009 Page 705 - 726
Theory and Methods Using Threshold Autoregressive Models to Study Dyadic Interactions Author(s) Ellen L. Hamaker, Zhiyong Zhang & Han L. J. van der Maas DOI 10.1007/s11336-009-9113-4 Online since February 25, 2009 Page 727 - 745
Book Review S.-Y. Lee (2007) Structural Equation Modeling, A Bayesian Approach. Author(s) Jesús Palomo DOI 10.1007/s11336-009-9128-x Online since May 02, 2009 Page 747 - 748
Book Review H. COLONIUS & E.N. DZHAFAROV (Eds.) (2006) Measurement and Representation of Sensations. Author(s) Trisha Van Zandt DOI 10.1007/s11336-009-9132-1 Online since June 16, 2009 Page 749 - 753
Erratum Erratum to: Exemplar-Based Clustering via Simulated Annealing Author(s) Michael J. Brusco & Hans-Friedrich Köhn DOI 10.1007/s11336-009-9140-1 Online since September 26, 2009 Page 755
Request a free sample copy If you are not a current subscriber to the journal, click here to read a free sample copy online.
Subscribers to a Springer publication are entitled to read the full-text articles online in SpringerLink. For registration information please contact your librarian or send us an e-mail:
In the Americas: springerlink-ny@springer.com
In all other countries: springerlink@springer.com
Alert information
Intelligent Insights on Intelligence Theories and Tests
Sunday, November 22, 2009
Psychometrika, Vol. 74, Issue 4 - New Issue Alert
Thursday, November 19, 2009
IQs Corner Recent Literature of Interest 11-19-09
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
Can a person with mild MR/ID fail to be Dx'd before age 18: Do Forrest Gumps exist?
Readers interested in the issue of IQ testing in Atkins MR/ID death penalty cases may find the above titled post of interest at IQs Corner sister blog--ICDP.
Journal of Psychoeducational Assessment Table of Contents for 1 December 2009; Vol. 27, No. 6
Journal of Psychoeducational Assessment Online TableofContents Alert
- A new issue of Journal of Psychoeducational Assessment is available online:
- 1 December 2009; Vol. 27, No. 6
- The below Table of Contents is available online at: http://jpa.sagepub.com/content/vol27/issue6/?etoc
Articles
- Concordance of the Children's Executive Functions Scale With Established Tests and Parent Rating Scales
- Laura G. Goulden and Cheryl H. Silver
- Journal of Psychoeducational Assessment 2009;27 439-451
http://jpa.sagepub.com/cgi/content/abstract/27/6/439
- Relationship Between Parenting Stress and Ratings of Executive Functioning in Children With ADHD
- Krystle B. Joyner, Cheryl H. Silver, and Peter L. Stavinoha
- Journal of Psychoeducational Assessment 2009;27 452-464
http://jpa.sagepub.com/cgi/content/abstract/27/6/452
- Psychometric Assessment and Reporting Practices: Incongruence Between Theory and Practice
- Kathleen L. Slaney, Masha Tkatchouk, Stephanie M. Gabriel, and Michael D. Maraun
- Journal of Psychoeducational Assessment 2009;27 465-476
http://jpa.sagepub.com/cgi/content/abstract/27/6/465
- Self-Perceptions, Discrepancies Between Self- and Other-Perceptions, and Children's Self-Reported Emotions
- Karen L. Nuijens, Hedwig Teglasi, and Gregory R. Hancock
- Journal of Psychoeducational Assessment 2009;27 477-493
http://jpa.sagepub.com/cgi/content/abstract/27/6/477
- An Exploratory Investigation of the Factor Structure of the Reynolds Intellectual Assessment Scales (RIAS)
- Stefan C. Dombrowski, Marley W. Watkins, and Michael J. Brogan
- Journal of Psychoeducational Assessment 2009;27 494-507
http://jpa.sagepub.com/cgi/content/abstract/27/6/494
- Book Review: Sattler, J. M. (2008). Assessment of children: Cognitive foundations (5th ed.). San Diego: Author. Sattler, J. M. (2008). Resource guide to accompany Assessment of Children: Cognitive Foundations (5th ed.). San Diego: Author
- Randy G. Floyd
- Journal of Psychoeducational Assessment 2009;27 508-514
http://jpa.sagepub.com/cgi/reprint/27/6/508
Wednesday, November 18, 2009
iBlogging: Law, brain and behavior journals
Thanks to Neuroethics and Law blog for this info
http://kolber.typepad.com/ethics_law_blog/2009/11/new-brainrelated-ssrn-abstracting-journals.html
Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)
PsycCRITIQUES - Volume 54, Issue 46 is now available online
November 18, 2009
Volume 54, Issue 46
1. The New Humanitarians: Inspiration, Innovations, and Blueprints for Visionaries
Author: Chris E. Stout (Ed.)
Reviewer: Theresa A. Thorkildsen
2. Poverty and Brain Development During Childhood: An Approach From Cognitive Psychology and Neuroscience
Authors: Sebastian J. Lipina and Jorge A. Colombo
Reviewer: Alice Sterling Honig
3. Memory and the Computational Brain: Why Cognitive Science Will Transform Neuroscience
Authors: C. R. Gallistel and Adam Philip King
Reviewer: Debra Gusnard
4. Behavior Analysis for Effective Teaching
Author: Julie S. Vargas
Reviewer: Larry A. Alferink
5. What We Know About Emotional Intelligence: How It Affects Learning, Work, Relationships, and Our Mental Health
Authors: Moshe Zeidner, Gerald Matthews, and Richard D. Roberts
Reviewers: Kenneth S. Law and Jane Y. Jiang
6. Eating Disorders: Cognitive Behaviour Therapy With Children and Young People
Authors: Simon G. Gowers and Lynne Green
Reviewer: Wayne A. Bowers
7. Creativity 101
Author: James C. Kaufman
Reviewers: Bonnie Cramond and Elizabeth Fairweather
8. The Ego Tunnel: The Science of the Mind and the Myth of the Self
Author: Thomas Metzinger
Reviewer: Richard Duus
9. Twilight
Director: Catherine Hardwicke
Reviewers: Ryan M. Niemiec and Jeremy Clyman
Tuesday, November 17, 2009
Request for assistance to develop mental disability interview protocol
With the permission of the author of the reproduced email below, I'm making this as an FYI courtesy post.
Good afternoon,
I’m a fellow at Human Rights Watch and the ACLU and will be documenting the experiences of noncitizens with mental disabilities in US immigration removal proceedings. The advocacy objective of our project is to ensure due process protections for individuals with mental disabilities (including intellectual disabilities, severe mental illness, and various gradations of “capacity”) in their legal proceedings.
As I prepare for my interviews (in detention facilities across the US), I would appreciate any assistance in developing a protocol for interviewing people with mental disabilities and obtaining informed consent for the interview itself. If you have resources, templates or experience you can share with me, please let me know.
Many thanks,
Sarah
Sarah L. Mehta, Esq.
Aryeh Neier Fellow
Human Rights Watch/American Civil Liberties Union
350 Fifth Ave, 34th Floor
New York, NY 10118-3299
tel: 212-377-9437
Cluster analysis of the WJ III: Implications for test interpretation and CHC model extensions
IAP AP101 # 4 report is now available (click here for all AP101 reports and briefs). "IAP AP101 Report #4: Cluster analysis of the WJ III Battery: Implications for CHC test interpretation and possible CHC model extensions" can be downloaded or viewed by clicking here.
PPT files are also viewable and downloadable via SlideShare.
Abstract
The WJ III Battery is comprised of both cognitive (intelligence) and achievement components. As reported in the technical manual, the Cattell-Horn-Carroll (CHC) theory of cognitive abilities organizational structure of the WJ III has been validated. The current investigation analyzed the cognitive and achievement tests for all WJ III norm subjects from ages 6-18 years of age. Cluster analysis of the 50 WJ III tests provides additional validity for the CHC structure of the WJ III. More importantly, the analyses provide support for a significant number of narrow ability classifications for many WJ III tests, classifications that (to date) have largely been based on expert consensus task analysis. The results also suggest possible new interpretative clusters and intermediate CHC dimensions warranting future research regarding the CHC taxonomy of human cognitive abilities.
Monday, November 16, 2009
WAIS-IV and WIA-III CHC test classifications at XBA On-line
Technorati Tags: psychology, school psychology, educational psychology, LD, special education, neuropsychology, CHC, CHC theory, Cattell-Horn-Carroll, XBA, cross-battery, IQ, IQ tests, intelligence, cognitive abilities
Saturday, November 14, 2009
Personal tidbit: Main office of blogmaster
it. You can never have enough screens! My other offices are coffee
shops. Life has blessed the blogmaster.
Friday, November 13, 2009
IQs Corner Recent Literature of Interest 11-13-09
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
New School Neuropsychology book edited by Dr. Daniel Miller
Additional information, including the ability to examine the Table of Contents can be found at Amazon.com. The chapters cover a wide range of topics and issues and are authored by a top-notch collection of scholars. The back cover description information can be found here.
I do not yet have a copy of the book but Dan is a good friend and colleague who's work I admire. I know he has a strong CHC theoretical orientation so I'm anxious to receive my copy and read those chapters that specifically address the integration of neuropsychological and CHC theory.
Technorati Tags: psychology, neuropsychology, neuroscience, CHC, CHC theory, Cattell-Horn-Carroll, book, intelligence, IQ tests, brain function, school psychology, educational psychology, forensic neuropsychology, LD, special education
Thursday, November 12, 2009
New Developmental Cognitive Neuroscience journal
http://www.elsevier.com/wps/find/L05_426.cws_home/main
Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)
Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)
Neurobiology of language conf in Chicago
Click link for conference info
http://www.nlc2009.angularis.org/
Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)
Sent from KMcGrew iPhone (IQMobile). (If message includes an image-
double click on it to make larger-if hard to see)
Wednesday, November 11, 2009
MDS analysis of the WJ III: Implications for CHC theory refinement and extension
IAP AP101 # 3 report is now available (click here for all AP101 reports and briefs). "IAP AP101 Report #3: MDS Analysis of the CHC-based WJ III Battery: Implications for possible refinements and extensions of the CHC model of human intelligence" can be viewed or downloaded by clicking here.
The PPT files are also viewable and downloadable via SlideShare.
Abstract
The WJ III Battery is comprised of both cognitive (intelligence) and achievement components. As reported in the technical manual, the Cattell-Horn-Carroll (CHC) theory of cognitive abilities organizational structure of the WJ III has been validated. The current investigation analyzed the cognitive and achievement tests for all WJ III norm subjects from ages 6-18 years of age. Multidimensional scaling (MDS—Guttman Radex model) of the 50 WJ III tests suggested new facets from which to interpret the WJ III. The results suggested three to four higher-order intermediate CHC model stratum abilities that varied along the dimensions of (a) controlled vs automatic cognitive processing and (b) product- vs process-dominant abilities. The results, together with recent similar analysis of the WAIS-IV, support Woodcock’s Cognitive Performance Model (CPM). Implications for possible minor changes in the CPM model are suggested. More importantly, the WJ III and WAIS-IV results collectively suggest hypothesized refinements and extensions of the CHC intelligence framework. Research focused on exploring the compatibility of a combined CHC and Berlin Model of Intelligence Structure (BIS) theory is recommended.
Tuesday, November 10, 2009
iAbstract: Word learning in autism and working memory limits on early Gq learning
| Developmental Psychology - Vol 45, Iss 6 Developmental Psychology publishes articles that advance knowledge and theory about human development across the life span. |
Word learning in children with autism spectrum disorders.Mon, Nov 9 2009 11:50 PMby Luyster, Rhiannon; Lord, Catherine Autism spectrum disorders (ASD) have been gaining attention, partly as an example of unusual developmental trajectories related to early neurobiological differences. The present investigation addressed the process of learning new words to explore mechanisms of language delay and impairment. The sample included 21 typically developing toddlers matched on expressive vocabulary with 21 young children with ASD. Two tasks were administered to teach children a new word and were supplemented by cognitive and diagnostic measures. In most analyses, there were no group differences in performance. Children with ASD did not consistently make mapping errors, even in word learning situations that required the use of social information. These findings indicate that some children with ASD, in developmentally appropriate tasks, are able to use information from social interactions to guide word–object mappings. This result has important implications for understanding of how children with ASD learn language. (PsycINFO Database Record (c) 2009 APA, all rights reserved) Counting on working memory when learning to count and to add: A preschool study.Mon, Nov 9 2009 11:50 PMby No�l, Marie-Pascale In this study, the author aimed at measuring how much limited working memory capacity constrains early numerical development before any formal mathematics instruction. To that end, 4- and 5-year-old children were tested for their memory skills in the phonological loop (PL), visuo-spatial sketchpad (VSSP), and central executive (CE); they also completed a series of tasks tapping their addition and counting skills. A general vocabulary test was given to examine the difference between the children's numerical and general vocabulary. The results indicated that measures of the PL and the CE, but not those of the VSSP, were correlated with children's performance in counting, addition and general vocabulary. However, the predictive power of the CE capacity was significantly stronger than that of the PL capacity. Poor CE capacity should thus be taken into consideration when identifying children at risk of experiencing learning disabilities. (PsycINFO Database Record (c) 2009 APA, all rights reserved) |
Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)
iAbstract: Reading and math in adolescents with autism
Neuropsychology - Vol 23, Iss 6
Neuropsychology focuses on (a) basic research, (b) the integration of basic and applied research, and (c) improved practice in the field of neuropsychology. The primary function of Neuropsychology is to publish original, empirical research on the relation between brain and human cognitive, emotional, and behavioral function.
Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment.
Mon, Nov 9 2009 11:50 PMby Jones, Catherine R. G.; Happ�, Francesca; Golden, Hannah; Marsden, Anita J. S.; Tregay, Jenifer; Simonoff, Emily; Pickles, Andrew; Baird, Gillian; Charman, Tony
In describing academic attainment in autism spectrum disorders (ASD), results are typically reported at the group mean level. This may mask subgroups of individuals for whom academic achievement is incommensurate with intellectual ability. The authors tested the IQ, literacy, and mathematical abilities of a large group (N = 100) of adolescents (14–16 years old) with ASD. Seventy-three percent of the sample had at least one area of literacy or mathematical achievement that was highly discrepant (approximately 14 standard score points) from full-scale IQ (FSIQ). The authors focused on four subgroups with either word reading ("Reading Peak" and "Reading Dip") or arithmetic ("Arithmetic Peak" and "Arithmetic Dip") higher or lower than FSIQ. These subgroups were largely mutually exclusive and were characterized by distinct intellectual profiles. The largest was the "Arithmetic Peak" subgroup of participants, who presented with average intellectual ability alongside superior arithmetic skills and who were predominantly in a mainstream educational setting. Overall, the most pervasive profile was discrepantly poor reading comprehension, which associated with severity of social and communication difficulties. The high rate of uneven academic attainment in ASD has implications for educational practice. (PsycINFO Database Record (c) 2009 APA, all rights reserved)
Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)
iAnstract: Heritability of verbal and visual-spatial memory
Neuropsychology - Vol 23, Iss 6
Neuropsychology focuses on (a) basic research, (b) the integration of basic and applied research, and (c) improved practice in the field of neuropsychology. The primary function of Neuropsychology is to publish original, empirical research on the relation between brain and human cognitive, emotional, and behavioral function.
The genetic and environmental structure of verbal and visuospatial memory in young adults and children.
Mon, Nov 9 2009 11:50 PMby van Leeuwen, Marieke; van den Berg, St�phanie M.; Hoekstra, Rosa A.; Boomsma, Dorret I.
The extent to which verbal (VM) and visuospatial memory (VSM) tests measure the same or multiple constructs is unclear. Likewise the relationship between VM and VSM across development is not known. These questions are addressed using genetically informative data, studying two age cohorts (young adults and children) of twins and siblings. VM and VSM were measured in the working memory and short-term memory domain. Multivariate genetic analyses revealed that two highly correlated common genetic factors, one for VM and one for VSM, gave the best description of the covariance structure among the measures. Only in children, specific genetic factors were also present. This led to the following conclusions: In children, one genetic factor is responsible for linking VM and VSM. Specific genetic factors create differences between these two domains. During the course of development, the influence of genetic factors unique to each of these domains disappears and the genetic factor develops into two highly correlated factors, which are specific to VM and VSM respectively. At the environmental level, in both age cohorts, environmental factors create differences between these domains.
Kevin McGrew PhD
Educational/School Psych.
IAP (www.iapsych.com)
Sunday, November 08, 2009
What does the WAIS-IV measure ? Applied Psychometrics 101 Report 2
IAP AP101 # 2 report is now available (click here for other AP101 reports and briefs). "IAP AP101 IQ TEST SCORE DIFFERENCE SERIES #2: What does the WAIS-IV measure? CHC analysis and beyond" can be viewed or downloaded by clicking here.
The PPT files are also viewable and downloadable via SlideShare.
Abstract
The WAIS-IV (2008) is the latest revision of the adult Wechsler battery. The addition of new, and deletion of old tests, plus a more-factor based foundation for the composite indexes, requires psychologists to be familiar with the best possible interpretative structure of the venerable battery. In this PowerPoint based report, the available published and unpublished confirmatory factor studies of the WAIS-IV subtests are summarized. They are then augmented via a series of new exploratory data analysis of the WAIS-IV. It is concluded that the currently available structural research argues for a CHC-based organization of WAIS subtest scores that differs from the suggested structure provided by the test publisher. In addition, exploratory methods, when combined with similar analysis of the WJ III battery, provide support for possible intermediate level CHC dimensions (between g and the Gf-Gc broad abilities) in the contemporary CHC theory of intelligence.
Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, forensic psychology, clinical psychology, psychometrics, IAP, AP101, IQs Corner, intelligence, IQ, IQ tests, Wechsler, WAIS-IV, CHC, Cattell-Horn-Carroll theory, MDS, cognitive abilities, intellectual disabilities, ID, MR, mental retardation, special educaiton, LD
Subscribe to:
Posts (Atom)