Saturday, January 07, 2012

The Essential Psychopathology Of Creativity

http://ieet.org/index.php/IEET/more/4236


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Kevin McGrew, PhD
Educational Psychologist

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Important American Psychologist "new IQ findings" article: Beyond IQ is important

The American Psychologist article below is an important "taking stock" article regarding intelligence as per a group of esteemed APA psychologists. It is a necessary follow up to a similar article by Neisser et al published in 1996. The review covers a wide array of critical issues re human intelligence and is recommended reading by all serious intelligence scholars as well as those who use intelligence tests. I found the stated importance of non-cognitive (conative) traits in predicting important outcomes, aside from or beyond IQ, particularly intriguing. I have reproduced select pages from the article that summarize this research. The conclusions are consistent with my repeated attempts to draw attention to Beyond IQ abilities, which I have articulated in the Model of Academic Motivation and Competence (MACM) framework. I am particularly pleased to see the focus on self-regulated learning abilities, a domain featured prominently in the MACM model. (double click on image to enlarge)


It is time that applied psychologists, particularly those working in educational settings, move Beyond IQ and start assessing and designing interventions for critical non-cognitive characteristics of learners. Interested readers can find more information in my Beyond IQ Series of posts. Click on images to enlarge for easier reading














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Article: Introducing “STUDY ALERT”: Fluid insight moderates the relationship between psychoticism and crystallized intelligence


Introducing "STUDY ALERT": Fluid insight moderates the relationship between psychoticism and crystallized intelligence
http://scottbarrykaufman.com/article/introducing-study-alert-fluid-insight-moderates-the-relationship-between-psychoticism-and-crystallized-intelligence/

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Kevin McGrew, PhD
Educational Psychologist

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Friday, January 06, 2012

Article: The Mathematics of Lego





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Kevin McGrew, PhD
Educational Psychologist

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Article: The Mathematics of Lego





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Kevin McGrew, PhD
Educational Psychologist

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ScienceDirect - New Ideas in Psychology : Exploring the nature of cognitive flexibility

http://www.sciencedirect.com/science/article/pii/S0732118X11000705


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Kevin McGrew, PhD
Educational Psychologist

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Article: Oscillatory Thoughts: Top 10 neuroscience TED talks


Oscillatory Thoughts: Top 10 neuroscience TED talks
http://blog.ketyov.com/2011/01/top-10-neuroscience-ted-talks.html

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Kevin McGrew, PhD
Educational Psychologist

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Article: Memory and Aging



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Kevin McGrew, PhD
Educational Psychologist

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Making my mom and dad proud: The blogmaster gets some press

Click on image to enlarge. Story at this link.


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Article: BrainBlog: Cognitive Decline

Damn..I better continue my exercise and brain fitness regimes.


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Kevin McGrew, PhD
Educational Psychologist

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Thursday, January 05, 2012

Article: Neuroscience For Kids - NeuroCalendars


Neuroscience For Kids - NeuroCalendars
http://faculty.washington.edu/chudler/neurocal.html

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Kevin McGrew, PhD
Educational Psychologist

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Wednesday, January 04, 2012

Article: Who Is Currently Identified as Gifted in the United States?



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Kevin McGrew, PhD
Educational Psychologist

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Article: HCP Named One Of 10 Projects To Follow in 2012

I could not agree more with this recommendation.  I have sent a couple FYI blog posts, including one with some awesome art-like photos from this project, to the Brain Clock blog.


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Kevin McGrew, PhD
Educational Psychologist

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WMF Press Report: Children, sleep, sleepiness and cognitive performance-J. Buckhalt

The following report was just released by WMF Press. Double click on image to enlarge.


Conflict of interest notice--I am the Research Director for WMF - Posted using BlogPress from Kevin McGrew's iPad
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On-demand focus: IM neurotechnology generated meditative type focus

I have made a follow-up post to the Brain Clock post suggesting a possible link between meditation and synchronized metronome tapping (in the form of Interactive Metronome neurotechnology training)--both being able to focus controlled attention and shut down the mind-wandering busy self-talk of the default brain network. This new post is at the IM-HOME blog. - Posted using BlogPress from Kevin McGrew's iPad
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Research bytes: New IQ findings; SLODR and g on DAS-II; FA of CAS











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Tuesday, January 03, 2012

Article: Smart Thinking: Three Essential Keys to Solve Problems, Innovate, and Get Things Done [Hardcover]


Smart Thinking: Three Essential Keys to Solve Problems, Innovate, and Get Things Done [Hardcover]
http://www.amazon.com/Smart-Thinking-Essential-Problems-Innovate/dp/0399537228/ref=sr_1_1?ie=UTF8&qid=1325643671&sr=8-1

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Kevin McGrew, PhD
Educational Psychologist

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Article: The effects of parental scaffolding on preschoolers' executive function.


The effects of parental scaffolding on preschoolers' executive function.
http://psycnet.apa.org/journals/dev/48/1/271

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Kevin McGrew, PhD
Educational Psychologist

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Article: The use of the Vandenberg and Kuse Mental Rotation Test in children.


The use of the Vandenberg and Kuse Mental Rotation Test in children.
http://psycnet.apa.org/journals/jid/33/1/62

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Kevin McGrew, PhD
Educational Psychologist

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Monday, January 02, 2012

Beyond IQ Series #19: Self-regulated learning-control and regulation







This is the 19th installment in the Beyond IQ series. This installment defines the control and regulation phase of self-regulated learning. [All installments in this series (and other related posts and research) can be found by clicking here].

Control and regulation

The metacognitve processes involved in selecting and adapting cognitive strategies to reduce the relative discrepancy between immediate student goals and self- generated performance feedback.
 
Control and regulation processes are largely dependent on the information gained during metacognitive monitoring activities.  For example, if a student is listening to a teacher lecture and engages in self-questioning to test their personal understanding, a discrepancy between their learning goal and progress may indicate the need to change their strategies.  SRL control and regulationactivities are defined as the activation of metacognitive strategies for selecting, adapting, and changing cognitive strategies to reduce the relative discrepancy between immediate student goals and self-generated performance feedback judgments (Pintrich, 2002a).
 
The list of possible control strategies is relatively large and represents the most researched component of SRL.  Example control and regulation strategies include paraphrasing, outlining, summarizing, rehearsal, question generating, visualizing (imagery), drawing of cognitive or semantic maps, note taking, and using mnemonic devices to name but a few. The research literature suggests that many students who perform poorly on tasks (e.g., students with disabilities) often fail to spontaneously invoke SRL control and regulation strategies.  However, when trained, especially when training is embedded in activities similar to real world performance environments, an improvement in metacognitive abilities can result (Gettinger & Seibert, 2002).

As per theories of SRL, the target of control may also lie outside of the student.  For example, a student might seek to renegotiate certain task characteristics (e.g., topic, deadline) or leave the specific environment.  These control strategies represent an attempt on the part of the student to “control and regulate the context” (Pintrich & Zusho, 2002).
Examples of control and regulation of academically related motivational beliefs include students using positive self-talk (to control self-    efficacy), promising themselves rewards (e.g., a meal, a movie) when they complete a task to increase extrinsic motivation, and/or embedding the task in the context of their lives or future goals (to increase task value).  A specific example of behavioral control and regulation that has been the subject of research is academic help- seeking. According to Pintrich (2000), “good learners and good self-regulators know when, why, and from whom to seek help”(p. 468).  This differs from maladaptive help-seeking, which is characterized by seeking short-cuts in order to complete a task with little concern for understanding or learning.  Adaptive academic help-seeking involves cognitive (knowing when to ask and how to frame a request), social (knowing how to make a socially appropriate request, and to whom), and motivational (possessing goals, attitudes, and self-beliefs that allow the person to admit personal difficulty) competencies (Newman, 2002).  Space does not allow for a detailed exploration of the theoretical and research literature on the nature and development of academic help-seeking in this document.


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