IQ's Corner

Monday, June 17, 2013

A critical review of Dr. James Flynn's "Are we getting smarter?" book

Dr. James Flynn recently published a new book entitled "Are we getting smarter?", where he continues to outline his theoretical explanation for the systematic increase in average IQ scores over time due to IQ test norm obsolescence (a.k.a., the Flynn Effect - click here to visit the Flynn Effect Archive Project).

Although an appealing theoretical explanation, his theory has not meet with universal acclaim, particularly regarding the underlying research methodology and logic that is the foundation of his theory. In a new APA PsycCITIQUES review of Flynn's new ook, Kaufman, Dillon and Kirsch (2013) present a rather scathing critique of the book ("A beautiful theory, killed by a nasty, ugly little fact").

One of Kaufman et al.'s (2013) multiple criticisms is Flynn's failure to mention an important special issue of the Journal of Psychoeducational Assessment (JPA) re: the Flynn Effect. In this JPA issue a number of scholars (myself included; McGrew, 2010) provided a number of methodological, theoretical, and logical criticisms of the major data analytic and logical linchipins of Dr. Flynn's theory. Yet, in his new book he ignores the critical articles in the JPA special issue. Kaufman et al.'s review is a recommended reading for scholars who seek to understand the Flynn Effect and who also seek to appropriately evaluate the strengths and limitations of Flynn's theory.

Errror in Dr. James Flynn's (2009) WAIS-IV norming data: Quest blog post by Dr. Dale Watson

This is a guest blog post by Dr. Dale Watson. The opinions expressed do not necessarily reflect the official position of the ICDP blog or the blogmaster. However, it is of interest to note that the error Dr. James Flynn (2009) made in reporting the WAIS-IV norming date (here reported by Dr. Dale Watson) is true, and was also in a published review that I received a few days after I received Dr. Watson's guest post. This second verification source (Kaufman, Dillon, & Kirsch, 2013) will be the subject of my next post.

Dr. Dale Watson's guest post

In an article entitled, The WAIS-III and WAIS-IV: Daubert motions favor the certainly false over the approximately true, Dr. James Flynn analyzed data from a number of IQ tests, including the WAIS-R, WAIS-III, and WAIS-IV to estimate the rate of the “Flynn Effect” on the Wechsler scales in the U.S. over time.[i] He concluded, as have others, that in order to account for the obsolescence of aging IQ test norms, a “Flynn Effect” adjustment of 0.30 points per year from the date of a tests norming should be applied to the obtained IQ test scores (Flynn, 2009; Fletcher et al., 2010). For example, if the WAIS-III (normed in 1995) was administered to an individual in 2005, the obtained IQ should be downwardly adjusted by 0.30 x 10 or 3.0 points. Thus, an obtained IQ score of 72 would result in a Flynn-adjusted score of 69. Such adjustments have been recommended for use in Atkins evaluations (Flynn, 2009; Gresham & Reschly, 2011; cf Hagen et al., 2010).[ii]

Flynn compared the IQ scores obtained on the WAIS-III and the WAIS-IV in a sample of 240 examinees reported in the Technical and Interpretive Manual for the WAIS-IV (2008).[iii] The Technical Manual reported that the mean IQs differed by 2.9 points with the sample mean for the WAIS-IV being 100 and for the WAIS-III 102.9 (Wechsler, 2008, p. 75). However, because these IQ scores were calculated using different combinations of subtests, Flynn re-calculated the IQ scores utilizing the same combination of 11 subtest scores used on the WAIS-III to calculate the IQs. Flynn (2009) noted, “The list of subtests used to compute Full Scale IQ had not only changed, but had dropped from 11 to 10. But, once again, they gave the comparison group all 11 of the old WAIS-III subtests, and once again that was fortunate because it meant that the true obsolescence of the WAIS-III could be measured. I calculated the total standard score the group got on the same 11 WAIS-III and WAIS-IV subtests. Using the totals and the WAIS-III conversion table, I calculated Full Scale IQs for the two tests” (p. 102).

In examining Flynn’s Table 2, it appears that these calculations included scores for the Picture Arrangement subtest for both the WAIS-III and WAIS-IV. However, the Picture Arrangement subtest is not included in the WAIS-IV so it is quite unclear how this calculation was performed. Moreover, there is a footnote to this table indicating that the “WAIS-IV estimate is eccentric in carrying over WISC-III subtests (and scoring vs. the WAIS-III tables)…” but the meaning of this statement is also uncertain. In addition, substitution of the Symbol Search subtest for Picture Arrangement appears to yield very similar results.

In any case, the point of this note is not to recalculate Flynn’s estimates but rather to point out what appears to be a discrepancy between WAIS-IV norming date provided by Flynn and that found in the Technical and Interpretive Manual for the WAIS-IV. Flynn indicated that the WAIS-IV was normed in 2006 (Table 1) whereas the Manual reported, “The WAIS-IV normative data was established using a sample collected from March 2007 to April 2008.” [iv] If we use 2007 as the mid-point norming date, the time between the norming of the WAIS-III and WAIS-IV is 12 years and not 11 as provided by Flynn. Using the Flynn 2006 date resulted in a calculated Flynn Effect between the WAIS-III and WAIS-IV of 0.306 points per year (+3.37 / 11 years). Using the norming date provided in the manual resulted in a calculated score of 0.281 points per year (+3.37 / 12 years). It is understood that this discrepancy of just 0.025 points is of little practical significance but it should be noted nonetheless. Moreover, the metaphorical splitting of hairs is not uncommon when discussing the Flynn Effect. Hagan et al. (2010) asserted, “Decades of FE research and testimony… depict the amount of this shift as a moving target. For example, Flynn (1998) once identified the annual shift as 0.25 rather than 0.30, but later testified in Ex Parte Eric Dewayne Cathey (2010) that 0.29 would be appropriate. Schalock et al. (2010) have called for an annual adjustment of 0.33” pp. 1-2.[v] Flynn has acknowledged that the results reported in his report are estimates for the Wechsler scales, writing, “It is quite possible that the rate of gain on Wechsler tests is 0.275 or 0.325 points per year” (Flynn, 2009, p. 104). The recalculation noted here is consistent with this judgment. Further, the weight of the available evidence, including that of a recent meta-analysis, continues to support the Flynn Effect adjustment of 0.3 points per year.[vi]

[i] Flynn, J. R. (2009). The WAIS-III and WAIS-IV: Daubert motions favor the certainly false over the approximately true. Applied Neuropsychology, 16(2), 98-104. doi: 10.1080/09084280902864360

[ii] Gresham, F. M., & Reschly, D. J. (2011). Standard of practice and Flynn Effect testimony in death penalty cases. Intellectual and Developmental Disabilities, 49(3), 131-140. doi: 10.1352/1934-9556-49.3.131

[iii] Wechsler, D. (2008). Wechsler Adult Intelligence Scale: Technical and interpretive manual (4^th ed.). San Antonio, TX: Pearson.

[iv] Id., p. 22.

[v] Hagan, L. D., Drogin, E. Y., & Guilmette, T. J. (2010). IQ scores should not be adjusted for the Flynn Effect in capital punishment cases. Journal of Psychoeducational Assessment, 28(5), 474-476. doi: 10.1177/0734282910373343

[vi] Fletcher, J. M., Stuebing, K. K., & Hughes, L. C. (2010). IQ scores should be corrected for the Flynn Effect in high-stakes decisions. Journal of Psychoeducational Assessment, 28(5), 469-473. doi: 10.1177/0734282910373341

Spatial language facilitates spatial cognition: Evidence from children who lack language input [feedly]

Shared via feedly // published on COGNITION - Web of Knowledge // visit site

Title: Spatial language facilitates spatial cognition: Evidence from children who lack language input
Author(s): Gentner, Dedre; Ozyurek, Asli; Guercanli, Oezge; et al.
Source: COGNITION, 127 (3): 318-330 JUN 2013
IDS#: 146JI. ISSN: 0010-0277

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Size does matter: Women mentally rotate large objects faster than men [feedly]

Shared via feedly // published on SCANDINAVIAN JOURNAL OF PSYCHOLOGY - Web of Knowledge // visit site

Title: Size does matter: Women mentally rotate large objects faster than men
Author(s): Olsen, Bernt Ivar; Laeng, Bruno; Kristiansen, Kari-Ann; et al.
Source: SCANDINAVIAN JOURNAL OF PSYCHOLOGY, 54 (3): 196-204 JUN 2013
IDS#: 137MX. ISSN: 0036-5564

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Top 5 Quotes from The SharpBrains Guide to Brain Fitness (and free chapter) [feedly]

Shared via feedly // published on SharpBrains // visit site

amazon_kindle As a book co-author it is always a pleasure, and a surprise, to see what readers find most interesting and noteworthy. A feature in Amazon's Kindle e-reader allows readers to highlight and share their favorite sentences .

These are the 5 Most Highlighted Quotes in The SharpBrains Guide to Brain Fitness: How to Optimize Brain Health and Performance at Any Age (so far):

"Emotion is the system that tells us how important something is. Attention focuses us on the important and away from the unimportant things. Cognition tells us what to do about it. Cognitive skills are whatever it takes to do those things." (25 Highlighters)
"Working memory is the type of memory that allows us to both hold information in mind and work on it as needed." (22 Highlighters)
"First, the more a network of neurons is activated (i.e., the more often the neurons fire together), the stronger the connections become." (21 Highlighters)
"Since human attention is limited, trying to divide it between too many tasks necessarily results in performance errors." (17 Highlighters)
"Controlling and managing emotion (including stress and anger) is crucial for performing successfully in anything." (17 Highlighters)

–> You can now Read the Book's Introduction and First Chapter Free

How to Order the Book (as paperback or e-book):

In the US, click Here
Outside the US, click Here

We hope you find it as stimulating to read as it was for us to write!

Visit website

Friday, June 14, 2013

Article: CEO of Cambridge Cognition to speak at 2013 SharpBrains Summit | SharpBrains

CEO of Cambridge Cognition to speak at 2013 SharpBrains Summit | SharpBrains
http://sharpbrains.com/blog/2013/06/14/ceo-of-cambridge-cognition-to-speak-at-2013-sharpbrains-summit/

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Article: CEO of Cambridge Cognition to speak at 2013 SharpBrains Summit | SharpBrains

Thursday, June 13, 2013

Journal Alert - INTELLIGENCE

Title:
> Convergent and divergent validity of integrative versus mixed model measures of emotional intelligence
>
> Authors:
> Webb, CA; Schwab, ZJ; Weber, M; DelDonno, S; Kipman, M; Weiner, MR;
> Killgore, WDS
>
> Source:
> *INTELLIGENCE*, 41 (3):149-156; MAY-JUN 2013
>
> Abstract:
> The construct of emotional intelligence (EI) has garnered increased
> attention in the popular media and scientific literature. Several
> competing measures of El have been developed, including self-report and
> performance-based instruments. The current study replicates and expands
> on previous research by examining three competing El measures
> (Mayer-Salovey-Caruso Emotional Intelligence Test, MSCEIT; Bar-On
> Emotion Quotient Inventory, EQ-i; and Self-Rated Emotional Intelligence
> Scale, SREIS) and their relationships with cognitive functioning
> (Wechsler Abbreviated Scale of Intelligence; WASI), Big Five personality
> traits (NEO-PI-R) and emotional well-being (Beck Depression Inventory,
> BDI and Positive and Negative Affect Schedule, PANAS). Results indicated
> that significant variability in the self-report El measures was
> accounted for by personality and emotional well-being measures, whereas
> the MSCEIT was more strongly associated with IQ. Overall, nearly
> two-thirds (62%) of the variance in EQ-i scores was accounted for by Big
> Five personality traits, emotional well-being and full scale IQ; whereas
> only 14% of the variance in MSCEIT scores was accounted for by these
> same variables. The present findings raise questions regarding the
> divergent validity of self-report El measures from existing personality
> and emotional well-being measures. The implication of these results and
> directions for future research are discussed. (c) 2013 Elsevier Inc. All
> rights reserved.
>
> ========================================================================
>
>
> *Pages: 157-168 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000318833500002
> *Order Full Text [ ]
>
> Title:
> Explanatory item response modeling of children's change on a dynamic test of analogical reasoning
>
> Authors:
> Stevenson, CE; Hickendorff, M; Resing, WCM; Heiser, WJ; de Boeck, PAL
>
> Source:
> *INTELLIGENCE*, 41 (3):157-168; MAY-JUN 2013
>
> Abstract:
> Dynamic testing is an assessment method in which training is
> incorporated into the procedure with the aim of gauging cognitive
> potential. Large individual differences are present in children's
> ability to profit from training in analogical reasoning. The aim of this
> experiment was to investigate sources of these differences on a dynamic
> test of figural matrix analogies. School children (N = 252, M = 7 years,
> SD = 11 months, range 5-9 years) were dynamically tested using a
> pretest-training-posttest design. The children were randomly allocated
> to a training condition: graduated prompts (N = 127) or feedback (N =
> 123). All children were presented with figural analogies without help or
> feedback during the pretest. The children were trained to solve
> analogies with either graduated prompts, a form of step-wise elaborated
> feedback in which increasingly detailed instruction is provided on how
> to solve the task, or feedback, in which only correctness of each
> solution was provided. A comparable figural analogies test was
> administered during the posttest measure. Explanatory IRT models were
> used to investigate sources of individual differences in initial ability
> and improvement after training. We found that visual and verbal working
> memory and age-group were related to initial ability. Improvement after
> training was influenced by training-type, whereby graduated prompts
> trained children improved more than feedback-trained, but also by
> initial ability, where children with lower initial scores improved more
> in both groups. Furthermore, there was an additive effect of math
> achievement on degree of improvement; where higher achieving children
> improved more from pretest to posttest. Potential to learn as measured
> by dynamic tests is not often included in traditional cognitive
> assessment. However, learning potential does appear to be an important
> construct to include in psychoeducational testing. (c) 2013 Elsevier
> Inc. All rights reserved.
>
> ========================================================================
>
>
> *Pages: 169-177 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000318833500003
> *Order Full Text [ ]
>
> Title:
> The Flynn effect and population aging
>
> Authors:
> Skirbekk, V; Stonawski, M; Bonsang, E; Staudinger, UM
>
> Source:
> *INTELLIGENCE*, 41 (3):169-177; MAY-JUN 2013
>
> Abstract:
> Although lifespan changes in cognitive performance and Flynn effects
> have both been well documented, there has been little scientific focus
> to date on the net effect of these forces on cognition at the population
> level. Two major questions moving beyond this finding guided this study:
> (1) Does the Flynn effect indeed continue in the 2000s for older adults
> in a UK dataset (considering immediate recall, delayed recall, and
> verbal fluency)? (2) What are the net effects of population aging and
> cohort replacement on average cognitive level in the population for the
> abilities under consideration?
> First, in line with the Flynn effect, we demonstrated continued
> cognitive improvements among successive cohorts of older adults. Second,
> projections based on different scenarios for cognitive cohort changes as
> well as demographic trends show that if the Flynn effect observed in
> recent years continues, it would offset the corresponding age-related
> cognitive decline for the cognitive abilities studied. In fact, if
> observed cohort effects should continue, our projections show
> improvements in cognitive functioning on a population level until
> 2042-in spite of population aging. (c) 2013 Elsevier Inc. All rights
> reserved.
>
> ========================================================================
>
>
> *Pages: 178-180 (Editorial Material)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000318833500004
> *Order Full Text [ ]
>
> Title:
> FLynn effect in Turkey: A comment on Kagitcibasi and Biricik (2011)
>
> Authors:
> Rindermann, H; Schott, T; Baumeister, AEE
>
> Source:
> *INTELLIGENCE*, 41 (3):178-180; MAY-JUN 2013
>
> Abstract:
> Kagitcibasi and Biricik (2011) presented generational IQ gains for
> Turkey on the Goodenough Draw-a-Man test (Draw-a-Person). Following
> their results (their Table 1) the mean IQ gain from 1977 to 2010 (33
> years) across three different population groups was 5.24 IQ (per decade
> dec = 1.59 IQ points). However, Kagitcibasi and Biricik did not
> acknowledge the changing social composition of society: the share of
> groups which had a lower IQ in 1977 and 2010 decreased, and the share of
> groups which had a higher IQ in 1977 and 2010 increased. Considering
> this, we came to an estimate of dec = 3.52 IQ points for the FLynn
> effect in Turkey over the past decades. (c) 2013 Elsevier Inc. All
> rights reserved.
>
> ========================================================================
>
>
> *Pages: 181-192 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000318833500005
> *Order Full Text [ ]
>
> Title:
> Quantitative differences in retest effects across different methods used to construct alternate test forms
>
> Authors:
> Arendasy, ME; Sommer, M
>
> Source:
> *INTELLIGENCE*, 41 (3):181-192; MAY-JUN 2013
>
> Abstract:
> Allowing respondents to retake a cognitive ability test has shown to
> increase their test scores. Several theoretical models have been
> proposed to explain this effect, which make distinct assumptions
> regarding the measurement invariance of psychometric tests across test
> administration sessions with regard to narrower cognitive abilities and
> general mental ability. We modeled retest effects in four psychometric
> tests as a function of specific retest form and general mental ability
> in order to compare the validity of these models and their
> generalizability across three different kinds of retest forms. To do so
> automatic item generation was used to construct two kinds of alternate
> retest: (1) isomorphic retests and (2) psychometrically matched retests.
> A total of N = 358 respondents completed all four measures twice,
> receiving either identical retest forms, isomorphic retest forms or
> psychometrically matched retest forms at the second test administration
> session. Item response theory modeling supported strict measurement
> invariance across all test forms and time-points of measurement but
> indicated variation in respondents' retest score gains due to individual
> differences in general mental ability and the kind of retest form used.
> In general, retest effects were more pronounced for high-g respondents,
> identical retests and isomorphic retest forms and for mental rotation
> and algebra word problems. Latent mean and covariance structure analyses
> indicated that retesting did not affect the g-factor saturation of the
> four cognitive ability tests but revealed that retest score gains were
> hollow with respect to psychometric g. (c) 2013 Elsevier Inc. All rights
> reserved.
>
> ========================================================================
>
>
> *Pages: 193-202 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000318833500006
> *Order Full Text [ ]
>
> Title:
> Allocation of talent in society and its effect on economic development
>
> Authors:
> Strenze, T
>
> Source:
> *INTELLIGENCE*, 41 (3):193-202; MAY-JUN 2013
>
> Abstract:
> Several studies in psychology and economics have demonstrated that the
> average cognitive ability (talent) of people living in a society affects
> the economic development of the society. There is, however, reason to
> expect that the economic development of societies depends not just on
> the average level of talent but also on the allocation of talent in
> society - societies that allocate people with different talents more
> efficiently should be more successful in economic terms. Efficient
> allocation of talent means that people with higher ability do jobs of
> higher complexity. The present paper constructed several measures of
> allocation of talent and analyzed their effect on the economic growth
> rate of countries and U.S. states. Overall, the analyses support the
> idea that the countries and states that have a better allocation of
> talent exhibit higher levels of economic growth. (c) 2013 Elsevier Inc.
> All rights reserved.
>
>

Article: Are we intelligent about developing human intelligence?

Are we intelligent about developing human intelligence?
http://sharpbrains.com/blog/2013/06/13/are-we-intelligent-about-developing-human-intelligence/

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Wednesday, June 12, 2013

IQs Corner Recent Literature of Interest 6-12-13

Here is this weeks (hand picked) recent journal articles (with references) of interest. Enjoy.

Posted with Blogsy

Monday, June 10, 2013

Article: Redefining Intelligence: Q&A With Scott Barry Kaufman

Redefining Intelligence: Q&A With Scott Barry Kaufman
http://bigthink.com/insights-of-genius/redefining-intelligence-qa-with-scott-barry-kaufman

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Monday, June 17, 2013

A critical review of Dr. James Flynn's "Are we getting smarter?" book

Errror in Dr. James Flynn's (2009) WAIS-IV norming data: Quest blog post by Dr. Dale Watson

Spatial language facilitates spatial cognition: Evidence from children who lack language input [feedly]

Size does matter: Women mentally rotate large objects faster than men [feedly]

Top 5 Quotes from The SharpBrains Guide to Brain Fitness (and free chapter) [feedly]

Friday, June 14, 2013

Article: CEO of Cambridge Cognition to speak at 2013 SharpBrains Summit | SharpBrains

Article: CEO of Cambridge Cognition to speak at 2013 SharpBrains Summit | SharpBrains

Thursday, June 13, 2013

Journal Alert - INTELLIGENCE

Article: Are we intelligent about developing human intelligence?

Wednesday, June 12, 2013

IQs Corner Recent Literature of Interest 6-12-13

Monday, June 10, 2013

Article: Redefining Intelligence: Q&A With Scott Barry Kaufman

Sunday, June 09, 2013

An introductory guide to giftedness

Changing Fonts in Education: How the Benefits Vary with Ability and Dyslexia, French, M. M. J. et. al

Article: Music and the Brain

Article: MIND Reviews: Ungifted : Scientific American

Saturday, June 08, 2013

Article: Grid Player app review: speaking clearly for you

Article: How Your Brain Circuits Become Miswired

Article: Hunting for the Brain's Hidden Treasures

Friday, June 07, 2013

Book Review: Statistical Models for Test Equating, Scaling, and Linking, B, J. G.

Article alert: The cognitive underpinnings of creative thought: A latent variable analysis exp..., Lee, Christine S. et. al