Arne Duncan: How Technology Will Revolutionize Testing and Learning
http://www.scientificamerican.com/article.cfm?id=arne-duncan-how-technology-will-revolutionize-testing-learning
Sent via Flipboard
Intelligent Insights on Intelligence Theories and Tests
Thursday, July 18, 2013
Article: Arne Duncan: How Technology Will Revolutionize Testing and Learning
Arne Duncan: How Technology Will Revolutionize Testing and Learning
http://www.scientificamerican.com/article.cfm?id=arne-duncan-how-technology-will-revolutionize-testing-learning
Sent via Flipboard
Knowledge Alert - JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT
> Journal Name: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT (ISSN: 0734-2829)
> Issue: Vol. 31 No. 4, 2013
>
>
>
> *Pages: 351-362 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700001
> *Order Full Text [ ]
>
> Title:
> Psychometric Properties of a Proposed Short Form of the BASC Teacher Rating Scale-Preschool
>
> Authors:
> Yanosky, DJ; Schwanenflugel, PJ; Kamphaus, RW
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):351-362; AUG 2013
>
> Abstract:
> A 25 item short form of the Behavioral Assessment System for Children
> (BASC) Teacher Rating Scale-Preschool (TRS-P) was developed by the BASC
> authors to serve as an emotional/behavioral indicator for an academic
> intervention study targeting preschool-aged students. The BASC screener
> is thought to fulfill a need for an abbreviated behavior rating scale
> for preschool-aged students that teacher's can complete in a short
> amount of time. The purpose of the current study is to assess the
> psychometric properties of the BASC screener. Internal reliability
> analysis demonstrated remarkably high internal consistency for the
> screener. Long-term test-retest reliability was found to be acceptable.
> Furthermore, the construct validity of the screener was investigated
> using both exploratory and confirmatory factor analysis methods. Results
> showed that the screener measures three distinct constructs: Social
> Skills, Attention/Cognition, and Affect. Evidence of
> convergent/divergent and discriminant validity is provided.
>
> ========================================================================
>
>
> *Pages: 363-374 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700002
> *Order Full Text [ ]
>
> Title:
> Reliability and Validity of the BRIEF-A for Assessing Deaf College Students' Executive Function
>
> Authors:
> Hauser, PC; Lukomski, J; Samar, V
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):363-374; AUG 2013
>
> Abstract:
> This study investigated the reliability and validity of the Behavior
> Rating Inventory of Executive Functions-Adult Form (BRIEF-A) when used
> with deaf college students. The BRIEF-A was administered to 176 deaf and
> 184 hearing students of whom 25 deaf students and 56 hearing students
> self-identified as having an Attention Deficit Hyperactivity Disorder
> (ADHD) diagnoses. Cronbach's alpha internal consistency reliabilities
> for the deaf participants ranged from .55 to .96, similar to the
> published BRIEF-A normative sample. Differential Item Function analysis
> revealed that only 3 of the 75 items showed evidence of item bias for
> deaf students. The participants with ADHD had significantly higher
> scores on all nine scales. Discriminant analysis revealed comparable
> sensitivity and specificity of the BRIEF-A for discriminating ADHD from
> non-ADHD individuals for deaf and hearing groups. Finally, the deaf and
> hearing ADHD groups exhibited score profiles across the nine BRIEF-A
> scales that followed the pattern of the BRIEF-A ADHD clinical sample
> profile. The results suggest that the BRIEF-A is a reliable, largely
> unbiased diagnostic tool for deaf college students, with comparable
> discriminant and predictive validity for ADHD.
>
> ========================================================================
>
>
> *Pages: 375-390 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700003
> *Order Full Text [ ]
>
> Title:
> Confirmatory Factor Analysis of the WAIS-IV and WMS-IV in Older Adults
>
> Authors:
> Miller, DI; Davidson, PSR; Schindler, D; Messier, C
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):375-390; AUG 2013
>
> Abstract:
> New editions of the Wechsler Adult Intelligence and Memory scales are
> now available. Yet, given the significant changes in these new releases
> and the skepticism that has met them, independent evidence on their
> psychometric properties is much needed but currently lacking. We
> administered the WAIS-IV and the Older Adult version of the WMS-IV to
> 145 older adults. We examined how closely our data matched the normative
> sample by comparing our scaled scores with those of the publisher and by
> evaluating interrelations among subtests using confirmatory factor
> analysis. Not surprisingly, scaled scores from our sample were somewhat
> higher than those from the normative sample on some tests. Factor
> analysis on our sample provided support for a higher-order model of the
> WAIS-IV/WMS-IV Older Adults battery combined. In addition, allowing some
> subtests to load on more than one factor significantly improved model
> fit. The best fitting model for our sample was also the best for the
> normative sample. Overall, the data suggest that the factor analysis
> models generated from the normative samples for the new WAIS-IV and
> WMS-IV are reliable.
>
> ========================================================================
>
>
> *Pages: 391-395 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700004
> *Order Full Text [ ]
>
> Title:
> The Development and Validation of the Children's Anxiety in Math Scale
>
> Authors:
> Jameson, MM
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):391-395; AUG 2013
>
> Abstract:
> Math anxiety has been historically overlooked in samples of children.
> This may be due in part to the lack of appropriate tools to measure
> anxiety in young children. The current exploratory study reports on the
> development and examination of reliability, validity, and factor
> structure of a new tool to measure math anxiety in young children. The
> findings of this exploratory study suggest that the Children's Anxiety
> in Math Scale is a reliable and valid measure to assess math anxiety in
> children as young as first grade.
>
> ========================================================================
>
>
> *Pages: 396-403 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700005
> *Order Full Text [ ]
>
> Title:
> The Reliability and Validity of the Chinese Version of the Learning and Study Strategies Inventory (LASSI-C)
>
> Authors:
> Yip, MCW
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):396-403; AUG 2013
>
> Abstract:
> The Learning and Study Strategies Inventory (LASSI) is widely used in
> assessing students' learning and study strategies at both university and
> high school levels. The present study developed a Chinese version of
> LASSI (LASSI-C) and then further investigated the reliability, factor
> structure, and validity of LASSI-C scores, using a sample of 612
> university students from Hong Kong. Results confirm that the scores
> measured from LASSI-C generally revealed the expected 10 subscales and a
> 3-factor structure that was originally postulated in LASSI.
>
> ========================================================================
>
>
> *Pages: 404-409 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700006
> *Order Full Text [ ]
>
> Title:
> Structural Validity of the Polish Adaptation of the Picture-Based Value Survey for Children (PBVS-C)
>
> Authors:
> Cieciuch, J; Harasimczuk, J; Doring, AK
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):404-409; AUG 2013
>
> Abstract:
> Recent years have witnessed an increasing number of studies, also in the
> field of educational psychology, on values within the framework proposed
> by Schwartz, involving younger and younger respondents. A fresh impetus
> to studies on children's values was given by the Picture-Based Value
> Survey for Children (PBVS-C), which was developed by Doring and her
> colleagues. This article presents the development and structural
> validation of the Polish version of the PBVS-C, which measures
> Schwartz's four higher-order values self-transcendence,
> self-enhancement, openness to change, and conservation. A theory-based
> multidimensional scaling (MDS) analysis performed in a sample of 910
> children (aged 8-12 years) revealed a differentiated value structure
> that closely corresponds to Schwartz's prototype. These findings are
> discussed in light of cross-cultural assessment in childhood.
>
> ========================================================================
>
>
> *Pages: 410-417 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700007
> *Order Full Text [ ]
>
> Title:
> Sex Differences in Item Functioning in the Comprehensive Inventory of Basic Skills-II Vocabulary Assessments
>
> Authors:
> French, BF; Gotch, CM
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):410-417; AUG 2013
>
> Abstract:
> The Brigance Comprehensive Inventory of Basic Skills-II (CIBS-II) is a
> diagnostic battery intended for children in grades 1st through 6th. The
> aim of this study was to test for item invariance, or differential item
> functioning (DIF), of the CIBS-II across sex in the standardization
> sample through the use of item response theory DIF detection methods.
> Specifically, we studied two subtestsReading Vocabulary Comprehension
> and Listening Vocabulary Comprehension. Form A exhibited a smaller
> degree of DIF compared to Form B across the two subtests. Thus, we
> recommend that Form A be the form of choice for practitioners.
>
> ========================================================================
>
>
> *Pages: 418-422 (Book Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700008
> *Order Full Text [ ]
>
> Title:
> Preschool-Wide Evaluation Tool (PreSET) Manual: Assessing Universal Program-Wide Positive Behavior Support in Early Childhood
>
> Authors:
> Rodriguez, BJ
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):418-422; AUG 2013
>
> ========================================================================
>
>
> *Pages: 423-427 (Book Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700009
> *Order Full Text [ ]
>
> Title:
> Children's Psychological Processing Scale (CPPS)
>
> Authors:
> McGill, RJ
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):423-427; AUG 2013
>
> ========================================================================
>
>
> *Pages: 428-431 (Book Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700010
> *Order Full Text [ ]
>
> Title:
> Comprehensive Evaluations: Case Reports for Psychologists, Diagnosticians, and Special Educators
>
> Authors:
> Krach, SK
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):428-431; AUG 2013
>
>
>
> Issue: Vol. 31 No. 4, 2013
>
>
>
> *Pages: 351-362 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700001
> *Order Full Text [ ]
>
> Title:
> Psychometric Properties of a Proposed Short Form of the BASC Teacher Rating Scale-Preschool
>
> Authors:
> Yanosky, DJ; Schwanenflugel, PJ; Kamphaus, RW
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):351-362; AUG 2013
>
> Abstract:
> A 25 item short form of the Behavioral Assessment System for Children
> (BASC) Teacher Rating Scale-Preschool (TRS-P) was developed by the BASC
> authors to serve as an emotional/behavioral indicator for an academic
> intervention study targeting preschool-aged students. The BASC screener
> is thought to fulfill a need for an abbreviated behavior rating scale
> for preschool-aged students that teacher's can complete in a short
> amount of time. The purpose of the current study is to assess the
> psychometric properties of the BASC screener. Internal reliability
> analysis demonstrated remarkably high internal consistency for the
> screener. Long-term test-retest reliability was found to be acceptable.
> Furthermore, the construct validity of the screener was investigated
> using both exploratory and confirmatory factor analysis methods. Results
> showed that the screener measures three distinct constructs: Social
> Skills, Attention/Cognition, and Affect. Evidence of
> convergent/divergent and discriminant validity is provided.
>
> ========================================================================
>
>
> *Pages: 363-374 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700002
> *Order Full Text [ ]
>
> Title:
> Reliability and Validity of the BRIEF-A for Assessing Deaf College Students' Executive Function
>
> Authors:
> Hauser, PC; Lukomski, J; Samar, V
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):363-374; AUG 2013
>
> Abstract:
> This study investigated the reliability and validity of the Behavior
> Rating Inventory of Executive Functions-Adult Form (BRIEF-A) when used
> with deaf college students. The BRIEF-A was administered to 176 deaf and
> 184 hearing students of whom 25 deaf students and 56 hearing students
> self-identified as having an Attention Deficit Hyperactivity Disorder
> (ADHD) diagnoses. Cronbach's alpha internal consistency reliabilities
> for the deaf participants ranged from .55 to .96, similar to the
> published BRIEF-A normative sample. Differential Item Function analysis
> revealed that only 3 of the 75 items showed evidence of item bias for
> deaf students. The participants with ADHD had significantly higher
> scores on all nine scales. Discriminant analysis revealed comparable
> sensitivity and specificity of the BRIEF-A for discriminating ADHD from
> non-ADHD individuals for deaf and hearing groups. Finally, the deaf and
> hearing ADHD groups exhibited score profiles across the nine BRIEF-A
> scales that followed the pattern of the BRIEF-A ADHD clinical sample
> profile. The results suggest that the BRIEF-A is a reliable, largely
> unbiased diagnostic tool for deaf college students, with comparable
> discriminant and predictive validity for ADHD.
>
> ========================================================================
>
>
> *Pages: 375-390 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700003
> *Order Full Text [ ]
>
> Title:
> Confirmatory Factor Analysis of the WAIS-IV and WMS-IV in Older Adults
>
> Authors:
> Miller, DI; Davidson, PSR; Schindler, D; Messier, C
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):375-390; AUG 2013
>
> Abstract:
> New editions of the Wechsler Adult Intelligence and Memory scales are
> now available. Yet, given the significant changes in these new releases
> and the skepticism that has met them, independent evidence on their
> psychometric properties is much needed but currently lacking. We
> administered the WAIS-IV and the Older Adult version of the WMS-IV to
> 145 older adults. We examined how closely our data matched the normative
> sample by comparing our scaled scores with those of the publisher and by
> evaluating interrelations among subtests using confirmatory factor
> analysis. Not surprisingly, scaled scores from our sample were somewhat
> higher than those from the normative sample on some tests. Factor
> analysis on our sample provided support for a higher-order model of the
> WAIS-IV/WMS-IV Older Adults battery combined. In addition, allowing some
> subtests to load on more than one factor significantly improved model
> fit. The best fitting model for our sample was also the best for the
> normative sample. Overall, the data suggest that the factor analysis
> models generated from the normative samples for the new WAIS-IV and
> WMS-IV are reliable.
>
> ========================================================================
>
>
> *Pages: 391-395 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700004
> *Order Full Text [ ]
>
> Title:
> The Development and Validation of the Children's Anxiety in Math Scale
>
> Authors:
> Jameson, MM
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):391-395; AUG 2013
>
> Abstract:
> Math anxiety has been historically overlooked in samples of children.
> This may be due in part to the lack of appropriate tools to measure
> anxiety in young children. The current exploratory study reports on the
> development and examination of reliability, validity, and factor
> structure of a new tool to measure math anxiety in young children. The
> findings of this exploratory study suggest that the Children's Anxiety
> in Math Scale is a reliable and valid measure to assess math anxiety in
> children as young as first grade.
>
> ========================================================================
>
>
> *Pages: 396-403 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700005
> *Order Full Text [ ]
>
> Title:
> The Reliability and Validity of the Chinese Version of the Learning and Study Strategies Inventory (LASSI-C)
>
> Authors:
> Yip, MCW
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):396-403; AUG 2013
>
> Abstract:
> The Learning and Study Strategies Inventory (LASSI) is widely used in
> assessing students' learning and study strategies at both university and
> high school levels. The present study developed a Chinese version of
> LASSI (LASSI-C) and then further investigated the reliability, factor
> structure, and validity of LASSI-C scores, using a sample of 612
> university students from Hong Kong. Results confirm that the scores
> measured from LASSI-C generally revealed the expected 10 subscales and a
> 3-factor structure that was originally postulated in LASSI.
>
> ========================================================================
>
>
> *Pages: 404-409 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700006
> *Order Full Text [ ]
>
> Title:
> Structural Validity of the Polish Adaptation of the Picture-Based Value Survey for Children (PBVS-C)
>
> Authors:
> Cieciuch, J; Harasimczuk, J; Doring, AK
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):404-409; AUG 2013
>
> Abstract:
> Recent years have witnessed an increasing number of studies, also in the
> field of educational psychology, on values within the framework proposed
> by Schwartz, involving younger and younger respondents. A fresh impetus
> to studies on children's values was given by the Picture-Based Value
> Survey for Children (PBVS-C), which was developed by Doring and her
> colleagues. This article presents the development and structural
> validation of the Polish version of the PBVS-C, which measures
> Schwartz's four higher-order values self-transcendence,
> self-enhancement, openness to change, and conservation. A theory-based
> multidimensional scaling (MDS) analysis performed in a sample of 910
> children (aged 8-12 years) revealed a differentiated value structure
> that closely corresponds to Schwartz's prototype. These findings are
> discussed in light of cross-cultural assessment in childhood.
>
> ========================================================================
>
>
> *Pages: 410-417 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700007
> *Order Full Text [ ]
>
> Title:
> Sex Differences in Item Functioning in the Comprehensive Inventory of Basic Skills-II Vocabulary Assessments
>
> Authors:
> French, BF; Gotch, CM
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):410-417; AUG 2013
>
> Abstract:
> The Brigance Comprehensive Inventory of Basic Skills-II (CIBS-II) is a
> diagnostic battery intended for children in grades 1st through 6th. The
> aim of this study was to test for item invariance, or differential item
> functioning (DIF), of the CIBS-II across sex in the standardization
> sample through the use of item response theory DIF detection methods.
> Specifically, we studied two subtestsReading Vocabulary Comprehension
> and Listening Vocabulary Comprehension. Form A exhibited a smaller
> degree of DIF compared to Form B across the two subtests. Thus, we
> recommend that Form A be the form of choice for practitioners.
>
> ========================================================================
>
>
> *Pages: 418-422 (Book Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700008
> *Order Full Text [ ]
>
> Title:
> Preschool-Wide Evaluation Tool (PreSET) Manual: Assessing Universal Program-Wide Positive Behavior Support in Early Childhood
>
> Authors:
> Rodriguez, BJ
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):418-422; AUG 2013
>
> ========================================================================
>
>
> *Pages: 423-427 (Book Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700009
> *Order Full Text [ ]
>
> Title:
> Children's Psychological Processing Scale (CPPS)
>
> Authors:
> McGill, RJ
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):423-427; AUG 2013
>
> ========================================================================
>
>
> *Pages: 428-431 (Book Review)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320888700010
> *Order Full Text [ ]
>
> Title:
> Comprehensive Evaluations: Case Reports for Psychologists, Diagnosticians, and Special Educators
>
> Authors:
> Krach, SK
>
> Source:
> *JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT*, 31 (4):428-431; AUG 2013
>
>
>
Wednesday, July 17, 2013
Brain Exercise Benefits At Any Age [feedly] [feedly]
Shared via feedly // published on The Brain Clock Blog // visit site
Brain Exercise Benefits At Any Age [feedly]
Shared via feedly // published on Scientific American - Mind & Brain //
Brain Exercise Benefits At Any Age
A book a day may keep dementia away. Even if you read it as a kid. Because a study finds that exercising the brain, at any age, may preserve memory. The work appears online in the journal Neurology...
-- Read more on ScientificAmerican.com
-- Read more on ScientificAmerican.com
Sent via feedly // A news reader for creative minds.
Article: Children with delayed motor skills struggle more socially
Children with delayed motor skills struggle more socially
http://www.psypost.org/2013/07/children-with-delayed-motor-skills-struggle-more-socially-18794
Sent via Flipboard
Tuesday, July 16, 2013
Article: Animal Letter School! app review: entertaining and educational
Animal Letter School! app review: entertaining and educational
http://www.apppicker.com/reviews/8255/Animal-Letter-School-app-review-entertaining-and-educational
Shared from Apps on Flipboard. Download Flipboard for free here.
Sustaining Attention to Simple Tasks: A Meta-Analytic Review of the Neural Mechanisms of Vigilant Attention [feedly]
Shared via feedly // published on PSYCHOLOGICAL BULLETIN - Web of Knowledge // visit site
Sustaining Attention to Simple Tasks: A Meta-Analytic Review of the Neural Mechanisms of Vigilant Attention
Title: Sustaining Attention to Simple Tasks: A Meta-Analytic Review of the Neural Mechanisms of Vigilant Attention
Author(s): Langner, Robert; Eickhoff, Simon B.
Source: PSYCHOLOGICAL BULLETIN, 139 (4): 870-900 JUL 2013
IDS#: 170GL. ISSN: 0033-2909
Author(s): Langner, Robert; Eickhoff, Simon B.
Source: PSYCHOLOGICAL BULLETIN, 139 (4): 870-900 JUL 2013
IDS#: 170GL. ISSN: 0033-2909
Investment and Intellect: A Review and Meta-Analysis [feedly]
Shared via feedly // published on PSYCHOLOGICAL BULLETIN - Web of Knowledge // visit site
Investment and Intellect: A Review and Meta-Analysis
Title: Investment and Intellect: A Review and Meta-Analysis
Author(s): von Stumm, Sophie; Ackerman, Phillip L.
Source: PSYCHOLOGICAL BULLETIN, 139 (4): 841-869 JUL 2013
IDS#: 170GL. ISSN: 0033-2909
Author(s): von Stumm, Sophie; Ackerman, Phillip L.
Source: PSYCHOLOGICAL BULLETIN, 139 (4): 841-869 JUL 2013
IDS#: 170GL. ISSN: 0033-2909
Confirmatory Factor Analysis of the WAIS-IV and WMS-IV in Older Adults [feedly]
Shared via feedly // published on JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT - Web of Knowledge // visit site
Confirmatory Factor Analysis of the WAIS-IV and WMS-IV in Older Adults
Title: Confirmatory Factor Analysis of the WAIS-IV and WMS-IV in Older Adults
Author(s): Miller, Delyana I.; Davidson, Patrick S. R.; Schindler, Dwayne; et al.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (4): 375-390 AUG 2013
IDS#: 170XO. ISSN: 0734-2829
Author(s): Miller, Delyana I.; Davidson, Patrick S. R.; Schindler, Dwayne; et al.
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (4): 375-390 AUG 2013
IDS#: 170XO. ISSN: 0734-2829
Reliability and Validity of the BRIEF-A for Assessing Deaf College Students' Executive Function [feedly]
Shared via feedly // published on JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT - Web of Knowledge // visit site
Reliability and Validity of the BRIEF-A for Assessing Deaf College Students' Executive Function
Title: Reliability and Validity of the BRIEF-A for Assessing Deaf College Students' Executive Function
Author(s): Hauser, Peter C.; Lukomski, Jennifer; Samar, Vince
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (4): 363-374 AUG 2013
IDS#: 170XO. ISSN: 0734-2829
Author(s): Hauser, Peter C.; Lukomski, Jennifer; Samar, Vince
Source: JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31 (4): 363-374 AUG 2013
IDS#: 170XO. ISSN: 0734-2829
Monday, July 15, 2013
Article: Brain Test to Diagnose A.D.H.D. Is Approved
Brain Test to Diagnose A.D.H.D. Is Approved
http://www.nytimes.com/2013/07/16/health/brain-test-to-diagnose-adhd-is-approved.html
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Article: Brain Test to Diagnose A.D.H.D. Is Approved
Brain Test to Diagnose A.D.H.D. Is Approved
http://www.nytimes.com/2013/07/16/health/brain-test-to-diagnose-adhd-is-approved.html
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*******************************************
Kevin McGrew, PhD
Educational Psychologist
Director, IAP
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Focused, unfocused, and defocused information in working memory. [feedly]
Shared via feedly // published on Journal of Experimental Psychology: Learning, Memory, and Cognition - Vol 39, Iss 4 // visit site
Focused, unfocused, and defocused information in working memory.
The study investigated the effect of selection cues in working memory (WM) on the fate of not-selected contents of WM. Experiments 1A and 1B showed that focusing on 1 cued item in WM does not impair memory for the remaining items. The nonfocused items are maintained in WM even when this is not required by the task. Experiments 2 and 3 showed that items that were once focused in WM remain strengthened after the focus shifts away from them. When defocused items are presented as mismatching recognition probes, they are rejected better than other mismatching probes (Experiments 2 and 3). When a defocused item was later cued again, such that the focus had to shift back to it, that item was recognized better than an item cued for the first time (Experiment 3). The results support the distinction between mechanisms for temporary maintenance and the focus of attention in WM, and they challenge theories that explain maintenance and focusing by the same mechanisms, such as a limited number of slots or a limited resource. (PsycINFO Database Record (c) 2013 APA, all rights reserved)
In Defense of Intelligent Testing [feedly]
Shared via feedly // published on Scientific American - Mind & Brain // visit site
In Defense of Intelligent Testing
I recently published a book called Ungifted: Intelligence Redefined . With a title like that, you'd think the book is one big anti-IQ, anti-testing manifesto. It isn't. While the IQ test certainly...
-- Read more on ScientificAmerican.com
-- Read more on ScientificAmerican.com
Article: Early Spatial Reasoning Predicts Later Creativity and Innovation, Especially in STEM Fields
Early Spatial Reasoning Predicts Later Creativity and Innovation, Especially in STEM Fields
http://www.psychologicalscience.org/index.php/news/releases/early-spatial-reasoning-predicts-later-creativity-and-innovation-especially-in-stem-fields.html
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Sunday, July 14, 2013
Article: Talking ABC... app review: teach kids about the alphabet
Talking ABC... app review: teach kids about the alphabet
http://www.apppicker.com/reviews/8187/Talking-ABC-app-review-teach-kids-about-the-alphabet
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Article: Crayon Piano: A Piano Based Rhythm and Beat Music app geared toward children
Crayon Piano: A Piano Based Rhythm and Beat Music app geared toward children
http://appchronicles.com/crayon-piano-a-piano-based-rhythm-and-beat-music-app-geared-toward-children/
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Article: Two Passionate Paths to Performance
More Beyond IQ stuff
Two Passionate Paths to Performance
http://www.huffingtonpost.com/scott-barry-kaufman/passion-performance_b_3592049.html
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