Friday, October 25, 2024
Tuesday, March 19, 2024
Research Byte: Stability and Change in Academic Achievement Goals: A Meta-Analysis of Longitudinal Studies
Stability and Change in Academic Achievement Goals: A Meta-Analysis of Longitudinal Studies
Vsevolod Scherrer, Maria Jalynskij, Andrew J. Elliot, Jasmin L. Becker, and Franzis Preckel
Abstract
Stability and change in students' achievement goals (AGs) are of great relevance for educational research and practice. In two separate meta-analyses, we investigated the rank-order stability (93 studies, 569 effect sizes, 54,736 students), as well as the mean-level change (157 studies, 1,170 effect sizes, 81,464 students) in AGs throughout students' academic careers (K-12 to university). We found that the average rank-order stability of AGs (ρ = .51) was in the approximate range of rank-order stability reported for personality traits and other motivational constructs. Stability increased with students' grade level and decreased with increas-ing interval duration between measurement points. Overall, the mean levels of all AGs declined throughout K-12 (Glass's Δ ranged from −.15 to −.06 per year), indicating a quantitative decrease in AGs throughout this academic stage. During the university years, only mastery-approach goals significantly declined (Δ = −.22 per year), indicating a qualitative decrease in AGs
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000861
Vsevolod Scherrer, Maria Jalynskij, Andrew J. Elliot, Jasmin L. Becker, and Franzis Preckel
Abstract
Stability and change in students' achievement goals (AGs) are of great relevance for educational research and practice. In two separate meta-analyses, we investigated the rank-order stability (93 studies, 569 effect sizes, 54,736 students), as well as the mean-level change (157 studies, 1,170 effect sizes, 81,464 students) in AGs throughout students' academic careers (K-12 to university). We found that the average rank-order stability of AGs (ρ = .51) was in the approximate range of rank-order stability reported for personality traits and other motivational constructs. Stability increased with students' grade level and decreased with increas-ing interval duration between measurement points. Overall, the mean levels of all AGs declined throughout K-12 (Glass's Δ ranged from −.15 to −.06 per year), indicating a quantitative decrease in AGs throughout this academic stage. During the university years, only mastery-approach goals significantly declined (Δ = −.22 per year), indicating a qualitative decrease in AGs
https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000861
Pardon typos and spelling errors-Message may be sent from iPhone and I've always had spelling problems :)
*****************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Research Byte: Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?
Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?
Jacqueline M. Caemmerer, Stephanie Ruth Young, Danika Maddocks, Natalie R. Charamut,and Eunice Blemahdoo,
Abstract In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III (N = 181) to examine which WISC-V Index scores predicted children's specific and broad academic skills and if cognitive-achievement relations varied by general intelligence. Verbal abilities predicted most academic skills for children of all ability levels, whereas processing speed, working memory, visual processing, and fluid reasoning abilities differentially predicted specific academic skills. Processing speed and working memory demonstrated significant interaction effects with full-scale IQ when predicting youth's essay writing. Findings suggest generalized intelligence may influence the predictive validity of certain cognitive tests, and replication studies in larger samples are encouraged.
https://journals.sagepub.com/doi/10.1177/07342829241240346
Jacqueline M. Caemmerer, Stephanie Ruth Young, Danika Maddocks, Natalie R. Charamut,and Eunice Blemahdoo,
Abstract In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III (N = 181) to examine which WISC-V Index scores predicted children's specific and broad academic skills and if cognitive-achievement relations varied by general intelligence. Verbal abilities predicted most academic skills for children of all ability levels, whereas processing speed, working memory, visual processing, and fluid reasoning abilities differentially predicted specific academic skills. Processing speed and working memory demonstrated significant interaction effects with full-scale IQ when predicting youth's essay writing. Findings suggest generalized intelligence may influence the predictive validity of certain cognitive tests, and replication studies in larger samples are encouraged.
https://journals.sagepub.com/doi/10.1177/07342829241240346
Pardon typos and spelling errors-Message may be sent from iPhone and I've always had spelling problems :)
*****************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Tuesday, September 19, 2023
Is there a Flynn effect for attention? Cross-temporal meta-analytical evidence for better test performance (1990–2021) - ScienceDirect
Is there a Flynn effect for attention? Cross-temporal meta-analytical evidence for better test performance (1990–2021) - ScienceDirect
https://www.sciencedirect.com/science/article/pii/S0191886923003409?via%3Dihub
Generational IQ test score changes (i.e., the Flynn effect) have been observed for most measures of cognitive ability, although certain cognitive domains appear to be less affected by this effect than others. IQ test score changes have been found to differ between domains, but evidence of Flynn effects for specific IQ-related abilities is sparse. In the present cross-temporal meta-analysis, we investigate potential test score changes for attention as assessed by the d2 Test of attention. Based on data from 287 independent samples (N = 21,291) from 32 countries over a timespan of 31 years (1990–2021) we found evidence for moderate generational test score gains in concentration performance in adults, but not children. While no changes in test effectiveness were found for either age group, there was a substantial increase in overall errors and processing speed in children. Our results are consistent with the idea that IQ test score changes may be rooted in changes in executive functioning components and provide further support for domain-specificity of the Flynn effect.
https://www.sciencedirect.com/science/article/pii/S0191886923003409?via%3Dihub
Generational IQ test score changes (i.e., the Flynn effect) have been observed for most measures of cognitive ability, although certain cognitive domains appear to be less affected by this effect than others. IQ test score changes have been found to differ between domains, but evidence of Flynn effects for specific IQ-related abilities is sparse. In the present cross-temporal meta-analysis, we investigate potential test score changes for attention as assessed by the d2 Test of attention. Based on data from 287 independent samples (N = 21,291) from 32 countries over a timespan of 31 years (1990–2021) we found evidence for moderate generational test score gains in concentration performance in adults, but not children. While no changes in test effectiveness were found for either age group, there was a substantial increase in overall errors and processing speed in children. Our results are consistent with the idea that IQ test score changes may be rooted in changes in executive functioning components and provide further support for domain-specificity of the Flynn effect.
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Tuesday, June 27, 2023
Generational intelligence tests score changes in Spain: Are we asking the right question? - ScienceDirect
Generational intelligence tests score changes in Spain: Are we asking the right question? - ScienceDirect
https://www.sciencedirect.com/science/article/abs/pii/S0160289623000533
Generational intelligence test score gains have been documented worldwide in the twentieth century. However, recent evidence suggests these increased scores are coming to an end in some world regions. Here we compare two cohorts of university freshmen. The first cohort (n = 311) was assessed in 1991, whereas the second cohort (n = 349) was assessed thirty years later (2022). These cohorts completed the same intelligence battery including eight standardized speeded and power tests tapping reasoning (abstract and quantitative), language (vocabulary, verbal comprehension, and verbal meanings), rote calculation, and visuospatial relations. The results revealed a global gain of 3.5 IQ points but also upward and downward changes at the test level. The 2022 cohort outperformed the 1991 cohort on reasoning (abstract and quantitative), verbal comprehension, and vocabulary, whereas the 1991 cohort outscored the 2022 cohort on rote calculation, visuospatial relations (mental rotation and identical figures), and verbal meanings. These findings are thought to support one key claim made by James Flynn: generational changes on the specific cognitive abilities and skills tapped by standardized tests should be expected without appreciable or substantive changes in the structure of the intelligence construct identified within generations. This main conclusion is discussed with respect to theoretical causal implications putatively derived from current intelligence psychometric models.
https://www.sciencedirect.com/science/article/abs/pii/S0160289623000533
Generational intelligence test score gains have been documented worldwide in the twentieth century. However, recent evidence suggests these increased scores are coming to an end in some world regions. Here we compare two cohorts of university freshmen. The first cohort (n = 311) was assessed in 1991, whereas the second cohort (n = 349) was assessed thirty years later (2022). These cohorts completed the same intelligence battery including eight standardized speeded and power tests tapping reasoning (abstract and quantitative), language (vocabulary, verbal comprehension, and verbal meanings), rote calculation, and visuospatial relations. The results revealed a global gain of 3.5 IQ points but also upward and downward changes at the test level. The 2022 cohort outperformed the 1991 cohort on reasoning (abstract and quantitative), verbal comprehension, and vocabulary, whereas the 1991 cohort outscored the 2022 cohort on rote calculation, visuospatial relations (mental rotation and identical figures), and verbal meanings. These findings are thought to support one key claim made by James Flynn: generational changes on the specific cognitive abilities and skills tapped by standardized tests should be expected without appreciable or substantive changes in the structure of the intelligence construct identified within generations. This main conclusion is discussed with respect to theoretical causal implications putatively derived from current intelligence psychometric models.
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Thursday, June 15, 2023
Young people are abandoning news websites – new research reveals scale of challenge to media
This is a major factor in why my three blogs are now largely dormant of new creative content from me, and instead, serve as quick FYI posts. Blogging was great for a while, but one must move with the times. Perhaps, someday, I'll try TikTok.
Young people are abandoning news websites – new research reveals scale of challenge to media
https://flip.it/rtzoEZ
Young people are abandoning news websites – new research reveals scale of challenge to media
https://flip.it/rtzoEZ
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Sunday, June 04, 2023
What is intelligence: A psycho-physiological paradigm article
https://www.semanticscholar.org/paper/What-is-intelligence%3A-Conceptualising-a-paradigm-to-Agrawal-Vardhan/4ac6a83fe3a3c4c4930d826a0cca4586a92bd2fa?utm_source=alert_email&utm_content=LibraryFolder&utm_campaign=AlertEmails_DAILY&utm_term=LibraryFolder&email_index=0-0-0&utm_medium=16834492
What is intelligence?: Conceptualising a psycho-physiological paradigm to identify and assess domains of intelligence
What is intelligence?: Conceptualising a psycho-physiological paradigm to identify and assess domains of intelligence
- Megha Agrawal, Gyan Vardhan
- Published 1 May 2023
- Psychology
- Physiology
Background: Even after years of debate, "intelligence" seems to be an obscure concept with no conclusive way of assessment. Intelligence has been categorized differently by various scientists; such as fluid vs crystallized intelligence, Triarchic theory of intelligence, Multiple Intelligence Theory etc. Though scientists have described it in various ways, intelligence is a broad term that encompasses multiple domains, subdomains and cognitive abilities. With growing advances in the field of artificial intelligence, it is still not clear as to what should be classified as intelligence and what shouldn't.It would be worthwhile to explore what intelligence means in qualitative as well as quantitative terms, and how it extends to other animal species too. Our traditional methods of assessing intelligence rely heavily on IQ tests and problem solving, which may only reflect certain aspects of intelligence while ignoring the rest. Evaluating a human's aptitude is a challenging task, especially in a non-invasive setup. Also, most neuronal networks are interconnected functionally instead of being discrete. The brain has tremendous plasticity and scope for improvisation.Many people are unaware about their own potential. It is thus crucial, to not only understand the attributes of intelligence but also find definite ways to recognize it correctly. Can intelligence be quantified? Perhaps, understanding the neural underpinnings of intelligence through brain mapping can throw some light on its true nature and help in objective assessment for an individual. Qualitative methods might assist as well. Having a rough idea of innate prowess can be of much significance to an individual and how the society perceives him/her. Aim: Conceptualizing the design of a preliminary easy-to-use, comprehensive research tool that can identify and evaluate various domains of intelligence using psycho-physiological techniques Materials and methods: DSM 5 categorizes neuro-cognition into 6 domains- language, learning and memory, social cognition, complex attention, executive function and perceptual motor function. Identifying all the major domains/subdomains under the ambit of intelligence may be the first step in designing a relevant paradigm. The second step could be to evaluate cognitive ability of an individual using qualitative/quantitative/ mixed methods.An appropriate research tool could be developed by formulating a completely new technique or using one/more known modalities of brain evaluation: electrical activity/magnetic activity/ blood flow hemodynamics /imaging of the brain /cognitive function battery /qualitative methods (questionnaires/interviews). Conclusion: More elaborate understanding of brain may help the world embrace its diversity and coexist joyfully through mutual cooperation. Based on initial findings of a preliminary paradigm, further detailed genetic studies may be integrated to establish whether intelligence is constitutional or modifiable. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Saturday, May 13, 2023
The 21st century engram - Robins - WIREs Cognitive Science - Wiley Online Library
The 21st century engram - Robins - WIREs Cognitive Science - Wiley Online Library
https://wires.onlinelibrary.wiley.com/doi/10.1002/wcs.1653
Socioeconomic status (SES) is associated with children's brain and behavioral development. Several theories propose that early experiences of adversity or low SES can alter the pace of neurodevelopment during childhood and adolescence. These theories make contrasting predictions about whether adverse experiences and low SES are associated with accelerated or delayed neurodevelopment. We contextualize these predictions within the context of normative development of cortical and subcortical structure and review existing evidence on SES and structural brain development to adjudicate between competing hypotheses. Although none of these theories are fully consistent with observed SES-related differences in brain development, existing evidence suggests that low SES is associated with brain structure trajectories more consistent with a delayed or simply different developmental pattern than an acceleration in neurodevelopment.
https://wires.onlinelibrary.wiley.com/doi/10.1002/wcs.1653
Socioeconomic status (SES) is associated with children's brain and behavioral development. Several theories propose that early experiences of adversity or low SES can alter the pace of neurodevelopment during childhood and adolescence. These theories make contrasting predictions about whether adverse experiences and low SES are associated with accelerated or delayed neurodevelopment. We contextualize these predictions within the context of normative development of cortical and subcortical structure and review existing evidence on SES and structural brain development to adjudicate between competing hypotheses. Although none of these theories are fully consistent with observed SES-related differences in brain development, existing evidence suggests that low SES is associated with brain structure trajectories more consistent with a delayed or simply different developmental pattern than an acceleration in neurodevelopment.
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Childhood socioeconomic status and the pace of structural neurodevelopment: accelerated, delayed, or simply different?: Trends in Cognitive Sciences
Childhood socioeconomic status and the pace of structural neurodevelopment: accelerated, delayed, or simply different?: Trends in Cognitive Sciences
https://www.cell.com/trends/cognitive-sciences/fulltext/S1364-6613(23)00073-6?_returnURL=https%3A%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii%2FS1364661323000736%3Fshowall%3Dtrue
Socioeconomic status (SES) is associated with children's brain and behavioral development. Several theories propose that early experiences of adversity or low SES can alter the pace of neurodevelopment during childhood and adolescence. These theories make contrasting predictions about whether adverse experiences and low SES are associated with accelerated or delayed neurodevelopment. We contextualize these predictions within the context of normative development of cortical and subcortical structure and review existing evidence on SES and structural brain development to adjudicate between competing hypotheses. Although none of these theories are fully consistent with observed SES-related differences in brain development, existing evidence suggests that low SES is associated with brain structure trajectories more consistent with a delayed or simply different developmental pattern than an acceleration in neurodevelopment.
https://www.cell.com/trends/cognitive-sciences/fulltext/S1364-6613(23)00073-6?_returnURL=https%3A%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii%2FS1364661323000736%3Fshowall%3Dtrue
Socioeconomic status (SES) is associated with children's brain and behavioral development. Several theories propose that early experiences of adversity or low SES can alter the pace of neurodevelopment during childhood and adolescence. These theories make contrasting predictions about whether adverse experiences and low SES are associated with accelerated or delayed neurodevelopment. We contextualize these predictions within the context of normative development of cortical and subcortical structure and review existing evidence on SES and structural brain development to adjudicate between competing hypotheses. Although none of these theories are fully consistent with observed SES-related differences in brain development, existing evidence suggests that low SES is associated with brain structure trajectories more consistent with a delayed or simply different developmental pattern than an acceleration in neurodevelopment.
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Tuesday, April 25, 2023
Processing Speed is Related to the General Psychopathology Factor in Youth | SpringerLink
Processing Speed is Related to the General Psychopathology Factor in Youth | SpringerLink
https://link.springer.com/article/10.1007/s10802-023-01049-w
The relationship between the p factor and cognition in youth has largely focused on general cognition (IQ) and executive functions (EF). Another cognitive construct, processing speed (PS), is dissociable from IQ and EF, but has received less research attention despite being related to many different mental health symptoms. The present sample included 795 youth, ages 11–16 from the Colorado Learning Disabilities Research Center (CLDRC) sample. Confirmatory factor analyses tested multiple p factor models, with the primary model being a second-order, multi-reporter p factor. We then tested the correlation between the p factor and a latent PS factor. There was a significant, negative correlation between the p factor and PS (r(87) = -0.42, p < .001), indicating that slower processing speed is associated with higher general mental health symptoms. This association is stronger than previously reported associations with IQ or EF. This finding was robust across models that used different raters (youth and caregiver) and modeling approaches (second-order vs. bifactor). Our findings indicate that PS is related to general psychopathology symptoms. This research points to processing speed as an important transdiagnostic construct that warrants further exploration across development.
https://link.springer.com/article/10.1007/s10802-023-01049-w
The relationship between the p factor and cognition in youth has largely focused on general cognition (IQ) and executive functions (EF). Another cognitive construct, processing speed (PS), is dissociable from IQ and EF, but has received less research attention despite being related to many different mental health symptoms. The present sample included 795 youth, ages 11–16 from the Colorado Learning Disabilities Research Center (CLDRC) sample. Confirmatory factor analyses tested multiple p factor models, with the primary model being a second-order, multi-reporter p factor. We then tested the correlation between the p factor and a latent PS factor. There was a significant, negative correlation between the p factor and PS (r(87) = -0.42, p < .001), indicating that slower processing speed is associated with higher general mental health symptoms. This association is stronger than previously reported associations with IQ or EF. This finding was robust across models that used different raters (youth and caregiver) and modeling approaches (second-order vs. bifactor). Our findings indicate that PS is related to general psychopathology symptoms. This research points to processing speed as an important transdiagnostic construct that warrants further exploration across development.
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Tuesday, April 04, 2023
Specific reading disabilities.
https://psycnet.apa.org/record/2023-47082-005
Reading represents the most common academic domain in which children and young adults experience difficulties in school. Specific reading disabilities (SRDs) are neurodevelopmental disorders that emerge early in development and persist into adulthood. They are characterized by protracted difficulties reading and spelling words with accuracy, reading words and text with fluency, and constructing meaning from written text. This chapter reviews research on SRDs, a disorder characterized by protracted difficulties in reading. It begins with a review of research related to the interrelated issues of prevalence, risk, and identification. These factors are inseparable due to the underlying dimensionality of attributes of SRDs. Relative reading skill profiles define two primary subtypes of SRDs: dyslexia and specific reading comprehension disabilities. The chapter reviews recommendations for interventions for individuals with SRDs, highlighting the importance of systematic and explicit instruction in deficit skills. It concludes with open questions for future research investigating interventions for SRDs
Sent from my iPhone
Model Specification Searches in Structural Equation Modeling Using Bee Swarm Optimization - Ulrich Schroeders, Florian Scharf, Gabriel Olaru, 2023
Model Specification Searches in Structural Equation Modeling Using Bee Swarm Optimization - Ulrich Schroeders, Florian Scharf, Gabriel Olaru, 2023
https://journals.sagepub.com/doi/10.1177/00131644231160552
Metaheuristics are optimization algorithms that efficiently solve a variety of complex combinatorial problems. In psychological research, metaheuristics have been applied in short-scale construction and model specification search. In the present study, we propose a bee swarm optimization (BSO) algorithm to explore the structure underlying a psychological measurement instrument. The algorithm assigns items to an unknown number of nested factors in a confirmatory bifactor model, while simultaneously selecting items for the final scale. To achieve this, the algorithm follows the biological template of bees' foraging behavior: Scout bees explore new food sources, whereas onlooker bees search in the vicinity of previously explored, promising food sources. Analogously, scout bees in BSO introduce major changes to a model specification (e.g., adding or removing a specific factor), whereas onlooker bees only make minor changes (e.g., adding an item to a factor or swapping items between specific factors). Through this division of labor in an artificial bee colony, the algorithm aims to strike a balance between two opposing strategies diversification (or exploration) versus intensification (or exploitation). We demonstrate the usefulness of the algorithm to find the underlying structure in two empirical data sets (Holzinger–Swineford and short dark triad questionnaire, SDQ3). Furthermore, we illustrate the influence of relevant hyperparameters such as the number of bees in the hive, the percentage of scouts to onlookers, and the number of top solutions to be followed. Finally, useful applications of the new algorithm are discussed, as well as limitations and possible future research opportunities.
https://journals.sagepub.com/doi/10.1177/00131644231160552
Metaheuristics are optimization algorithms that efficiently solve a variety of complex combinatorial problems. In psychological research, metaheuristics have been applied in short-scale construction and model specification search. In the present study, we propose a bee swarm optimization (BSO) algorithm to explore the structure underlying a psychological measurement instrument. The algorithm assigns items to an unknown number of nested factors in a confirmatory bifactor model, while simultaneously selecting items for the final scale. To achieve this, the algorithm follows the biological template of bees' foraging behavior: Scout bees explore new food sources, whereas onlooker bees search in the vicinity of previously explored, promising food sources. Analogously, scout bees in BSO introduce major changes to a model specification (e.g., adding or removing a specific factor), whereas onlooker bees only make minor changes (e.g., adding an item to a factor or swapping items between specific factors). Through this division of labor in an artificial bee colony, the algorithm aims to strike a balance between two opposing strategies diversification (or exploration) versus intensification (or exploitation). We demonstrate the usefulness of the algorithm to find the underlying structure in two empirical data sets (Holzinger–Swineford and short dark triad questionnaire, SDQ3). Furthermore, we illustrate the influence of relevant hyperparameters such as the number of bees in the hive, the percentage of scouts to onlookers, and the number of top solutions to be followed. Finally, useful applications of the new algorithm are discussed, as well as limitations and possible future research opportunities.
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Saturday, March 25, 2023
The cross-cultural generalizability of cognitive ability measures: A systematic literature review. - ScienceDirect
Cross-cultural invariance of CHC theories
The cross-cultural generalizability of cognitive ability measures: A systematic literature review. - ScienceDirect
https://www.sciencedirect.com/science/article/pii/S0160289623000326?via%3Dihub
Abstract
Examining factorial invariance provides the strongest test of the generalizability of psychological constructs across populations and should be investigated prior to cross-cultural interpretation of cognitive assessments. The aim of this systematic review was to critically evaluate the current evidence regarding the factorial invariance and the generalizability of cognition models across cultures. The review was structured using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature search identified 57 original studies examining the factorial invariance of cognitive ability assessments across cultures. The results were strongly supportive of the cross-cultural generalizability of the underlying cognitive model. Ten studies found configural invariance, 20 studies found weak or partial weak factorial invariance, 12 found strong or partial strong factorial invariance, and 13 found strict factorial invariance. However, the quality of the factorial invariance analyses varied between studies, with some analyses not adopting the hierarchical approach to factorial invariance analysis, leading to ambiguous results. No study that provided interpretable results in terms of the hierarchical approach to factorial invariance found a lack of factorial invariance. Overall, the results of this review suggest that i) the factor analytic models of cognitive abilities generalize across cultures, ii) the use of the hierarchical approach to factorial invariance is likely to find strong or strict factorial invariance, iii) the results are compatible with well-established Cattell-Horn-Carroll constructs being invariant across cultures. Future research into factorial invariance should follow the hierarchical analytic approach so as not to misestimate factorial invariance. Studies should also use the Cattell-Horn-Carroll taxonomy to systematize intelligence research.
The cross-cultural generalizability of cognitive ability measures: A systematic literature review. - ScienceDirect
https://www.sciencedirect.com/science/article/pii/S0160289623000326?via%3Dihub
Abstract
Examining factorial invariance provides the strongest test of the generalizability of psychological constructs across populations and should be investigated prior to cross-cultural interpretation of cognitive assessments. The aim of this systematic review was to critically evaluate the current evidence regarding the factorial invariance and the generalizability of cognition models across cultures. The review was structured using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature search identified 57 original studies examining the factorial invariance of cognitive ability assessments across cultures. The results were strongly supportive of the cross-cultural generalizability of the underlying cognitive model. Ten studies found configural invariance, 20 studies found weak or partial weak factorial invariance, 12 found strong or partial strong factorial invariance, and 13 found strict factorial invariance. However, the quality of the factorial invariance analyses varied between studies, with some analyses not adopting the hierarchical approach to factorial invariance analysis, leading to ambiguous results. No study that provided interpretable results in terms of the hierarchical approach to factorial invariance found a lack of factorial invariance. Overall, the results of this review suggest that i) the factor analytic models of cognitive abilities generalize across cultures, ii) the use of the hierarchical approach to factorial invariance is likely to find strong or strict factorial invariance, iii) the results are compatible with well-established Cattell-Horn-Carroll constructs being invariant across cultures. Future research into factorial invariance should follow the hierarchical analytic approach so as not to misestimate factorial invariance. Studies should also use the Cattell-Horn-Carroll taxonomy to systematize intelligence research.
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************
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