Quantoids corner: Top-down "hierarchical" factor model development

The following is a post by the blogmaster (Kevin McGrew), who is also a member of IQs Corner Virtual Community of Scholars project.

This post is for my fellow quantoids. A nifty article on the idea (and methods/procedures) for developing top-down (versus traditional bottom-up) "hierarchical" factor structures.

Whenever I can find some time I might try this suggested approach on the CHC-based collection of WJ III tests. So much data....so little time.

• Goldberg, L. (2006). Doing it all Bass-Ackwards: The development of hierarchical factor structures from the top down. Journal of Research in Personality, 40, 347–358 (click here to view article)

Abstract

• A simple method is presented for examining the hierarchical structure of a set of variables, based on factor scores from rotated solutions involving one to many factors. The correlations among orthogonal factor scores from adjoining levels can be viewed as path coeYcients in a hierarchical structure. The method is easily implemented using any of a wide variety of standard computer programs, and it has proved to be extremely useful in a number of diverse applications, some of which are here described.

Technorati Tags: psychology, statistics, measurement, hierarchical, factor analysis, intelligence, CHC theory, personality, cognition, educational psychology

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More on SES and IQ/achievement: SES and phonemic awareness interaction

The following is a post by the blogmaster (Kevin McGrew), who is also a member of IQs Corner Virtual Community of Scholars project.

More on the relationship of SES and cognitive/academic achievement.

The abstract and conclusions for the article below speak for themsevles. Prior related blog posts include genetic/environement/SES interactions and the relations (based on a top-notch meta-analysis study) between SES and academic achievement.

• Noble, K. , Farah, M. & McCandiss (2006). Socioeconomic background modulates cognition–achievement relationships in reading. Cognitive Development, 21 349–368 (click here to view article)
  

Abstract

• Multiple factors contribute to individual differences in reading ability. The two most thoroughly examined are socioeconomic status (SES) and phonological awareness (PA). Although these factors are often investigated individually, they are rarely considered together. Here we propose that SES systematically influences the relationship between PA and reading ability, and test this prediction in 150 first-graders of varying SES and PA. Results confirm a multiplicative relationship between SES and PA in decoding skills, such that decreased access to resources may amplify cognitive risk factors for poor decoding, whereas greater access to resources may buffer reading skills among children with weaker PA. Attempts to identify the cognitive and experiential factors driving development must acknowledge the complex, synergizing relations between these factors.

Conclusions

• SES has a systematic effect on reading skills, after controlling for PA. However, the nature of this effect changes, depending on both the reading measure and the PA range examined. SES disparities in decoding are greatest at lower PA levels, whereas SES disparities in single word reading and passage comprehension are consistent across all PA levels. Interventions for poor readers must therefore target both the development of phonological skill and the elimination of key discrepancies in environmental advantage. Attempts to identify the cognitive and experiential factors driving development must likewise acknowledge the potentially complex, synergizing relations between these factors.
  

Technorati Tags: psychology, education, educational psychology, achievement, cognition, IQ, intelligence, SES, phonemic awareness, phonological awareness, Ga, PC

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Recovery from brain injury @ Psychology Wiki

I forgot to mention in my last post the most recent addition to the Psychology Wiki.......Brain Injury:  Recovery.  Thanks again to Mind Hacks for the FYI tip.


Technorati Tags: psychology, neuropsychology, neuroscience, neurology, brain injury, cognition, psychology, psychology WIKI, special education, LD

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Psychology Wiki resource

Thanks (again) to Mind Hacks for directing me to the Psychology Wiki, which started this past January. A comprehensive (and growing) interenet source on many psychology topics. As an open-source resource, maybe some IQs Corner blog readers might want to take a stab at helping update the Wiki information on intelligence theories and assessment.


Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, psychology WIKI, WIKI, teaching tool, cognition, intelligence, IQ testing

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More on working memory capacity

More on the capacity of working memory (7 +/2, around 4, or.....?) from the Developing Intelligence blog.


Technorati Tags: psychology, educational psychology, cognition, intelligence, CHC theory, working memory, Gsm, MW, working memory capacity, neuropsychology, IQ, intelligence testing

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Recent literature of interest - 7-31-06

This weeks (actually, the last three weeks) recent literature of interest can be found by clicking here.


Technorati tags: teaching tool. psychology.

Select executive functions and large scale testing performance in children--Implications for NCLB?

The following is a post by the blogmaster (Kevin McGrew), who is also a member of IQs Corner Virtual Community of Scholars project.
Waber, D, Gerber, E, Turcios, V. & Wagner, Er. (2006).

Executive Functions and Performance on High-Stakes Testing in Children From Urban Schools. Developmental Neuropsychology, 29(3), 459-477. (click here to view article)





Abstract

• High-stakes achievement testing is a centerpiece of education reform. Children from socially disadvantaged backgrounds typically perform more poorly than their more advantaged peers. The authors evaluated 91 fifth-grade children from low-income urban schools using clinical neuropsychological tests and behavioral questionnaires and obtained fourth-grade scores on state mandated standards- based testing. Goals were to determine whether executive functions are selectively diminished in children from poor urban environments and to evaluate to what extent integrity of executive functions is associated with test scores. Neuropsychological variables (particularly executive functions) accounted for 40% of the variance in English scores and 30% in mathematics. Efforts to improve children’s academic achievement should consider developmental factors as well as curricular content.

Additional comments/conclusions by authors (italics and underline added by blogmaster)

• Although there are many definitions of executive functions, it has been suggested that “a common feature among them is the executive system as a set of supervisory functions enabling regulatory control over thought and actions”

• Neurodevelopmentally oriented studies implicate a mediating role for attention in the relationship between social adversity and academic success. Findings from the National Institute of Child Health and Human Development (NICHD) Early Child Care Research Network indicate that the relationship between family environment and school readiness is partiallymediated by attentional factors—specifically, sustained attention and inhibition (NICHD Early Child Care Research Network, 2003).

• Collectively, these more recent findings suggest that neuropsychological functions, especially executive functions, are by no means “hard-wired,” especially for children reared in disadvantaged communities. For these children, in fact, environmental factors are likely to play a far greater role in outcome (relative to biological factors) than they are for children from backgrounds of greater social and economic advantage.

• Children’s performance on high-stakes achievement testing bears a clear and systematic relationship to their neurobehavioral characteristics, especially executive functioning. Our neuropsychological measures accounted for 30% to 40% of the variance in test scores. Although this finding will not be particularly surprising to neuropsychologists, it reflects a dimension that has not figured prominently in the debate about the use and interpretation of results on these tests.

• Tthe children performed at or above age expectation on most of the neuropsychological tests (Blog editor note - these were primarily direct test measures of Gs, Gsm-working memory, and planning) but they exhibited a greater than expected number of problems on measures sensitive to aspects of executive functions, especially as manifested in everyday behavior. Overall psychosocial adjustment was within normal limits.

• In sum, these children are by no means globally diminished in terms of their basic information processing or their psychosocial adjustment. Nevertheless, they are experiencing a markedly increased rate of poor performance on the standards- based achievement tests despite their competence on neuropsychological mmeasures that are often indicative of risk for learning problems, such as working memory (Gsm-MW) and processing speed (Gs) [Blog editor comment - Gsm+Gs is often refered to as cognitive efficiency in some CHC theory circles--e.g., Cognitive Efficiency cluster on WJ IIII]. They do, however, exhibit relatively selective impairment of metacognitive skills and, to a lesser extent, of behavioral regulation, particularly as manifested in everyday classroom behavior, which appears to be strongly associated with achievement test performance.

• The CART analyses complemented these findings. Based on scores on one or two key measures,wewere able to accurately predict success or failure on the standards-based achievement tests for upwards of 80% of the children. Metacognitive skills and processing speed best predicted performance on the English test, and working memory predicted mathematics performance.

• In summary, children from urban low-income schools exhibit problems involving executive functions, especially metacognitive skills, and these appear to be related to their performance on high-stakes standards-based testing. Although the standards-based tests are consequential for both the children and their schools, it is important to recognize that these tests representonlyonesample of performance and do not necessarily reflect day-to-day capacity to learn. Executive functions, moreover, maybe especially relevant to test-taking skills, and diminished executive functions may thus be a particular source of disadvantage in terms of achievement test scores.A focus on child-centered factors to complement the current focus on curricular content could enhance efforts to improve academic performance of these children, not only on these tests but also in their everyday academic attainment.

Technorati Tags: psychology, educational psychology, education, school psychology, neuropsychology, neuroscience, cogntion, IQ, intelligence, CHC theory, processing speed, Gs, working memory, Gsm, executive functions, NEPSY, D-KEFS, WISC-IV, BRIEF, BASC, NCLB, conative, large scale assessment

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Quote to note: Niels Bohr on prediction

Niels Bohr

• "Prediction is very difficult, especially about the future."

Working in coffee shops: Makes me smarter?

Interesting snipet reported at Boing Boing re: "noise making you smarter." As stated in the brief note, many folks, myself in particular, find that I can often be more productive and energetic (with regard to work) in noisey places like coffee shops. I typically spend half of each of my work days working at my favorite coffee shot. A link is provided to the book Noise, where this topic, and many others, is covered. Maybe I'll purchase a copy and read it in a noisey place


Technorati Tags: coffee shops, noise, work, productivity, psychology

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Nature vs nurture: Neuroscience perspective

Tip-of-the-hat to Mind Hacks for the FYI post regarding an interesting review article in Nature Reviews Neuroscience regarding the nature vs nurture debate, via a neuroscience lens.


Technorati Tags: psychology, educational psychology, developmental psychology, behavior genetics, genetics, genes, intelligence, environement, nature, nurture, cognition, neuroscience

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Is the Flynn Effect dead or dying? IQ test score growth slowing or slowed?

Is the Flynn Effect dead? According to a recent article in the American Scientist, evidence is accumulating that the continuing increase in IQ scores over many decades may have stopped.

Recent research presented at the last ISIR conference also suggested something similar, although the application of more sophisticated SEM modeling techniques suggested that the Flynn Effect may be more nuanced and complicated when one moves beyond looking simply at general intelligence (g) and a few broad CHC abilities (Gf and Gc).

Stay tunned. I personally know of a number of pending Flynn Effect studies being completed by some very strong methodologists with some very rich (in terms of breadth of CHC domains covered) data sets.


Technorati Tags: psychology, educational psychology, school psychology, Flynn Effect, IQ, intelligence, CHC theory, intelligence, cognition, education, achievement

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Genetics environment and SES

Tip-of-the-hat to Mind Hacks for alerting us to a New York Times article on the importance of the genetic/enivronement interaction, particulary as a function of SES.


Technorati Tags: psychology, educational psychology, IQ, intellignece, environment, genes, genetics, behavioral genetics, cognition, SES

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Multiple capacity limitations of working memory

Thanks to the Developing Intelligence blog for an interesting post, and links to additional information, re: the "multiple capacity limitations for visual working memory."


Technorati Tags: psychology, educational psychology, school psychology, cognition, neuroscience, CHC theory, Gsm, working memory, Gv, visual working memory

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Special journal issue on Aspergers

FYI. The journal Brain and Cognition recently published a special issue on Asperger's Syndrome. The Table of Contents can be viewed here, as well as the lead in article by the journal editor.


Technorati Tags: psychology, educational psychology, school psychology, special education, aspergers, autism, education, learning, behavior, cognition

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Quantoids corner - Recent SEM journal articles

In the last "FYI @ IAP: Recent literature of interest" post, I realized that I had forgot to include a series of articles published in the journal Structural Equation Modeling.  Below are the latest references from this journal.   This post is for my fellow quantoids.

1.   DiStefano, C., & Motl, R. W. (2006). Further investigating method effects associated with negatively worded items on self-report surveys. Structural Equation Modeling   A Multidisciplinary Journal, 13(3), 440-464.

2.    Ferrando, P. J., & Condon, L. (2006). Assessing acquiescence in binary responses: IRT-related item-factor-analytic procedures. Structural Equation Modeling   A Multidisciplinary Journal, 13(3), 420-439.

3.    Fouladi, R. T. (2006). Structural equation modeling: A second course, by G.R. Hancock, R.O. Mueller. Structural Equation Modeling   A Multidisciplinary Journal, 13(3), 487-496.

4.    Fox, J. (2006). Structural equation modeling with the sem package in R. Structural Equation Modeling   A Multidisciplinary Journal, 13(3), 465-486.

5.    French, B. F., & Finch, W. H. (2006). Confirmatory factor analytic procedures for the determination of measurement invariance. Structural Equation Modeling   A Multidisciplinary Journal, 13(3), 378-402.

6.    Hancock, G. R., & Choi, J. (2006). A vernacular for linear latent growth models. Structural Equation Modeling   A Multidisciplinary Journal, 13(3), 352-377.

7.    Schweizer, K. (2006). The fixed-links model in combination with the polynomial function as a tool for investigating choice reaction time data. Structural Equation Modeling   A Multidisciplinary Journal, 13(3), 403-419.

8.    Song, X. Y., & Lee, S. Y. (2006). A maximum likelihood approach for multisample nonlinear structural equation models with missing continuous and dichotomous data. Structural Equation Modeling   A Multidisciplinary Journal, 13(3), 325-351.

Technorati Tags: psychology, educational psychology, statistics, SEM, structural equation modeling, measurement, quantoid

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DI series on cognitive enhancement technologies

The Developing Intelligence blog has started a series this week called "Distributed processing:  Is cognitive enhancement overhyped?"

The DI blog is always informative and stimulating.  I would recommend readers monitor this proposed set of blog posts from DI.


Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, neurotechnology, cognition, cognitive enhancement, education, rehabilitation, special education

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Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, neurotechnology, cognition, cognitive enhancement, education, rehabilitation, special education

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Motor Control and Cognitive Neuroscience Summer Institute--registration is free

FYI.  The U of MN is hosting a Motor Control and Cognitive Neuroscience Summer Institute from August 7-11.  Click link provided for additional information.  I currently plan to attend 2-3 days during the week.


Technorati Tags: psychology, educational psychology, neuroscience, neuropsychology, neurology, motor control, cognition, workshop, institute, Minnesota, fMRI, brain, learning, LD.special education

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Recent literature of interest 7-20-06

This weeks (actually, the last three weeks) recent literature of interest can be found by clicking here.


Technorati tags: teaching tool. psychology.

Tech tidbit - freeing up more RAM via disabling of useless Windows services

Thanks to Lifehacker for solving a pesty mystery for me.

As most Windows-based PC users have experienced, over time a person's computer starts to become sluggish (for a variety of reasons). I've always been one to frequently optimizes my hard drive, run various Norton SystemWorks utilitities, etc., but I've always been afraid to remove many of those little Windows program utilities that load when the system boots. I've always wanted the courage to disable some of these services to free up more RAM...but I've been afraid to...for fear of screwing up something important.

Lifehackers had a recent post that directs you to a very useful site devoted to "getting ride of useless Windows services." I went to this source and disabled a good 6-8 little Windows booting programs.........with no major side effects. I feel empowered.

If you are like me, and want to keep your system working efficiently, I'd recommend checking out this web page. The explanations of the services, and why you might want them (or more often, why you don't need them), are very short, sweet and simple.

Thanks.


Technorati Tags: technology, computers, PC, Windows, RAM, computer memory

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Gender differences in IQ - are boys more variable in intelligence?

There is little doubt that the long history of research on racial and gender differences in intelligence has been controversial. Interestingly, there has been a recent upswing in recent studies in both domains (click here, here, here , here, here, here here, here, here, and here, for a sampling of some prior gender/IQ posts on this blog).

Most of the research that has captured the attention of both researchers and the popular press have focused on mean (average) IQ score differences. Less attention has focused on possible differences in the range/variability of intelligence differences by race or sex. Arden and Plomin address this issue in a recently published study of the differences in the variability of intelligence scores (particuarly at the high and low ends of the IQ distributions) in a large British sample. The article, including a link to a pdf copy, is listed below along with the abstract and some select comments by the authors.

• Arden, R. & Plomin, R. (2006). Sex differences in variance of intelligence across childhood. Personality and Individual Differences 41, 39–48. [click here to view article]
  

Abstract

• Why are males over-represented at the upper extremes of intelligence? One possibility for which there is some empirical support is that variance is greater among adult males. There is little published evidence of the development of that variability – is it manifest in early childhood or does it develop later? We explored sex differences in phenotypic variance in scores on a general ability factor extracted from several tests of verbal and non-verbal ability at ages 2, 3, 4, 7, 9 and 10 (Ns from >10,000 to >2000) in a sample of British children. We found greater variance, by Levene’s test of homogeneity of variance, among boys at every age except age two despite the girls’ mean advantage from ages two to seven. Girls are signi?cantly over-represented, as measured by chi-square tests, at the high tail and boys at the low tail at ages 2, 3 and 4. By age 10 the boys have a higher mean, greater variance and are over-represented in the high tail. Sex di?erences in variance emerge early – even before pre-school – suggesting that they are not determined by educational influences. This large sample indicates that boys and girls follow sex-specifc developmental pathways. It is a commonplace within mothers’ groups that girls’ mental abilities develop earlier than do those of boys; we have evidence indicating that such anecdotal observations are well founded. Boys seem to ‘get going’ a little later than do girls; the boys in our sample catch up in middle childhood and have nudged ahead of the girls by age 10. This study offers tantalizing evidence of developmental trends in variance dfferences between the sexes.

Why might boys vary more than girls? The authors offer some general genetic and environmental possibilities.

• Genetic possibilities include not only X-linked genes but alsoautosomal genes that have different ffects in boys and girls. In terms of the sex-limitation model-fitting of quantitative genetics, genetic effects on variance could arise from differences in heritability (the same genes can affect boys and girls differently) or differences in genetic correlation(different genes might affect boys and girls). These genetic differences could be the result of different selective forces having acted ancestrally on g in males and females.

• There are also several environmental possibilities, although social forces such as differential parenting or schooling are a more plausible source of means differences than variance differences. A variance difference in the absence of a means dfference, as we found during the pre-school years of 3 and 4, then again at age 7 is di?cult to explain by socialization though we cannot exclude this possibility. A socialization hypothesis would predict that variability would increase or decrease in males and females under different cultural and temporal contexts.

Technorati Tags: psychology, educational psychology, school psychology, genetics, gender, gender differences, IQ, variance, variability, g, general intelligence, race, developmental

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Integrative theory of ADHD

Nice FYI post at the Eide Neurolearning blog regarding an editorial in the American Journal of Psychiatry re: an integrative theory of ADHD.  As per usual, the ENL also provides a link to a copy of the actual pdf article.  Thanks ENL.


Technorati Tags: psychology, school psychology, educational psychology, education, neuropsychology, neuroscience, fMRI, theory, ADHD, attention deficit, attention, brain, learning disabilities, cognition, behavior

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Developmental cognitive neuroscience - special journal issue

Thanks to BPS for the FYI tip regarding a special issue of the journal Neuropsychologia dealing with advances in developmental cognitive neuroscience, a field that investigates the relations between brain maturation and cognitive development


Technorati Tags: psychology, neuropsychology, neuroscience, neurology, educational psychology, cognition, school psychology, development, brain development, maturation

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Cell phone use linked to increased working memory performance

Not sure if I'm going to increase my cell phone use, but the BPS blog posted an interesting story re: a neuropsychological study that suggests that increased exposure to cell phones can improve working memory (Gsm-MW). Hmmmmmmm. I think cross-validation and replication is in order.


Technorati Tags: psychology, educational psychology, neuropsychology, neuroscience, CHC theory, working memory, Gsm, MW, cell phones, memory, education

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Off task - death by caffeine calculator

Thanks to Boing Boing for the interesting link to a "death by caffeine" calculator.  I have no idea if this mechanism has any validity, but it is fun to do some "what-if" scenarios, esp. if you are a hard coffee drinker like me.




Technorati Tags: caffeine, death by caffeine, boing boing

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Male/female brain differences in language and visual-spatial processing

More on possible gender differences in cognitive abilities. Science Daily has posted summary of article suggesting the males/females use different parts of the brain for language (Gc/Ga) and visual-spatial (Gv) tasks.

Technorati Tags: psychology, developmental psychology, education, educational psychology, school psychology, neuroscience, neurology, neuropsychology, fMRI, gender, gender differences, lanugage, visual-spatial, Gc, Ga, Gv

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Do schools favor girls over boys?

FYI - More on gender differences and differential school performance of boys and girls posted at Live Science.

Technorati Tags: psychology, education, educational psychology, gender, gender differences, males, females, achievement, reading, school psychology, learning

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The cereballar child - who are they?

Thanks to the Eide Neurolearning blog for the article regarding the "cereballar child."


Technorati Tags: psychology, neuroscience, neurology, neuropsychology, cerebellar, cerebellum, brain, special education, learning disabilities, school psychology, education

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Memory (Gsm) capacity

Nice FYI post from Developing Intelligence on a new research report on the capacity of short-term memory.


Technorati Tags: psychology, educational psychology, neuroscience, neuropsychology, memory, Gsm, working memory, memory span, CHC theory

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Technorati Tags: psychology, educational psychology, neuroscience, neuropsychology, memory, Gsm, working memory, memory span, CHC theory

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Top science blogs

Thanks to omni brain for the FYI post re: the current top five science blogs (according to Technorati rankings)


Technorati Tags: science, research, blogs, psychology, technorati

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Value of fMRIs

As per usual, Chris Chatham has assembled an interesting set of comments and links to an interesting/important topic across the blogsphere.....the value of fMRI research.  Check out the Developing Inelligence Blog for this information


Technorati Tags: psychology, educational psychology, neuropsychology, neurology, neuroscience, fMRI, brain, cognition

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The latent blogger

I apologize to my regular readers for the shortage of posts the past few weeks. I've been latent for a number of reasons.

I've been up to my neck in project alligators and have had to deal with a number of personal comittments. I'm now on a 4-day vacation on the North Shore of MN on Lake Superior. As soon as I return, I hope to try posting with more consistent regularity as in the past.

I might even find the official time away from my real work as an excuse to do some blogging while relaxaing.

Brain research ethics video

Leading researchers in brain science discuss the ethics of brain research on a web video from the European Dana Alliance for the Brain


Technorati Tags: psychology, school psychololgy, educational psychology, brain, brain science, neuroscience, neurology, neuropsychology, video, webcast, fMRI, ethics

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