On the road again--blogging lite at NASP (Chicago) - 3-1 to 3-7

I will be on the road again.  I will be attending and presenting at the National Association of School Psychologists (NASP) conference in Chicago.  I will be gone Monday thru Saturday of this coming week. 

I don't expect much time to blog...except for possible "push" type FYI posts re: content posted at other blogs.....or...mobile blogging (check out the link.....it is very cool...but, of course, I tend to be a tech nerd)......

Also, I may do some Tweeting from the conference via Twitter.  My Twitter ID is @iqmobile.  The hash tag for all people who may tweet from NASP is #nasp2010.

I shall return.

Technorati Tags: psychology, IQs Corner, Intelligence, travel

iPost: Brain Blogging # 49

http://brainblogger.com/2010/02/26/brain-blogging-forty-ninth-edition/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+GNIFBrainBlogger+%28Brain+Blogger%29&utm_content=Bloglines

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IQs Corner Recent Literature of Interest 02-26-10

This weeks "recent literature of interest" is now available. Click here to view or download.

Information regarding this feature, its basis, and the reasons for type of references included in each weekly installment can be found in a prior post.

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, research, recent literature, IQs Corner

iPost: How your brain organizes your lexicon

Interesting article at BRAIN BLOGGER link below

http://brainblogger.com/2010/02/25/how-your-brain-groups-words/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+GNIFBrainBlogger+%28Brain+Blogger%29&utm_content=Bloglines

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iPost: Executive secretarial executive function task

Article abstract at link below

http://www.informaworld.com/smpp/content~content=a918428832

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PAR assessment related iPhone App.

Description from PAR web page.

The PAR Assessment Toolkit was created to provide assistance to psychologists, mental health workers, and anyone else who administers standardized assessments. This toolkit features several helpful tools such as:

• Normal curve - an illustration of a standard bell curve is included for use in discussion with patients or other professionals
• Conversion chart - included to provide an error-free means of converting between t-scores, z-scores, percentiles, and standard score.
• Age Calculator - save valuable time while guaranteeing accuracy with the age calculator. Just input the individual’s date of birth and receive their age in years, months, days.
• Mental Age - input an individual’s current age and IQ score and receive their mental age.
• Stopwatch - included is a stopwatch that assists monitoring timed assessments or performance tasks by counting up or counting down.
• Date Calculator - many states and school districts have laws mandating how many days a psychologist has before a referral must be seen. Calculate the end date and never worry about incompliance through miscalculation.

These useful tools will save you time and effort, and in the end empower you to focus your time and energy on more important details. We have provided this app free of charge to further assist our Customers as well as continue our mission of Creating Connections. Changing Lives.

Look for future applications from PAR to assist your professional career in assessment.

Web: www.parinc.com

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, forensic psychology, psychological testing, IQ, IQ testing, IQ scores, normal curve

Innovative WJ III NU based "Compositator" interpretative software unveiled at NASP next week

Check it out at NASP convention next week.  A must see innovative intelligence test interpretation software system-- the Compositator soon to be available for FREE from WMF Press.  Dr. Joel Schneider has pushed the edge of the envelope for innovative IQ-test interpretation software.

 

 

Poster Session 2010

Tuesday March 2, 2010
5:30-8:00pm

Hyatt Regency Chicago,
Chicago, IL

Poster #22
Previously Impossible Feats of Interpretation and Explanation with the Cognitive and Achievement Data

W. Joel Schneider & Renée M. Tobin
Illinois State University

Abstract

Traditionally, assessment professionals have placed great emphasis on discrepancies between cognitive and academic performance. More recently, finding explanations for these discrepancies has been emphasized (i.e., identifying cognitive processing deficits that are plausible causes of low academic performance). Often these deficits are identified without statistically defensible methods. In this poster, trainers will be shown new methods to explore previously impossible-to-test hypotheses about plausible causes of an individual’s academic problems using a free, downloadable software program called the Compositator. This new software uses multiple regression and path analysis, allowing the user to glean more information from WJ-III (and other) assessment data than was previously possible. Participants will be shown how to create custom composite scores so that all assessment data can be used more efficiently and reliably. More importantly, participants will be shown how to use this software as an informative teaching tool. That is, the use of this software is especially helpful for trainers interested in teaching state-of-the-art assessment methodology and interpretation. It will allow trainers to teach students defensible methods of providing parents and teachers with more plausible and precise explanations of an individual’s academic performance. With these better explanations, this program will also allow for better intervention planning.

Conflict of interest disclosure:  I am a coauthor of the WJ III which serves as basis of this prototype software system.  However, the program is FREE

ipost: PEBS neuroethics roundup

At link below

http://kolber.typepad.com/ethics_law_blog/2010/02/pebs-neuroethics-roundup-from-jhu-guest-blogger-3.html

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Beyond CHC: Pushing the edge of the CHC and WJ III envelope

This is a revision of a prior post (which I have now deleted).  I previously posted an online presentation (at SlideShare) summarizing a series of recent analysis I completed. The analysis are grounded in a variety of exploratory data analysis I  conducted over the past nine years, which when combined with recent theoretical literature, resulted in my attempt to search for possible modifications and extensions to CHC model of intelligence, as operationally defined by the WJ III test battery.

The original SlideShare  file (and associated PDF copies) did not include the alternative WJ III measurement model that was the basis of the alternative CHC theoretical models presented. The current version now includes the alternative WJ III measurement model.

The show can be viewed by clicking here [NOTE----SlideShare is experiencing problems today and I can't access the site to see if the new sets of slides uploaded correctly.  Be patient and come back and try again if you get an error message].   Alternatively, clicking here provides access to a PDF copy of the complete set of slides for immediate viewing or download.  Clicking here provides access to a "brief" copy of the key conclusion slides (in PDF format)

The underlying measurement model presented requires an understanding of the task demands and abilities measured by the various Woodcock Johnson III tests. For readers unfamiliar with the names, test descriptions, and abilities measured, it is recommended that you first become familiar with the tests by reviewing a document available here. 

Below are the key summary slides from the brief PDF file. I am assuming that the reader is familiar with the WJ III tests and can recognize the implications of some of the new alternative interpretations for select CHC factors and WJ III tests. I have inserted some background slides that should help readers understand the idea behind some of the proposed alternative CHC theory models.

In this post I want to focus on the WJ III measurement model suggested.  I  draw attention to two of the WJ measurement model slides (see below) as I believe they contain potentially important new insights into possible CHC factors and supplemental interpretation material for select WJ III tests.

The first measurement slide suggests that broad Gs (processing speed) may subsume a number of domain-specific processing speed abilities differentiated by stimulus content. I believe the four different speeded factors might best be interpreted as fluency factors as not all the test indicators are performed against a time constraint; but fluency and efficiency of performance may be the key to understanding the commonality of the tests loading on the domain specific speeded or fluency factors (e.g., the loading of the Calculation test on the obvious quantitative or numerical fluency factor). Of the four hypothesized cognitive speed/ fluency factors (numerical or quantitative fluency, reading and writing fluency, visual processing fluency, and fluency of Gc abilities), I am most intrigued by the latter. I hypothesize that the common feature of the Gs(Gc) factor tests is speed of lexical access (how quickly and efficiently one can access ones lexicon), which is similar to the concept of rapid automatic naming (RAN).

The next slide also suggests some very interesting hypotheses regarding the nature of Gf (fluid intelligence) and complex working memory. As can be seen in the slide, two different fluid intelligence factors were suggested. One clearly represents quantitative reasoning (RQ). The other, which I current label Gf* in the figure, is very intriguing. Ever since the WJ III was published I have run a variety of exploratory data analysis (some of which are summarized in the slide show available through the online PPT SlideShare show). A robust finding across all analyses has been the constant association of the Sound Awareness and Understanding Directions tests on a single Gf factor. The current model  suggests that these two tests, which require little in the way of inductive or deductive reasoning or "thinking", most likely tap complex language-based working memory ability. When combined with the other tests that load on Gf*, the hypothesis is presented that in addition to a quantitative reasoning Gf factor, there may be a second (and more broad) Gf factor that deals with cognitive complexity both in terms of inductive and deductive reasoning demands and heavy demands placed upon a person's complex working memory resources. This is an intriguing finding consistent with the extant research literature that consistently suggests a strong relation between fluid intelligence and complex working memory.

I could go on and on and on and speculate for days.  Instead, I would prefer that those interested in discussing these findings do so via the CHC listserv and/or join IQs Corner at Facebook (click on IQs Corner Facebook badge at top of this blog) and start a discussion thread.

The results, interpretations, and opinions presented in the above described material reflect the opinions and interpretations of Kevin McGrew, a co-author of the WJ III battery [conflict of information disclosure]. The information does not necessarily represent the opinions of the other WJ III co-authors or the publisher of the WJ III.

Technorati Tags: Psychology, school psychology, educational psychology, neuropsychology, forensic psychology, clinical psychology, intelligence, ISIR., IQ, IQ tests, IQ scores, cognition, intelligence testing, IQ testing, CHC theory, Cattell-Horn-Carroll, IQs Corner, special education, Type 1 v Type II cognitive processing, information processing, dual-processing models of cognition

[Double click images to enlarge]

 

Technorati Tags: psychology, school psychology, educational psychology, special education, neuropsychology, IQ, IQ tests, intelligence, intelligence testing, cognition, CHC, Cattell-Horn-Cattell, IQs Corner, WJ III, WJ III NU, Woodcock-Johnson

iPost: Rehabilitation Psychology - Volume 55, Issue 1

 Rehabilitation Psychology - Volume 55, Issue 1

A new issue is available for the following Educational Publishing Foundation journal:

Rehabilitation Psychology

Volume 55, Issue 1

Psychopathology and resilience following traumatic injury: A latent growth mixture model analysis.

Page 1-11

deRoon-Cassini, Terri A.; Mancini, Anthony D.; Rusch, Mark D.; Bonanno, George A.

Resilience in the face of coping with a severe physical injury: A study of trajectories of adjustment in a rehabilitation setting.

Page 12-22

Quale, Anette Johansen; Schanke, Anne-Kristine

Resilience and indicators of adjustment during rehabilitation from a spinal cord injury.

Page 23-32

White, Brian; Driver, Simon; Warren, Ann Marie

Change in positive emotion and recovery of functional status following stroke.

Page 33-39

Seale, Gary S.; Berges, Ivonne-Marie; Ottenbacher, Kenneth J.; Ostir, Glenn V.

Positive psychological variables in the prediction of life satisfaction after spinal cord injury.

Page 40-47

Kortte, Kathleen B.; Gilbert, Mac; Gorman, Peter; Wegener, Stephen T.

Clinically significant behavior problems during the initial 18 months following early childhood traumatic brain injury.

Page 48-57

Chapman, Leah A.; Wade, Shari L.; Walz, Nicolay C.; Taylor, H. Gerry; Stancin, Terry; Yeates, Keith O.

Girls with spinal cord injury: Social and job-related participation and psychosocial outcomes.

Page 58-67

Gorzkowski, Julie A.; Kelly, Erin H.; Klaas, Sara J.; Vogel, Lawrence C.

Making those who cannot see look best: Effects of visual resume formatting on ratings of job applicants with blindness.

Page 68-73

Wang, Katie; Barron, Laura G.; Hebl, Michelle R.

Promoting self-determined motivation for exercise in cardiac rehabilitation: The role of autonomy support.

Page 74-80

Russell, Kelly L.; Bray, Steven R.

Psychosocial predictors of employment status among men living with spinal cord injury.

Page 81-90

Burns, Shaun Michael; Boyd, Briana L.; Hill, Justin; Hough, Sigmund

Cognitive appraisals and posttraumatic stress disorder symptoms in informal caregivers of stroke survivors.

Page 91-96

Carek, Victoria; Norman, Paul; Barton, Jane

---

AAIDD position paper on DSM-V proposed definition of intellectual disability (ID)

Yesterday AAIDD presented its formal reaction to the DSM-V ASD and Developmental Disorders Subgroup, ID Subcommittee regarding the proposed DSM-V definition for intellectual disability (ID). The AAIDD 11th Edition Implementation Committee position paper (and recommendations) can be found by clicking here.


Technorati Tags: psychology, forensic psychology, forensic psychiatry, neuropsychology, intelligence, IQ, IQ tests, IQ scores, adaptive behavior, intellectual disability, mental retardation, MR, ID, criminal psychology, criminal defense, ABA, American Bar Association, Atkins cases, death penalty, capital punishment, AAIDD, DSM-IV

iPost: New cognitive neuroscience journal from Elesiver

New Journal: Developmental Cognitive Neuroscience  Edited by Sarah-Jayne Blakemore (University College London), Ronald E. Dahl (University of Pittsburgh Medical Center), Uta Frith (University College London) and Daniel S. Pine (NIMH). The journal will publish theoretical and research papers on cognitive brain development, from infancy through childhood and adolescence to old age. It will cover neurocognitive development and neurocognitive processing in both typical and atypical development, including social and affective aspects. Appropriate methodologies for the journal will include, but are not limited to, functional neuroimaging (fMRI and MEG), electrophysiology (EEG and ERP), NIRS and transcranial magnetic stimulation, as well as other neuroscience approaches which are applied in animal studies, patient studies, case studies, post-mortem studies and pharmacological studies. Authors will be able to submit papers for review from early 2010.

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IQs Corner Recent Literature of Interest 02-21-10

This weeks "recent literature of interest" is now available. Click here to view or download.

Information regarding this feature, its basis, and the reasons for type of references included in each weekly installment can be found in a prior post.

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, research, recent literature, IQs Corner

iPost: American Journal on Intellectual and Developmental Disabilities Volume 115 Issue 2 March 2010

American Journal on Intellectual and Developmental Disabilities Volume 115 Issue 2 March 2010

Visit the American Journal on Intellectual and Developmental Disabilities Website American Journal on Intellectual and Developmental Disabilities [ Volume 115, Issue 2, March 2010 ] Editorial Rewards and Challenges of Cognitive Neuroscience Studies of Persons With Intellectual and Developmental Disabilities Tony J. Simon Guest Editor pages 79-82. [ Full Text ] [ PDF ] Research Articles Molecular and Cellular Mechanisms Elucidating Neurocognitive Basis of Functional Impairments Associated With Intellectual Disability in Down Syndrome Mohammed Rachidi, Carmela Lopes pages 83-112. [ Abstract ] [ Full Text ] [ PDF ] Neural Mechanisms Underlying Action Observation in Adults With Down Syndrome Naznin Virji-Babul, Alexander Moiseev, Teresa Cheung, Daniel J. Weeks, Douglas Cheyne, Urs Ribary pages 113-127. [ Abstract ] [ Full Text ] [ PDF ] Discovering Structure in Auditory Input: Evidence From Williams Syndrome Mayada Elsabbagh, Henri Cohen, Annette Karmiloff-Smith pages 128-139. [ Abstract ] [ Full Text ] [ PDF ] Atypical Functional Brain Activation During a Multiple Object Tracking Task in Girls With Turner Syndrome: Neurocorrelates of Reduced Spatiotemporal Resolution Elliott A. Beaton, Joel Stoddard, Song Lai, John Lackey, Jianrong Shi, Judith L. Ross, Tony J. Simon pages 140-156. [ Abstract ] [ Full Text ] [ PDF ] Performance in Temporal Discounting Tasks by People With Intellectual Disabilities Reveals Difficulties in Decision-Making and Impulse Control Paul Willner, Rebecca Bailey, Rhonwen Parry, Simon Dymond pages 157-171. [ Abstract ] [ Full Text ] [ PDF ] Auditory Attraction: Activation of Visual Cortex by Music and Sound in Williams Syndrome Tricia A. Thornton-Wells, Christopher J. Cannistraci, Adam W. Anderson, Chai-Youn Kim, Mariam Eapen, John C. Gore, Randolph Blake, Elisabeth M. Dykens pages 172-189. [ Abstract ] [ Full Text ] [ PDF ] Abstracts Résumés en Français pages 190-191. [ Full Text ] [ PDF ]

ISIR 2009 conference papers summary

Thanks to Bob Williams for sending me a link to the papers presented at the annual 2009 ISIR (International Society for Intelligence Research) conference held this past December in Madrid, Spain.  I was unable to attend ISIR this past year and very much missed the conference----clearly the best conference re: state-of-the-art research on human intelligence.  I plan to restart my regular attendance in 2010.

Technorati Tags: psychology, educational psychology, school psychology, forensicy psychology, cognition, intelligence, IQ, IQ tests, IQ scores, ISIR, IQs Corner

IQ Pipeline 2-14-10: Articles "in press" in journal Intelligence

"In press" in Intelligence.

Wayne Silverman, Charles Miezejeski, Robert Ryan, Warren Zigman, Sharon Krinsky-McHale, Tiina Urv, Stanford-Binet and WAIS IQ differences and their implications for adults with intellectual disability (aka mental retardation), Intelligence, In Press, Corrected Proof, Available online 25 January 2010, ISSN 0160-2896, DOI: 10.1016/j.intell.2009.12.005.
(http://www.sciencedirect.com/science/article/B6W4M-4Y7NJN8-1/2/c34f481640abfc9768fd15b536ddb286)
Keywords: Intellectual disability; Intelligence testing; IQ

Nash Unsworth, Interference control, working memory capacity, and cognitive abilities: A latent variable analysis, Intelligence, In Press, Corrected Proof, Available online 8 January 2010, ISSN 0160-2896, DOI: 10.1016/j.intell.2009.12.003.
(http://www.sciencedirect.com/science/article/B6W4M-4Y41MM1-2/2/e49b1ebc9322dc2e14ada20d86ee64ac)
Keywords: Interference control; Working memory capacity; Intelligence

Scott Barry Kaufman, Colin G. DeYoung, Jeremy R. Gray, Jamie Brown, Nicholas Mackintosh, Corrigendum to 'Associative learning predicts intelligence above and beyond working memory and processing speed' [Intelligence 37 (2009) 374-382], Intelligence, In Press, Corrected Proof, Available online 8 January 2010, ISSN 0160-2896, DOI: 10.1016/j.intell.2009.12.001.
(http://www.sciencedirect.com/science/article/B6W4M-4Y41MM1-1/2/8436cde374e503e5871a0f5ca0dc96b3)

J. Philippe Rushton, Arthur R. Jensen, The rise and fall of the Flynn Effect as a reason to expect a narrowing of the Black-White IQ gap, Intelligence, In Press, Corrected Proof, Available online 6 January 2010, ISSN 0160-2896, DOI: 10.1016/j.intell.2009.12.002.
(http://www.sciencedirect.com/science/article/B6W4M-4Y3K157-2/2/6f6533194b568822fa86c8a3594eeb38)

Charlie L. Reeve, Debra Basalik, Average state IQ, state wealth and racial composition as predictors of state health statistics: Partial support for `g' as a fundamental cause of health disparities, Intelligence, In Press, Corrected Proof, Available online 6 January 2010, ISSN 0160-2896, DOI: 10.1016/j.intell.2009.11.009.
(http://www.sciencedirect.com/science/article/B6W4M-4Y3K157-1/2/ee92f5b8e0180d6055bd2d8ecfc04d13)
Keywords: Cognitive epidemiology; Intelligence; State IQ; Racial disparities; Health outcomes

Wendy Johnson, Caroline E. Brett, Ian J. Deary, Intergenerational class mobility in Britain: A comparative look across three generations in the Lothian Birth Cohort 1936, Intelligence, In Press, Corrected Proof, Available online 31 December 2009, ISSN 0160-2896, DOI: 10.1016/j.intell.2009.11.010.
(http://www.sciencedirect.com/science/article/B6W4M-4Y29SYN-1/2/9c9df59d0004d41e032515e8c2b6e19b)
Abstract: 
Keywords: Social class mobility; Childhood IQ; Education; Social class

Heath A. Demaree, Kevin J. Burns, Michael A. DeDonno, Intelligence, but not emotional intelligence, predicts Iowa Gambling Task performance, Intelligence, In Press, Corrected Proof, Available online 31 December 2009, ISSN 0160-2896, DOI: 10.1016/j.intell.2009.12.004.
(http://www.sciencedirect.com/science/article/B6W4M-4Y29SYN-2/2/270b06531fbc29d924bc55137b49aa81)
Keywords: Intelligence; Emotional intelligence; Iowa Gambling Task; Decision-making; Emotion; Cognition

Richard Lynn, D.L. Robinson, Brain, Mind and Behaviour: A New Perspective on Human Nature (Second ed), Pontoon Publications, Dundalk, Ireland (2009) ISBN 978-0-9561812-0-6., Intelligence, In Press, Corrected Proof, Available online 14 December 2009, ISSN 0160-2896, DOI: 10.1016/j.intell.2009.11.007.
(http://www.sciencedirect.com/science/article/B6W4M-4XXNV69-1/2/6c5bed130ff12385beaa38fe7f55497e)

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, cognition, cognitive abilities, intelligence, IQ, IQ tests, IQ scores, ISIR, IQs Corner

IQ test selection could be life-or-death decision: WAIS v SB score differences in ID/MR sample

Interesting article "in press" in Intelligence that compares WAIS and Stanford Binet IQ scores (across different editions except the current SB5 and WAIS-IV) for adults with intellectual disability (ID/MR).  Although the mixing together of scores across different editions makes it impossible to make SB/WAIS-specific edition comparisons, the finding that the WAIS scores were, on the average (mean), almost 17 points higher may surprise many psychologists.  The authors discuss the real-life implications (i.e., Atkins ID death penalty decisions; eligibility for SS benefits, etc.) of different scores from different tests.  As outlined in a prior IAP AP101 special report, differences of this magnitude between different IQ tests should not be surprising. 

Silverman, W., Miezejeski, C., Ryan, R., Zigman, W., Krinsky-McHale & Urv, T. (in press).  tanford-Binet and WAIS IQ differences and their implications for adults with intellectual disability (aka mental retardation).  Intelligence.

Abstract

Stanford-Binet and Wechsler Adult Intelligence Scale (WAIS) IQs were compared for a group of 74 adults with intellectual disability (ID). In every case, WAIS Full Scale IQ was higher than the Stanford-Binet Composite IQ, with a mean difference of 16.7 points. These differences did not appear to be due to the lower minimum possible score for the Stanford-Binet. Additional comparisons with other measures suggested that the WAIS might systematically underestimate severity of intellectual impairment. Implications of these findings are discussed regarding determination of disability status, estimating prevalence of ID, assessing dementia and aging-related cognitive declines, and diagnosis of ID in forensic cases involving a possible death penalty.

A concluding comment from the authors

Nevertheless, psychologists cannot meet their ethical obligations in these cases without knowing which test provides the most valid estimate of true intelligence. The present data for individuals with relatively higher IQs, though sparse, indicate that differences between the Stanford-Binet and WAIS IQ tests can no longer be summarily dismissed as merely reflecting the scales' different floors. When test results are informing judgments of literal life and death, any suspected uncertainty regarding the validity of outcomes must be addressed aggressively.

Article Outline

1. Method
2. Results
3. Discussion

• 3.1. Disability determinations
• 3.2. Prevalence of ID
• 3.3. Declines with aging
• 3.4. Death penalty cases
• 3.5. Conclusion

Acknowledgements
References

Technorati Tags: psychology, educational psychology, school psychology, forensic psychology, court decisions, criminal psychology, criminal defense, Atkins cases, MR, ID, mental retardation, intellectual disability, death penalty, capital punishment, IQ, IQ scores, ABA, American Bar Association, ISIR, psychology and law, WAIS, Wechsler batteries, Stanford Binet, SB

Join/follow "IQs Corner" at Facebook

I have no idea what this feature will evolve into, but I've added a Facebook badge/button to all three of my professional blogs.  If it works as intended, clicking on the badge/button should take you to the IQ's Corner Facebook Group.....which I hope it allows you to join (if you want).

Technorati Tags: psychology, neuropsychology, school psychology, educational psychology, criminal psychology, criminal justice, criminal defense, IQs Corner, IQ Brain Clock, Atkins cases, intelligence, CHC, Cattell-Horn-Carroll, IQs Corner Facebook

ISIR journal Intelligence: Vol 38 (1), 2010

The latest and greatest from ISIR's journal Intelligence.

Beier, M. E., Campbell, M., & Crook, A. E. (2010). Developing and demonstrating knowledge: Ability and non-ability determinants of learning and performance. Intelligence, 38(1), 179-186.

Goldhammer, F., Rauch, W. A., Schweizer, K., & Moosbrugger, H. (2010). Differential effects of intelligence, perceptual speed and age on growth in attentional speed and accuracy. Intelligence, 38(1), 83-92.

Johnson, W., Brett, C. E., & Deary, I. J. (2010). The pivotal role of education in the association between ability and social class attainment: A look across three generations. Intelligence, 38(1), 55-65.

Kristensen, P., & Bjerkedal, T. (2010). Educational attainment of 25 year old Norwegians according to birth order and gender. Intelligence, 38(1), 123-136.

Luo, D. S., Chen, G. P., Zen, F. L., & Murray, B. (2010). Modeling working memory tasks on the item level. Intelligence, 38(1), 66-82.

Lynn, R. (2010). In Italy, north-south differences in IQ predict differences in income, education, infant mortality, stature, and literacy. Intelligence, 38(1), 93-100.

Lynn, R., & Meisenberg, G. (2010). The average IQ of sub-Saharan Africans: Comments on Wicherts, Dolan, and van der Maas. Intelligence, 38(1), 21-29.

Pesta, B. J., McDaniel, M. A., & Bertsch, S. (2010). Toward an index of well-being for the fifty US states. Intelligence, 38(1), 160-168.

Roivainen, E. (2010). European and American WAIS III norms: Cross-national differences in performance subtest scores. Intelligence, 38(1), 187-192.

Schoon, I., Cheng, H., Gale, C. R., Batty, G. D., & Deary, I. J. (2010). Social status, cognitive ability, and educational attainment as predictors of liberal social attitudes and political trust. Intelligence, 38(1),
144-150.

Song, L. J., Huang, G. H., Peng, K. Z., Law, K. S., Wong, C. S., & Chen, Z. J. (2010). The differential effects of general mental ability and emotional intelligence on academic performance and social interactions. Intelligence, 38(1), 137-143.

Steinmayr, R., Beauducel, A., & Spinath, B. (2010). Do sex differences in a faceted model of fluid and crystallized intelligence depend on the method applied? Intelligence, 38(1), 101-110.

Sturgis, P., Read, S., & Allum, N. (2010). Does intelligence foster generalized trust? An empirical test using the UK birth cohort studies. Intelligence, 38(1), 45-54.

Sundet, J. M., Eriksen, W., Borren, I., & Tamsb, K. (2010). The Flynn effect in sibships: Investigating the role of age differences between siblings. Intelligence, 38(1), 38-44.

Unsworth, N., Redick, T. S., Lakey, C. E., & Young, D. L. (2010). Lapses in sustained attention and their relation to executive control and fluid abilities: An individual differences investigation. Intelligence, 38(1), 111-122.

Vinogradov, E., & Kolvereid, L. (2010). Home country national intelligence and self-employment rates among immigrants in Norway. Intelligence, 38(1), 151-159.

vonStumm, S., Macintyre, S., Batty, D. G., Clark, H., & Deary, I. J. (2010). Intelligence, social class of origin, childhood behavior disturbance and education as predictors of status attainment in midlife in men: The Aberdeen Children of the 1950s study. Intelligence, 38(1), 202-211.

Wartenburger, I., Kuhn, E., Sassenberg, U., Foth, M., Franz, E. A., & vanderMeer, E. (2010). On the relationship between fluid intelligence, gesture production, and brain structure. Intelligence, 38(1), 193-201.

Wicherts, J. M., Dolan, C. V., & vanderMaas, H. L. J. (2010). The dangers of unsystematic selection methods and the representativeness of 46 samples of African test-takers. Intelligence, 38(1), 30-37.

Wicherts, J. M., Dolan, C. V., & vanderMaas, H. L. J. (2010). A systematic literature review of the average IQ of sub-Saharan Africans. Intelligence, 38(1), 1-20.

Wicherts, J. M., & Scholten, A. Z. (2010). Test anxiety and the validity of cognitive tests:

Technorati Tags: ISIR, intelligence, journal Intelligence, IQs Corner, cogniitve abilities, research, school psychology, educational psychology, individual differences, psychology, neuropsychology, cognition

Critque of proposed DSM5 intellectual disability criteria: Guest post by Dr. Dale Watson

Without question, the DSM-5 Proposed Draft Revision document has been generating considerable chatter among psychologists.  With regard to Atkins cases, the proposed definition of intellectual disability (ID) is no exception....emails and listservs have been busy debating and critiquing the ID proposed criteria. 

Dr. Dale Watson has set out a well-written set of concerns and issues in the guest blog post below---which is reproduced "as is" from Dr. Watson.  Kudos to Dale for providing ICDP with his perspective.

Dr. Dale Watson's critique of the proposed DSM-V ID criteria follows:

The DSM-5 Proposed Draft Revisions to the Criterion sets for Mental Disorders have recently become available.  The proposed criteria for the diagnosis of Intellectual Disability retain the three-pronged model of diagnosis used by both the DSM-IV and the AAIDD.  However, the revised language, though more precise in some ways, is also potentially problematic for a number of reasons and requires further clarification.  The following critique outlines concerns regarding the revised language and is a request for further clarification and/or specificity in the diagnostic language.

The first prong of the revision appears initially to improve the specificity of the IQ requirements stating, “Current intellectual deficits of two or more standard deviations below the population mean, which generally translates into performance in the lowest 3% of a person’s age and cultural group, or an IQ of 70 or below.”  Certainly using “standard deviations below the population mean” adds a degree of precision and perhaps allows for consideration of “Flynn Effect” changes in the population mean.  However, in an Atkins context, this language also appears to foreclose sole reliance on historical test scores in establishing the diagnosis in that it requires “current intellectual deficits.”  In addition, by eliminating the DSM-IV “IQ of approximately 70 or below” there must be some concern that this proposal establishes a “bright-line” cutoff of “70 or below” for the diagnosis of an Intellectual Disability.  Despite the rationale provided by the Work Group that the proposed criteria add “rigor to wording regarding psychometrics [with] (no change in cut –off)” one must be concerned that this is, in effect, a change in the cutoff.  In justifying the changes in the coding procedure, the rationale indicates, “Inaccuracy of testing no longer a factor.”  Does this mean that eliminating the word “approximately,” as used in DSM-IV and by the AAIDD, also eliminates consideration of the Standard Error of Measurement?  Does this mean, as is the practice in a number of death-penalty states, that it is no longer “possible to diagnose Mental Retardation with IQ scores between 71 and 75…”  (DSM-IV, p. 48).  If that were the case, the proposed criteria would not be consistent with clinical practice nor would it, by ignoring the standard error or measurement, be “adding [psychometric] rigor.”

The revision language also acknowledges the importance of cultural sensitivity, which, on the face of it, should not be objectionable.  However, by stating that the IQ requirement “translates into performance in the lowest 3% of a person’s age and cultural group…” there is a risk that this will be used as a rationale to establish subgroup norms rather than relying, as indicated, on the “population mean.”  Certainly we have seen attempts by some psychologists to use membership in a presumed cultural group to inflate IQ scores thus making legitimately intellectually disabled individuals eligible for the death penalty.  These attempts have included the use of Heaton’s WAIS-III demographically adjusted norms and what have been termed “IQ-Quality” scores, both of which inflate the obtained IQ scores based upon subgroup membership to establish that individuals do not have an Intellectual Disability.  IQs, by definition, must reference population rather than subgroup standards.

There is also either ambiguity or a substantially increased demand for deficits in adaptive function, in the proposed language for the second prong of the diagnosis.  The proposed criteria require:

 [C]oncurrent deficits in at least two domains of adaptive functioning of at least two or more standard deviations, which generally translates into performance in the lowest 3 % of a person’s age and cultural group, or standard scores of 70 or below.  This should be measured with individualized, standardized, culturally appropriate, psychometrically sound measures.  Adaptive behavior domains typically include:

• Conceptual skills (communication, language, time, money, academic)
• Social skills (interpersonal skills, social responsibility, recreation, friendships)
• Practical skills (daily living skills, work, travel).
  

The ambiguity arises when one considers what is meant by a “domain.”  DSM-IV required deficits in at least two “areas” (similar to what appear to be sub-domains above).  In contrast, AAIDD has rightfully relied upon, based on factor analytic studies and the work of Stephen Greenspan, deficits in the domains of Conceptual, Social and Practical skills.  However, the AAIDD requires adaptive function deficits in only one as opposed to two domains.  The current AAIDD manual operationally defines significant limitations in adaptive behavior as “performance that is approximately two standard deviations below the mean of either (a) one of the following three types of adaptive behavior: conceptual, social, or practical or (b) an overall score on a standardized measure of conceptual, social, or practical skills.  The assessment instrument’s standard error of measurement must be considered when interpreting the individual’s obtained scores” p. 43.  The impact of requiring deficits in two of the three domains, as apparently required by the proposed criteria, has long been recognized.  For example, The 2002 AAMR Mental Retardation: Definition, Classification, and Systems of Supports manual described the impact that requiring deficits in two or more of the three domains would have on the prevalence of intellectual disabilities:

…the probability of a person having significant deficits (2 SDs below the mean) in two or in all three domains of adaptive behavior is extremely low compared to the probability of scoring two standard deviations or below on only one domain.  In fact, simulation studies have demonstrated that the probability of a person scoring two standard deviations below the mean on more than one domain would be so low that almost no one with an IQ in the upper mental retardation range would be identified as having mental retardation (K.F. Widaman, personal communication, November 9, 2001) (p. 78).

The proposed DSM-5 language, rather than having “Consistency with AAIDD practices,” as stated in the rationale, appears to fly in the face of those standards and would insure that “almost no one with an IQ in the upper mental retardation range would be identified as having” an intellectual disability.  In addition, by failing to note the importance of considering the “instrument’s standard error of measurement” the proposed criteria once again suggests a “bright-line” cut-off for both the intellectual and adaptive functioning requirements.  Effectively, and contrary to the stated rationale, these proposals represent changes in the cutoff scores.  In an attempt to establish unambiguous criteria for the intellectual and adaptive behavior diagnostic prongs the proposed language ignores a fundamental understanding of the nature of test scores, i.e., that some degree of imprecision is inherent.

The practical impact of these proposed criteria within a clinical context would be to reduce the number of individuals diagnosed with an Intellectual Disability.  Within an Atkins context, these changes would make more individuals eligible for the death penalty.

The Work Groups for DSM-5 are soliciting comments upon the proposed diagnostic criteria until April 20, 1010 at www.dsm5.org.  I would urge anyone with concerns regarding the criteria to submit their comments.

Dale G. Watson, Ph.D.
Clinical and Forensic Neuropsychologist
watson.dale@comcast.net

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IQs Corner Recent Literature of Interest 02-11-10

This weeks "recent literature of interest" is now available. Click here to view or download.

Information regarding this feature, its basis, and the reasons for type of references included in each weekly installment can be found in a prior post.

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DSM-5: Proposed draft revisions: Intellectual Disability

The Proposed Draft Revisions to DSM-5 are now available on line.  MR/ID is described as the following:

Intellectual Disability

A. Current intellectual deficits of two or more standard deviations below the population mean, which generally translates into performance in the lowest 3% of a person's age and cultural group, or an IQ of 70 or below. This should be measured with an individualized, standardized, culturally appropriate, psychometrically sound measure.

B. And concurrent deficits in at least two domains of adaptive functioning of at least two or more standard deviations, which generally translates into performance in the lowest 3 % of a person's age and cultural group, or standard scores of 70 or below. This should be measured with individualized, standardized, culturally appropriate, psychometrically sound measures. Adaptive behavior domains typically include:

• Conceptual skills (communication, language, time, money, academic)
• Social skills (interpersonal skills, social responsibility, recreation, friendships)
• Practical skills (daily living skills, work, travel)

C. With onset during the developmental period.

Code no longer based on IQ level.

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Dissertation dish: WISC-IV and WAIS-IV research dissertations during last 5 years

I ran a search of the ProQuest Digital Dissertation Database in search of studies involving the most recent versions of the WAIS-IV and WISC-IV.  I found nothing for the WAIS-IV but did find the following for the WISC-IV.  Click here for a PDF file that also includes the abstracts.

Adolescents with attention deficit/hyperactivity disorder: WISC-IV working memory and processing speed indices
Largotta, Danielle.  Proquest Dissertations And Theses 2009.  Section 0287, Part 0633 71 pages; [Ph.D. dissertation].United States -- New Jersey: Fairleigh Dickinson University; 2009. Publication Number: AAT 3371366.   

Examining the relationship between the WISC-IV, the OLSAT-7, and the EQAO achievement test
Duncan, Amanda Lynn.  Proquest Dissertations And Theses 2009.  Section 1100, Part 0632 81 pages; [M.A. dissertation].Canada: Laurentian University (Canada); 2009. Publication Number: AAT MR48862.

The relationship between visual-spatial reasoning ability and math and geometry problem-solving
Markey, Sean M..  Proquest Dissertations And Theses 2009.  Section 0950, Part 0633 75 pages; [Ed.D. dissertation].United States -- Massachusetts: American International College; 2009. Publication Number: AAT 3385692.   

The relationship between executive functioning and attention in a clinically referred pediatric sample
Hines, Lindsay.  Proquest Dissertations And Theses 2009.  Section 1191, Part 0622 89 pages; [Ph.D. dissertation].United States -- Florida: Nova Southeastern University; 2009. Publication Number: AAT 3368971.   

The value of IQ scores in detecting reading patterns in younger and older elementary aged children referred for learning difficulties
Herman, Gayle Striar.  Proquest Dissertations And Theses 2009.  Section 0483, Part 0633 227 pages; [Psy.D. dissertation].United States -- New York: Pace University; 2009. Publication Number: AAT 3358196.

Validation of abbreviated forms of the Wechsler Intelligence Scale for Children---Fourth Edition specific for mentally retarded & low functioning populations
Kurtyka, Jonathan R..  Proquest Dissertations And Theses 2009.  Section 0287, Part 0622 104 pages; [Ph.D. dissertation].United States -- New Jersey: Fairleigh Dickinson University; 2009. Publication Number: AAT 3365022.

An examination of the effects of stimulant medication on the IQ test performance of children with AD/HD
Adams, Jennifer S..  Proquest Dissertations And Theses 2008.  Section 0154, Part 0622 118 pages; [Ph.D. dissertation].United States -- North Carolina: The University of North Carolina at Greensboro; 2008. Publication Number: AAT 3338759.   

Cerebral asymmetry, working memory, and verbal-performance IQ differences, as predictors of disruptive behavior levels among child and adolescent psychiatric patients
Yokoyama, Youko.  Proquest Dissertations And Theses 2008.  Section 1435, Part 0622 119 pages; [Ph.D. dissertation].United States -- California: Alliant International University, Fresno; 2008. Publication Number: AAT 3335272.

Evaluation of attention and executive control within a model of Gf-Gc cognitive functioning
Scheller, Adam C..  Proquest Dissertations And Theses 2008.  Section 0067, Part 0632 121 pages; [Ph.D. dissertation].United States -- Pennsylvania: Duquesne University; 2008. Publication Number: AAT 3322182.

Executive functioning in the presence of sleep disordered breathing
Sutton, Amy M..  Proquest Dissertations And Theses 2008.  Section 0079, Part 0622 85 pages; [Ph.D. dissertation].United States -- Georgia: Georgia State University; 2008. Publication Number: AAT 3301012.

Maximizing resources to gain information about clients: Profile analysis, Configural Frequency Analysis, and the WISC-IV
Wakkinen, Howard B..  Proquest Dissertations And Theses 2008.  Section 0161, Part 0633 190 pages; [Ph.D. dissertation].United States -- Colorado: University of Northern Colorado; 2008. Publication Number: AAT 3322469.   

Resilience, social competence, and intelligence in children
Sanders, Angela C..  Proquest Dissertations And Theses 2008.  Section 1009, Part 0622  [Psy.D. dissertation].United States -- Wisconsin: Wisconsin School of Professional Psychology, Inc.; 2008. Publication Number: AAT 0820405.

The relationship between aspects of cognitive functioning and academic skills in a clinically referred population
Garcia, Jessica.  Proquest Dissertations And Theses 2008.  Section 1191, Part 0622 86 pages; [Ph.D. dissertation].United States -- Florida: Nova Southeastern University; 2008. Publication Number: AAT 3325542.   

The validation of a measure of competency in the use of psychological assessment in career counseling: A Piagetian framework
Etheridge, Roy L..  Proquest Dissertations And Theses 2008.  Section 0071, Part 0519 116 pages; [Ph.D. dissertation].United States -- Florida: The Florida State University; 2008. Publication Number: AAT 3340711.

Visual-spatial processing and mathematics achievement: The predictive ability of the visual-spatial measures of the Stanford-Binet intelligence scales, Fifth Edition and the Wechsler Intelligence Scale for Children-Fourth Edition
Clifford, Eldon.  Proquest Dissertations And Theses 2008.  Section 0203, Part 0525 195 pages; [Ph.D. dissertation].United States -- South Dakota: University of South Dakota; 2008. Publication Number: AAT 3351188.   

A preliminary study of WISC-IV and WAIS-III IQ scores for students with extremely low cognitive functioning
Bresnahan, Joseph A..  Proquest Dissertations And Theses 2007.  Section 0287, Part 0529 68 pages; [Psy.D. dissertation].United States -- New Jersey: Fairleigh Dickinson University; 2007. Publication Number: AAT 3284746.

Cognitive processing in children and adolescents with Fetal Alcohol Spectrum Disorder: Assessing alternative measures in predicting adaptive behavior
Odishaw, Janine Danielle.  Proquest Dissertations And Theses 2007.  Section 0351, Part 0622 186 pages; [Ph.D. dissertation].Canada: University of Alberta (Canada); 2007. Publication Number: AAT NR33040.   

Cognitive deficits associated with childhood depression: Patterns of performance on the Wechsler Intelligence Scale for Children: Fourth Edition
Sweitzer, Shannon Taich.  Proquest Dissertations And Theses 2007.  Section 0225, Part 0622 85 pages; [Ph.D. dissertation].United States -- Pennsylvania: Temple University; 2007. Publication Number: AAT 3268215.

Cognitive profiles of children with attention-deficit/hyperactivity disorder
Schwebach, Adam J..  Proquest Dissertations And Theses 2007.  Section 0240, Part 0622 91 pages; [Ph.D. dissertation].United States -- Utah: The University of Utah; 2007. Publication Number: AAT 3255572.   

Comparative study of the Working Memory Scales of the WISC-IV and SB5 in referred students
Abbott, Erica N..  Proquest Dissertations And Theses 2007.  Section 0817, Part 0525 31 pages; [Ed.S. dissertation].United States -- West Virginia: Marshall University; 2007. Publication Number: AAT 1448545.

Empirically supported interpretation of the WISC-IV: A commonality analysis approach
Underwood, Jennifer E..  Proquest Dissertations And Theses 2007.  Section 0543, Part 0288 98 pages; [Ph.D. dissertation].United States -- Minnesota: Walden University; 2007. Publication Number: AAT 3288764.

Estimation of premorbid intellectual abilities in children with traumatic brain injury
Malec, Tara.  Proquest Dissertations And Theses 2007.  Section 1351, Part 0622 83 pages; [Ph.D. dissertation].United States -- Minnesota: Capella University; 2007. Publication Number: AAT 3263170.   

Existing practice and proposed changes in cognitive assessment of Utah students identified as deaf and hard of hearing
Voorhies, Leah.  Proquest Dissertations And Theses 2007.  Section 0022, Part 0288 79 pages; [Ph.D. dissertation].United States -- Utah: Brigham Young University; 2007. Publication Number: AAT 3293984.   

Gender differences for children and adults in cognitive, academic, visual-motor, emotional and behavioural functioning in a clinic-referred population
Gowers, Aspen.  Proquest Dissertations And Theses 2007.  Section 0351, Part 0519 163 pages; [M.Ed. dissertation].Canada: University of Alberta (Canada); 2007. Publication Number: AAT MR29905.   

Neuropsychological and behavioral correlates of prenatal cocaine exposure in boys with severe psychopathology
Wagreich, Michele.  Proquest Dissertations And Theses 2007.  Section 0198, Part 0317 124 pages; [Ph.D. dissertation].United States -- New York: Long Island University, The Brooklyn Center; 2007. Publication Number: AAT 3285797.   

The impact of relaxation training on cognition and academic ability
Fernandez, Miguel Richardo.  Proquest Dissertations And Theses 2007.  Section 1443, Part 0622 90 pages; [Ph.D. dissertation].United States -- Arizona: Northcentral University; 2007. Publication Number: AAT 3252087.   

The psychometric profile of adolescent Attention Deficit Hyperactivity Disorder
Sherlin, Leslie H..  Proquest Dissertations And Theses 2007.  Section 1351, Part 0620 69 pages; [Ph.D. dissertation].United States -- Minnesota: Capella University; 2007. Publication Number: AAT 3288699.

Transfer of learning in children with fetal alcohol spectrum disorder
McInerney, Robert John.  Proquest Dissertations And Theses 2007.  Section 0244, Part 0622 121 pages; [Ph.D. dissertation].Canada: University of Victoria (Canada); 2007. Publication Number: AAT NR28286.   

A comparison of the WISC-IV and COMIT results and the influence of intelligence, age, and gender on the COMIT performance scores
Bailey, Craig O..  Proquest Dissertations And Theses 2006.  Section 1351, Part 0632 81 pages; [Ph.D. dissertation].United States -- Minnesota: Capella University; 2006. Publication Number: AAT 3199316.   

Comparison of the Kaufman Brief Intelligence Test (K-BIT) and the Wechsler scale for children (WISC-IV) with referred students
York, Jennifer.  Proquest Dissertations And Theses 2006.  Section 0817, Part 0622 16 pages; [Ed.S. dissertation].United States -- West Virginia: Marshall University; 2006. Publication Number: AAT 1434510.

Correlations between the WISC-IV, SB: V, and the WJ-III Tests of achievement. Which has a better relationship with reading achievement?
Campbell, Krystal.  Proquest Dissertations And Theses 2006.  Section 0817, Part 0288 17 pages; [Ed.S. dissertation].United States -- West Virginia: Marshall University; 2006. Publication Number: AAT 1434477.

Is the GAI a good short form of the WISC-IV?
Scott, Kimberly A..  Proquest Dissertations And Theses 2006.  Section 0817, Part 0633 16 pages; [Ed.S. dissertation].United States -- West Virginia: Marshall University; 2006. Publication Number: AAT 1434505.

Social Stories: Mechanisms of effectiveness in increasing social skills, social skill comprehension, generalization and maintenance of newly acquired skills in school-aged children diagnosed with autism
Quirmbach, Linda Melissa.  Proquest Dissertations And Theses 2006.  Section 1389, Part 0620 260 pages; [Ph.D. dissertation].United States -- California: Alliant International University, San Diego; 2006. Publication Number: AAT 3227685.

The Test of Auditory Processing Skills-Third Edition (TAPS-3): Validity analyses and reconceptualization based on the Cattell-Horn-Carroll model of cognitive abilities
Edwards, Kellie Murphy.  Proquest Dissertations And Theses 2006.  Section 0012, Part 0622 84 pages; [Ph.D. dissertation].United States -- Alabama: Auburn University; 2006. Publication Number: AAT 3245465.

The identification of gifted students with spatial strengths: An exploratory study
Mann, Rebecca Lyn.  Proquest Dissertations And Theses 2005.  Section 0056, Part 0529 84 pages; [Ph.D. dissertation].United States -- Connecticut: The University of Connecticut; 2005. Publication Number: AAT 3180228.

Validity of WISC-IV and CTONI: Interpretation of IQ scores for students classified educable mentally disabled
Launey, Kathryn.  Proquest Dissertations And Theses 2005.  Section 0543, Part 0632 118 pages; [Ph.D. dissertation].United States -- Minnesota: Walden University; 2005. Publication Number: AAT 3169043.

Adolescents with attention deficit/hyperactivity disorder: WISC-IV working memory and processing speed indices
Largotta, Danielle.  Proquest Dissertations And Theses 2009.  Section 0287, Part 0633 71 pages; [Ph.D. dissertation].United States -- New Jersey: Fairleigh Dickinson University; 2009. Publication Number: AAT 3371366.

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