Article: Why Do Some People Learn Faster?

Why Do Some People Learn Faster?
http://www.wired.com/wiredscience/2011/10/why-do-some-people-learn-faster-2/

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Kevin McGrew, PhD

Educational Psychologist

Article: Education Conferences, Brain Based Learning, Professional Development For Teachers

Education Conferences, Brain Based Learning, Professional Development For Teachers
http://www.learningandthebrain.com/

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Kevin McGrew, PhD

Educational Psychologist

Early puzzle play: A predictor of preschoolers' spatial transformation skill.

Early puzzle play: A predictor of preschoolers' spatial transformation skill.

Developmental Psychology - Vol 46, Iss 4

Individual differences in spatial skill emerge prior to kindergarten entry. However, little is known about the early experiences that may contribute to these differences. The current study examined the relation between children's early puzzle play and their spatial skill. Children and parents (n = 53) were observed at home for 90 min every 4 months (6 times) between 2 and 4 years of age (26 to 46 months). When children were 4 years 6 months old, they completed a spatial task involving mental transformations of 2-dimensional shapes. Children who were observed playing with puzzles performed better on this task than those who did not, controlling for parent education, income, and overall parent word types. Moreover, among those children who played with puzzles, frequency of puzzle play predicted performance on the spatial transformation task. Although the frequency of puzzle play did not differ for boys and girls, the quality of puzzle play (a composite of puzzle difficulty, parent engagement, and parent spatial language) was higher for boys than for girls. In addition, variation in puzzle play quality predicted performance on the spatial transformation task for girls but not for boys. Implications of these findings as well as future directions for research on the role of puzzle play in the development of spatial skill are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Working memory in children: Tracing age differences and special educational needs to parameters of a formal model.

Working memory in children: Tracing age differences and special educational needs to parameters of a formal model.

Developmental Psychology - Vol 46, Iss 4

Parameters of a formal working-memory model were estimated for verbal and spatial memory updating of children. The model proposes interference though feature overwriting and through confusion of whole elements as the primary cause of working-memory capacity limits. We tested 2 age groups each containing 1 group of normal intelligence and 1 deficit group. For young children the deficit was developmental dyslexia; for older children it was a general learning difficulty. The interference model predicts less interference through overwriting but more through confusion of whole elements for the dyslexic children than for their age-matched controls. Older children exhibited less interference through confusion of whole elements and a higher processing rate than young children, but general learning difficulty was associated with slower processing than in the age-matched control group. Furthermore, the difference between verbal and spatial updating mapped onto several meaningful dissociations of model parameters. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Stability of language in childhood: A multiage, multidomain, multimeasure, and multisource study.

Stability of language in childhood: A multiage, multidomain, multimeasure, and multisource study.

Developmental Psychology - Vol 46, Iss 4

The stability of language across childhood is traditionally assessed by exploring longitudinal relations between individual language measures. However, language encompasses many domains and varies with different sources (child speech, parental report, experimenter assessment). This study evaluated individual variation in multiple age-appropriate measures of child language derived from multiple sources and stability between their latent variables in 192 young children across more than 2 years. Structural equation modeling demonstrated the loading of multiple measures of child language from different sources on single latent variables of language at ages 20 months and 48 months. A large stability coefficient (r = .84) obtained between the 2 language latent variables. This stability obtained even when accounting for family socioeconomic status, maternal verbal intelligence, education, speech, tendency to respond in a socially desirable fashion, and child social competence. Stability was also equivalent for children in diverse childcare situations and for girls and boys. Across age, from the beginning of language acquisition to just before school entry, aggregating multiple age-appropriate methods and measures at each age and multiple reporters, children show a strong stability of individual differences in general language development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Defining and distinguishing validity: Interpretations of score meaning and justifications of test use.

http://feedproxy.google.com/~r/apa-journals-met/~3/Ho5JAwOLTNI/31

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And another APA review of Thinking Fast and Slow

http://psycnet.apa.org/index.cfm?fa=main.doiLanding&uid=2012-03488-001

PsycNET - Direct Products

Reviews the book, Thinking, Fast and Slow by Daniel Kahneman (see record 2011-26535-000). Thinking, Fast and Slow can be described as a review of current knowledge and thinking on the psychology of judgments and decision. The author goes beyond a general review and boldly applies the findings of his own research and that of other cognitive psychologists to major policy areas such as criminal justice, law, medicine, economics, financial investing, and modern media, among others. In later chapters, the perspective is broadened to the important life issues of personal judgments about happiness and psychological well-being. At times the connections between conclusions and applications and the experimental evidence are not clear. This book is a marvelous overview of the experimental psychology of judgment and decision that educates the public regarding application of the scientific method in psychology and should excite students and professional psychologists alike about the contribution that we can make to better the human condition. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Kevin McGrew, PhD

Educational Psychologist

Another review (APA) of Kahneman's Thinking, Fast and Slow

http://psycnet.apa.org/index.cfm?fa=main.doiLanding&uid=2012-00259-001

PsycNET - Direct Products

Reviews the book, Thinking, Fast and Slow by Daniel Kahneman (see record 2011-26535-000). Kahneman provides a comprehensive review of what we have learned about thinking during the last 50 years and gives a personal account of his own role in that research. He describes groundbreaking studies on heuristics and biases that he conducted with his colleague Amos Tversky and describes a dual process theory to explain their findings. He proposes that there are two different ways in which people think: One is rapid, largely automatic, and prone to error; the other is slow, deliberate, and more accurate. Kahneman uses the catch phrase WYSIATI (what you see is all there is) to explain our inability to think about possibilities beyond those that are immediately obvious. He offers a fuller description of the mechanisms that underlie heuristics than has previously been available. Dual process theory still does not provide a complete answer to the question of when and why human thinking is error prone. The reviewer suggests that Thinking, Fast and Slow will be an invaluable statement of what we know now and will be used as the foundation for further development of the theory. Kahneman does not offer much encouragement to those who seek to improve people's reasoning. Perhaps the most important contribution of Thinking, Fast and Slow is that it offers a language in which we can discuss the reasoning of other people. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

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Educational Psychologist

Article: $8.5 million NIH grant may help decipher dyslexia

$8.5 million NIH grant may help decipher dyslexia
http://www.physorg.com/wire-news/91452227/85-million-nih-grant-may-help-decipher-dyslexia.html

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Educational Psychologist

Psychological Methods - Volume 17, Issue 1

For my quantoid readers

A new issue is available for the following APA journal:

Psychological Methods Volume 17, Issue 1, (Mar)

The problem of model selection uncertainty in structural equation modeling.

Page 1-14

Preacher, Kristopher J.;Merkle, Edgar C.

Selecting a linear mixed model for longitudinal data: Repeated measures analysis of variance, covariance pattern model, and growth curve approaches.

Page 15-30

Liu, Siwei;Rovine, Michael J.;Molenaar, Peter C. M.

Defining and distinguishing validity: Interpretations of score meaning and justifications of test use.

Page 31-43

Cizek, Gregory J.

Marginal mean weighting through stratification: A generalized method for evaluating multivalued and multiple treatments with nonexperimental data.

Page 44-60

Hong, Guanglei

A time-varying effect model for intensive longitudinal data.

Page 61-77

Tan, Xianming;Shiyko, Mariya P.;Li, Runze;Li, Yuelin;Dierker, Lisa

The design and analysis of state-trace experiments.

Page 78-99

Prince, Melissa;Brown, Scott;Heathcote, Andrew

Clusterwise simultaneous component analysis for analyzing structural differences in multivariate multiblock data.

Page 100-119

De Roover, Kim;Ceulemans, Eva;Timmerman, Marieke E.;Vansteelandt, Kristof;Stouten, Jeroen;Onghena, Patrick

Publication bias in psychological science: Prevalence, methods for identifying and controlling, and implications for the use of meta-analyses.

Page 120-128

Ferguson, Christopher J.;Brannick, Michael T.

Publication bias in psychological science: Comment on Ferguson and Brannick (2012).

Page 129-136

Rothstein, Hannah R.;Bushman, Brad J.

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Article: The Age of Connectome: Q&A with Sebastian Seung

The Age of Connectome: Q&A with Sebastian Seung
http://blogs.scientificamerican.com/cocktail-party-physics/2012/02/27/the-age-of-connectome-qa-with-sebastian-seung/

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Educational Psychologist

Research byte: Is there a neuro-g?

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Ulric Neisser's obituary

http://www.nytimes.com/2012/02/26/us/ulric-neisser-who-reshaped-thinking-on-the-mind-dies-at-83.html?scp=1&sq=obit%20neisser&st=cse

 

The "Time Doc" (K. McGrew) Voice of America interview on focus and "quieting the busy mind"

Why is a scholar in intelligence theory and testing spending time working with and researching the brain-clock based neurotechnology of Interactive Metronome?

I have now explained this connection on my recent internet radio show interview. In it you will learn why IM technology appears to increase focus (controlled attention; working memory) in a manner similar to mindfulness meditation and other brain fitness programs. You will learn that these technologies help to "quiet the busy" mind that is due to the default brain network, via the strengthening of the salience and central executive networks. The connection with general intelligence (g) is also discussed via Jensen's neural efficiency hypothesis and the temporal g notion of neural efficiency. If you want to read more, check out the Time Doc's posts at the IM-Home blog (check for posts under my name or under the category of "science"....and be sure to click on "see other stories" if it does not give you all the posts) These include the Time Doc's own personal experience with the IM-Home brain clock based technology.

My radio interview with Maureen Palmer (OT), on Voice of America (Focus Point Review) is now available for off-line listening via MP3 or iTunes format (as a podcast). You can access these and listen for free. If you have an iPod, iTouch, iPad, I would recommend downloading the free podcast.

To find the file you go to the following link and look for this section with the links. Click on either the MP3 or iTunes options...and enjoy. GIven it is off-line you can skip thru commercial's, fast forward, pause, etc.


Enjoy.





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Journal of Experimental Psychology: Learning, Memory, and Cognition - Online First Publications

The following articles have been published online this week before they appear in a final print and online issue of Journal of Experimental Psychology: Learning, Memory, and Cognition:

Feature migration in time: Reflection of selective attention on speech errors.

Nozari, Nazbanou;Dell, Gary S.

doi: 10.1037/a0026933

A processing approach to the working memory/long-term memory distinction: Evidence from the levels-of-processing span task.

Rose, Nathan S.;Craik, Fergus I. M.

doi: 10.1037/a0026976

Can survival processing enhance story memory? Testing the generalizability of the adaptive memory framework.

Seamon, John G.;Bohn, Justin M.;Coddington, Inslee E.;Ebling, Maritza C.;Grund, Ethan M.;Haring, Catherine T.;Jang, Sue-Jung;Kim, Daniel;Liong, Christopher;Paley, Frances M.;Pang, Luke K.;Siddique, Ashik H.

doi: 10.1037/a0027090

Reassessing Critiques of the Independent Probe Method for Studying Inhibition.

Huddleston, Ean;Anderson, Michael C.

doi: 10.1037/a0027092

Maintenance rehearsal: The key to the role attention plays in storage and forgetting.

McFarlane, Kimberley A.;Humphreys, Michael S.

doi: 10.1037/a0026783

Post-stop-signal adjustments: Inhibition improves subsequent inhibition.

Bissett, Patrick G.;Logan, Gordon D.

doi: 10.1037/a0026778

Semantics boosts syntax in artificial grammar learning tasks with recursion.

Fedor, Anna;Varga, Máté;Szathmáry, Eörs

doi: 10.1037/a0026986

Emotion Words Affect Eye Fixations During Reading.

Scott, Graham G.;O'Donnell, Patrick J.;Sereno, Sara C.

doi: 10.1037/a0027209

Retroactive Interference Effects in Implicit Memory.

Eakin, Deborah K.;Smith, Robert

doi: 10.1037/a0027208

The failure of deactivating intentions: Aftereffects of completed intentions in the repeated prospective memory cue paradigm.

Walser, Moritz;Fischer, Rico;Goschke, Thomas

doi: 10.1037/a0027000

Metacognitive monkeys or associative animals? Simple reinforcement learning explains uncertainty in nonhuman animals.

Le Pelley, M. E.

doi: 10.1037/a0026478

How Implicit Is Visual Statistical Learning?

Bertels, Julie;Franco, Ana;Destrebecqz, Arnaud

doi: 10.1037/a0027210

Dick Woodcock, Don Hammill, Sam Goldstein an I having meeting ofthe minds at NASP

CHC and RTI hot topic at NASP--standing room only

How smart do you think you are? A meta-analysis on the validity of self-estimates of cognitive ability.

http://feedproxy.google.com/~r/apa-journals-bul/~3/BDGD8lcN2sQ/296

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Phonological skills and their role in learning to read: A meta-analytic review.

http://feedproxy.google.com/~r/apa-journals-bul/~3/0m7IA2sJcw4/322

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Dr. Kevin McGrew (aka, The Time Doc; IQ McGrew) on Voice of America this Friday--don't touch that dial

Little ole' me (Kevin McGrew; aka "IQ McGrew" and "The Time Doc") will be talking on Voice of America radio (Focus Point Review) this Friday re: my interests and research-based explanations of brain-clock based brain fitness technologies (Interactive Metronome in particular). Please tune in.

After the shows are completed they are available for later listening as MP3 files or free Podcasts from iTunes. I will share this off-line URL information later.


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On the road again: Blogging lite

I will be traveling to a professional conference starting tomorrow and extending thru the entire week. Thus, the only posting you may see might be "push" FYI posts.

I shall return







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A Quick Guided Tour of Your Brain

http://www.buildingpersonalstrength.com/2011/03/quick-guided-tour-of-your-brain.html?m=1

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Article: Verbal and musical abilities are linked

Verbal and musical abilities are linked
http://www.brainpowerinitiative.com/2012/02/verbal-and-musical-abilities-are-linked/

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Kevin McGrew, PhD

Educational Psychologist

Don't think...your performance may stink: Choking under pressure --"be the ball"

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Very interesting article (Gray, 2011; Links Between Attention, Performance Pressure, and Movement in Skilled Motor Action) that explains why some individuals motor or athletic performance may suffer when under pressure. The classic "choking" problem. Bottom line is that if you have attained a solid level of proficiency on a task...when under pressure don't revert to focusing inward...focus outward and "quiet your busy mind'"

This study is very consistent with the Kahneman's highly acclaimed and recent book on the two systems of the brain - Thinking Fast and Slow.

It reminds me of Chevy Chase in Caddyshack where his advice to the young golfer was to "be the ball"

The article, as per IQ's Reading feature, can be found here.



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Article: How Meditating Helps with Multitasking - more on "quieting the busy mind"

Yet another article on the benefits of meditation..namely, "quieting the busy mind".  See my discussion of how this same or similar state can be obtained via brain clock based neurotechnology - at this link.  http://www.imhome.org/index.php/latest-news/entry/on-demand-focus.html

How Meditating Helps with Multitasking
http://mindshift.kqed.org/2011/10/how-meditating-helps-with-multitasking/

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Educational Psychologist

Leading Brains e-newspaper is a recommended daily read

I produce two daily e-newspapers related to my blogs. I also subscribe to a few others. By far the hands down winner for detailed content related to the brain and neuroscience is Leading Brains. Check it out.



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Dissertation dish: Does music perception predict phonological awareness

The role of music perception in predicting phonological awareness in five- and six-year-old children by Lathroum, Linda M., Ph.D., University of Miami, 2011 , 130 pages; AAT 3491105

Abstract

The purpose of this study was to examine the role of music perception in predicting phonological awareness in five- and six-year-old children. This study was based on the hypothesis that music perception and phonological awareness appear to have parallel auditory perceptual mechanisms. Previous research investigating the relationship between these constructs--music perception and phonological awareness--has been promising, but inconclusive. Phonological awareness is an important component of early literacy which many children struggle to acquire. If the constructs are shown to be related, music-based interventions may then be developed to promote phonological awareness, thus enhancing early literacy.

Music perception, phonological awareness, and visual-spatial skills of 119 five- and six-year-old children were tested. The researcher administered the Children's Music Aptitude Test (Stevens, 1987) in order to assess perception of pitch, rhythm, and melody. Subsequently, the Comprehensive Test of Phonological Processing (Wagner, Torgesen, & Rashotte, 1999) was administered in order to measure phonological awareness skills, including blending, elision, and sound matching. The Visual Spatial Relations subtest of the Woodcock Johnson III (Woodcock, McGrew, & Mather, 2001) was later used to assess visual spatial skills.

Structural equation modeling (SEM) allowed the researcher to model relationships between the latent variables to investigate the contribution of music perception, visual-spatial skills, and age to phonological awareness. Results supported the hypothesis that music perception, visual spatial skills, and age predict phonological awareness.

Additionally, music perception made a statistically significant contribution to phonological awareness, when controlling for visual spatial skills and age. Specifically, music perception predicted a larger amount of standardized unit change in phonological awareness than did the other predictors in the theory. Thus, music perception appears to have a stronger relationship with phonological awareness than age or visual spatial skills.

Further, results showed that a model without music perception as a predictor of phonological awareness was not supported. These findings confirm that music perception plays a unique role in predicting phonological awareness, above and beyond the contribution made by visual spatial skills and age. This study's results could be used in support of the development of music-based interventions for promoting phonological awareness in five- and six-year-old children.




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You are a time machine: The brain clock and neurotechnolgy

Readers of this block may be interested in my "You are a time machine" post at the IM-HOME blog today. It summarizes the major research regarding the human brain clock as it relates to time-based neurotechnologies.

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Puzzles and math@PsychNews, 2/16/12 1:07 PM

Psychology News (@PsychNews) 2/16/12 1:07 PM Children's Puzzle Play Linked to Learning Math-Related Skills bit.ly/xfP1d4

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Article: NIMH · NIMH New Items Widget

NIMH · NIMH New Items Widget
http://www.nimh.nih.gov/widgets/index.shtml

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Educational Psychologist

The First Richard Woodcock Institute For Advancement of Contemporary Cognitive Assessment - Sept 29, 2012

Below is the formal announcement (from Barb Wendling of the Woodcock-Munoz Foundation) of the first Richard Woodcock Institute For Advancement of Contemporary Cognitive Assessment. [Conflict of interest disclosure: I am a coauthor of the WJ III and also am the Research Director for WMF]
________________________________________________________________

The Woodcock-Muñoz Foundation has established an institute to support the advancement of contemporary cognitive assessment and to provide professional growth opportunities for practitioners, students, and faculty. In recognition of the many contributions that Dr. Richard Woodcock has made to the field of psychology and cognitive assessment, the institute is named in his honor.

We invite our university grant programs to collaborate with the WMF on this venture by serving as a host site. Our plan is to hold each Institute at a different university so that professionals in various geographic locations can have access to this opportunity for professional growth.

The Institute is a one-day event featuring nationally-known speakers and topics related to contemporary cognitive assessment and theory. The first Institute will feature Dr. Richard Woodcock as the keynote speaker and Dr. Kevin McGrew and Dr. Nancy Mather as the session presenters. Our first host site is Tufts University and the Institute will be held September 29, 2012. Details regarding the inaugural Institute will be available at the WMF website (www.woodcock-munoz-foundation.org) by March 30, 2012.

If you are interested in serving as a host site or have ideas for topics or speakers for future institutes, please contact Barbara Wendling, Director, Richard Woodcock Institute, at b.wendling@woodcock-munoz-foundation.org.


___________________________________________________________________________________

Barbara J. Wendling
Director, The Richard Woodcock Institute
b.wendling@woodcock-munoz-foundation.org



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Fwd: American Psychologist - Volume 67, Issue 2

A new issue is available for the following APA journal:

American Psychologist Volume 67, Issue 2, (Feb-Mar)

Training the brain: Practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention science.

Page 87-100

Bryck, Richard L.;Fisher, Philip A.

Beyond positive psychology? Toward a contextual view of psychological processes and well-being.

Page 101-110

McNulty, James K.;Fincham, Frank D.

Public skepticism of psychology: Why many people perceive the study of human behavior as unscientific.

Page 111-129

Lilienfeld, Scott O.

Correction to Nisbett et al. (2012).

Page 129

Nisbett, Richard E.;Aronson, Joshua;Blair, Clancy;Dickens, William;Flynn, James;Halpern, Diane F.;Turkheimer, Eric

Intelligence: New findings and theoretical developments.

Page 130-159

Nisbett, Richard E.;Aronson, Joshua;Blair, Clancy;Dickens, William;Flynn, James;Halpern, Diane F.;Turkheimer, Eric

Herschel Weldon Leibowitz (1925–2011).

Page 160

Harvey Jr., Lewis O.

Bartley Gore Hoebel (1935–2011).

Page 161

Gross, Charles

Marianne L. Simmel (1923–2010).

Page 162

Golomb, Claire

Laurence Binet Brown (1927–2011).

Page 162

Fuchs, Alfred H.

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Journal of Educational Psychology - Online First Publications & Volume 104, Issue 1

APA Journal alerts for:

Journal of Educational Psychology

• Online First Publications

The following articles have been published online this week before they appear in a final print and online issue of Journal of Educational Psychology:

Predicting Early Academic Failure in High School From Prior Academic Achievement, Psychosocial Characteristics, and Behavior.

Casillas, Alex;Robbins, Steve;Allen, Jeff;Kuo, Yi-Lung;Hanson, Mary Ann;Schmeiser, Cynthia

doi: 10.1037/a0027180

Finding Similarities and Differences in the Solutions of Word Problems.

Reed, Stephen K.;Stebick, Sara;Comey, Brittany;Carroll, Donja

doi: 10.1037/a0027181

Reader–Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension.

Eason, Sarah H.;Goldberg, Lindsay F.;Young, Katherine M.;Geist, Megan C.;Cutting, Laurie E.

doi: 10.1037/a0027182

"The Snake Raised Its Head": Content Novelty Alters the Reading Performance of Students At Risk for Reading Disabilities and ADHD.

Beike, Suzanne M.;Zentall, Sydney S.

doi: 10.1037/a0027216

Perceived Competence Moderates the Relation Between Performance-Approach and Performance-Avoidance Goals.

Law, Wilbert;Elliot, Andrew J.;Murayama, Kou

doi: 10.1037/a0027179

Why Does Parents' Involvement Enhance Children's Achievement? The Role of Parent-Oriented Motivation.

Cheung, Cecilia Sin-Sze;Pomerantz, Eva M.

doi: 10.1037/a0027183

• A new issue is available:

Journal of Educational Psychology Volume 104, Issue 1, (Feb)

Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students.

Page 1-18

Martin, Andrew J.;Anderson, Judy;Bobis, Janette;Way, Jennifer;Vellar, Rosemary

Relationships among adolescents' perceptions of friends' behaviors, academic self-concept, and math performance.

Page 19-31

Jones, Martin H.;Audley-Piotrowski, Shannon R.;Kiefer, Sarah M.

Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives.

Page 32-47

Conley, AnneMarie M.

Discriminant and criterion-related validity of achievement goals in predicting academic achievement: A meta-analysis.

Page 48-73

Huang, Chiungjung

Are materialistic teenagers less motivated to learn? Cross-sectional and longitudinal evidence from the United Kingdom and Hong Kong.

Page 74-86

Ku, Lisbeth;Dittmar, Helga;Banerjee, Robin

The internal/external frame of reference model, big-fish-little-pond effect, and combined model for mathematics and science.

Page 87-107

Chiu, Mei-Shiu

Psychologically controlling teaching: Examining outcomes, antecedents, and mediators.

Page 108-120

Soenens, Bart;Sierens, Eline;Vansteenkiste, Maarten;Dochy, Filip;Goossens, Luc

Maternal mediation of word writing in Chinese across Hong Kong and Beijing.

Page 121-137

Lin, Dan;McBride-Chang, Catherine;Aram, Dorit;Shu, Hua;Levin, Iris;Cho, Jeung-Ryeul

Setting lower limits high: The role of boundary goals in achievement motivation.

Page 138-149

Corker, Katherine S.;Donnellan, M. Brent

Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.

Page 150-165

Klassen, Robert M.;Perry, Nancy E.;Frenzel, Anne C.

Prevalence and nature of late-emerging poor readers.

Page 166-181

Catts, Hugh W.;Compton, Donald;Tomblin, J. Bruce;Bridges, Mindy Sittner

Online tutoring as a pivotal quality of web-based early literacy programs.

Page 182-192

Kegel, Cornelia A. T.;Bus, Adriana G.

Unraveling the mystery of mirror writing in typically developing children.

Page 193-205

Fischer, Jean-Paul;Tazouti, Youssef

Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study.

Page 206-223

Geary, David C.;Hoard, Mary K.;Nugent, Lara;Bailey, Drew H.

Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment.

Page 224-234

Seethaler, Pamela M.;Fuchs, Lynn S.;Fuchs, Douglas;Compton, Donald L.

Narrative games for learning: Testing the discovery and narrative hypotheses.

Page 235-249

Adams, Deanne M.;Mayer, Richard E.;MacNamara, Andrew;Koenig, Alan;Wainess, Richard

Verbal redundancy in multimedia learning environments: A meta-analysis.

Page 250-263

Adesope, Olusola O.;Nesbit, John C.

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Article: Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study.

Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study.
http://psycnet.apa.org/journals/edu/104/1/206

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Educational Psychologist

Article: Enhancing spatial ability through sport practice: Evidence for an effect of motor training on mental rotation performance.

Enhancing spatial ability through sport practice: Evidence for an effect of motor training on mental rotation performance.
http://psycnet.apa.org/journals/jid/33/2/83

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Educational Psychologist

Cattell-Horn-Carroll (CHC) model of intelligence v2.0 - Model summary and definitions document updated

Dr. Joel Schneider and I have crafted an abridged summary of our "tweaking" of the CHC taxonomy of broad and narrow ability definitions (CHC v2.0) published in the 3rd edition of Flanagan and Harrison's Contemporary Intellectual Assessment (CIA; 2012) book. The book chapter is extensive and does not included a table of revised definitions. Nor does it include a grand figure.Thus, we have developed such a summary and make it available here.  Also, the slides are available for viewing via  SlideShare.

Please be careful in the use of the definitions. In our chapter we expand on the definitions and include a section on "unresolved issues"....as the taxonomy is fluid and evolving and should not be seen as cast in stone. Purchasing the book and reading the complete chapter, as well as a ton of other excellent chapters in CIA-3, is strongly recommended.


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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence CHC definitions CHC v2.0 Contemporary Intellectual Assesment

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Fwd: Jan/Feb 2012 SchoolNeuro Newsletter

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School Neuro News: January/February, 2012 What's new from www.schoolneuropsych.com? A message from Daniel C. Miller, Ph.D., ABPP, ABSNP, NCSP               New www.schoolneuropsych.com Website Launched After a year's work, KIDS, Inc. was pleased to launch a new version of the www.schoolneuropsych.com website, The look and feel of the website has been enhanced. For registered users on the previous site, your username and password have changed. If you did not receive an email from us with your new login information let me know (dcmiller@kidsinc.com).  Many of the new features are invisible to our users but are designed to make us more productive and to help us manage your interactions with our company. We are now offering credit card payments for Alumni Website Renewals and for making deposits and payments for the School Neuropsychology Training Program and the Summer Institute. Two new paid CE/CPD Modules were added to the website. Dr. Elaine-Fletcher Janzen has a 4 hour webinar on the Neuropsychology of Chronic Illness (with a focus on diabetes, asthma, and seizure disorders). I would also highly recommend that you invite your school psychologist colleagues to view Dr. Flanagan's updated webinar or Dr. Hale's webinar, both of which address how to use neuropsychological assessment to identify patterns of strengths and weaknesses in children suspected of having specific learning disabilities. Take time to visit the revised www.schoolneuropsych.com website and bookmark it to keep up with new trainings and resources related to school neuropsychology. July 11-13, 2012 School Neuropsychology Summer Institute Speakers Finalized Wednesday, July 11, 2012 Full Day Preconference Workshop:  Dr. George McCloskey - Understanding Executive Functions: From Theories, Assessment, and Interventions Keynote Presentation: Drs. Alan and Nadeen Kaufman and Dr. Elaine Fletcher-Janzen - The Role of Cognitive Assessment in Intervention Planning: Historical to Contemporary Practices Thursday, July 12, 2012 Dr. Margaret Semrud-Clikeman - Nonverbal Learning Disabilities: In the Eye of the Beholder? Using neuropsychology processing deficits to identify Specific Learning Disabilities: Oregon Models - Jim Hanson and Karen Apgar Dr. David Schwartz - Making School Neuropsychological Reports Relevant to Curriculum and Instruction Dr. Jack Naglieri - Using PASS Neurocognitive Theory and Cognitive Assessment System: From Evaluation to Instruction Friday, July 13, 2012 Dr. Christopher G. Vaughan - Concussion Recognition and Response Dr. Sam Goldstein - Executive Functions and Childhood Disorders: New Assessments and Interventions Drs. Erin Avirett and Jordana Mortimer - Updates on Executive Functioning: How to Incorporate the Most Recent Literature on Executive Functioning into Practice Dr. Daniel C. Miller - Update on the School Neuropsychology Conceptual Model and School Neuropsychology Report Shell Check all of the Summer Institute details at http://www.schoolneuropsych.com/conferences/index.php?id=6. Online Registration Starts March 1, 2012           New California Board of Behavioral Sciences CE Provider KIDS, Inc. has been approved by the California Board of Behavioral Sciences to provide continuing education. This will specifically be helpful to those professional who are California Licensed Educational Psychologists (LEPs). Share this Newslette with your friends schoolneuropsych.com is a Division of KIDS, Inc. that specializes in quality training in the emerging specialization of school neuropsychology.  If you have received this newsletter from a friend and would like to be added to the mailing list to receive future issues, click here.  Use buttons to share this information with your friends:

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Research byte: Dual method model of cognitive control

Click on images to enlarge






- Posted using BlogPress from Kevin McGrew's iPad

Research byte: A big picture cognitive model for informing instruction

Click on images to enlarge. I love synthesis articles that present visual models.









- Posted using BlogPress from Kevin McGrew's iPad

Quantoids rejoice: The age of big data

Alvaro Fernandez

(@AlvaroF)

Posted at 8:59 AM February 12, 2012

 on Twitter

"RT @mgorbis: NYTimes: The Age of Big Data http://t.co/vJp9J40o"

(Sent from Flipboard)

Sent from Kevin McGrew's iPad

Kevin McGrew, PhD

Educational Psychologist

Research bytes: Cognitive load theory--recent research updates

Educational Psychology Review appears to be a hot bed for publications regarding cognitive load theory. Below are abstracts (double click to enlarge) of three articles I downloaded today at Springerlink.com. They are all open access articles. So, if you want to download and read go to their web page. You will need to set up an account first..then you can have access to a number of open access articles from a variety of journals.











- Posted using BlogPress from Kevin McGrew's iPad

IQ's Corner and Brain Clock "Times" daily e-newspapers...free

A number of months ago I started two different daily e-newspapers. It took a while to find feeds that provided good content related to each paper, but I think things are good now. However, I will continue to revise those feeds that are searched and incorporated with regularity.

The two papers are below with links to where you can subscribe by hitting the subscribe button at each page. You should be able to subsribe and have an email in your inbox each day. You do NOT need a Twitter or Facebook account to subsribe..which was a common complaint I had earlier. That problem turned out to be my error as I was providing people a link to my personal sign-in page.

Enjoy. There is some overlap in content.

IQ's Corner--Intelligent IQ Insights. This is associated with IQ's Corner Blog





The Brain Clock "Times." This is associated with the Brain Clock blog.





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