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Intelligent Insights on Intelligence Theories and Tests
Friday, June 29, 2012
Research byte: Practice effects on neuropsych and IQ measures: Meta-analysis
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Research byte: Rate or fluency measures of math measure abilities different from non-speeded math measures
Interesting study that suggests that math fluency is a unique ability in mathematics and simply examining measures of math rate or fluency are not good proxies for estimating general level of math skills (unspeeded math calculation or applied problems). Math fluency is important ability to measure and understand on its own. Click on image to enlarge
Posted using BlogPress from Kevin McGrew's iPad
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Posted using BlogPress from Kevin McGrew's iPad
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Research byte: Reading comprehension interventions--research synthesis
Double click on image to enlarge
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Research byte: Math disabilities and math fact retrieval deficits
David Geary does some of the best research in the world on mathematics and math related disorders. Here is yet another piece of good research. Click on image to enlarge.
Posted using BlogPress from Kevin McGrew's iPad
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Posted using BlogPress from Kevin McGrew's iPad
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Another Flynn Effect study: Impact on LD diagnosis
This article will be added to the Flynn Effect Archive Project when it is updated next. Click on image to enlarge.
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www.themindhub.com
Posted using BlogPress from Kevin McGrew's iPad
www.themindhub.com
Research byte: CHC cognitive abilities and math ach in LD college students
Very interesting study by Dr. Briley Proctor on the relations between CHC cognitive abilities and math achievement in LD university students. The results, in general, are very consistent with the referenced McGrew & Wendling CHC-->ACH research synthesis (2010). The article references that review as "in press." The actual published review can be found here.
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Thursday, June 28, 2012
Recent literature of interest: 5 weeks behind...here are three weeks worth
Three weeks worth of "IQs Corner Recent Literature of Interest" is now available here, here and here. I have gotten way behind.
Posted using BlogPress from Kevin McGrew's iPad
www.themindhub.com
The IM Professional Conference Schedule Has Just Been Released!
My next speaking gig.
IM Conference Registration & Schedule
CONFERENCE SCHEDULE JUST RELEASED!
Join us for this one and a half day Conference with stimulating courses presented by IM Providers and Leading Research partners.Learn how other professionals are utilizing the IM System in their practice, creative ways to modify IM to suit your patient's needs and research underway. You do not need to be certified to attend this Conference, although we are offering a certification course at the same location on Friday, 10/26/12 from 7:45 am to 5:15 pm.
IM Professional Conference 2012 – Schedule October 26, 2012 5:30 – 6:30pm Registration Check-In Cocktail Mixer & Hors D'oeuvres October 27, 2012 7:00 – 8:00am Late Registrations & Check-In Continental Breakfast GENERAL SESSION 8:00 – 8:30 Opening Remarks Matthew Wukasch, CEO GENERAL SESSION 8:30 – 9:00 The Joy and Grief of IM Training: Words from a Survivor. Brad & Lori Schmidt GENERAL SESSION 9:00 – 10:30 Keynote Address: I think…therefore IM Kevin McGrew, PhD Break & Poster Session 10:30 – 10:45 Using Traditional and Nontraditional Ways to Keep Children Motivated During IM Sessions Wendy Harron, OTR/L Room A Room B 10:45 – 11:45 Picking up the Slack: Using IM-Home to Help 'At-Risk' Middle and High School Students Patients with Alzheimer's Improve Using Interactive Metronome Mary Jones, OTR/L, LMT, CIMT Carol Lampe MA, Sped
Certified Behavior Specialist
Clinical Director - Brain Development
Centers Randee VanNess, MS
Psychotherapist
CEO- Brain Development Centers11:45 – 1:00 Lunch GENERAL SESSION 1:00 – 2:30 Immediate Effects of Interactive Metronome on Cognition and Electrocortical Functioning in Recovery from Blast Related Traumatic Brain Injury Lonnie Nelson, PhD Room A Room B 2:30 – 3:30 Advanced IM for Pediatrics: Practical and Innovative Techniques to Take Your IM Practice to the Next Level IM and Fall Prevention: An Interdisciplinary Approach Dillen Hartley, OTR/L Dara Coburn, MS, CCC-SLP & April Christopherson, OTR/L Break & Poster Session 3:30 – 3:45 From Special Ed to Honor Roll Mary Jane Martin, MEd GENERAL SESSION 3:45 – 4:45 Delivering the IM System (IM Pro & IM-Home) with Clinical Success Sherry Hardy, MEd & April Christopherson, OTR/L Poster Session 4:45 – 5:00 Ensuring Profitability & Success with IM-Home Reid Christopherson 5:30 – 6:30 Cocktail Hour 6:30 – 8:00 Dinner October 28, 2012 7:00 – 8:00am Check-In Continental Breakfast GENERAL SESSION 8:00 – 9:00 An Effective Model of Large-Scale IM System Delivery: A Collaborative Effort Between Hardy Brain Training and Boys & Girls Club of America Sherry Hardy, MEd Break & Poster Session 9:00 – 9:15 IM Resolved My PTSD Dana Merritt, CCC-SLP Room A Room B 9:00 – 10:00 Family Communication: What to Expect During IM Training A Compilation of Research Results on the Positive Effects of the Interactive Metronome Working with Post CVA Clients April Christopherson, OTR/L Leonard Trullijo, PhD Room A Room B 10:15 – 11:15 Beating Dyslexia: Get in Sync Use of IM with Degenerative Disorders of the Central Nervous System - and Beyond… Barbara Fuoco-McCooley, MA, CCC-SLP Mary Jones, OTR/L, LMT, CIMT GENERAL SESSION 11:15 – 12:15 Ask the Experts – Question & Answer Period with Conference Presenters
Barbara Fuoco-McCooley, MA, CCC-SLP
Brad Schmidt, BS, OT Graduate Student
Carol Lampe MA, Sped
Dara Coburn, MS, CCC-SLP
Dillen Hartley, OTR/L
Kevin McGrew, PhD
Leonard Trullijo, PhD
Lonnie Nelson, PhD
Lori Schmidt, Educator
Mary Jones, OTR/L, LMT, CIMT
Sherry Hardy, MEdGENERAL SESSION 12:15 – 12:30 Closing Remarks Post-Test CEUs
1.15 ASHA CEUs (11.5 contact hours)
1.1 AOTA CEUs (11 contact hours)
1.1 BOC CEUs (11 contact hours)PRICE
Individual price on or before August 31: $347
Individual price after August 31: $397
Group price (2+) on or before August 31: $327
Group price (2+) after August 31: $377
Register before August 31, 2012 to receive the registration discounts!
Right left brain myth@PsychToday, 6/28/12 9:30 AM
 Psychology Today (@PsychToday)6/28/12 9:30 AM RT @ResearchDigest: Why the left-brain right-brain myth will probably never die. From the @PsychToday Brain Myths blog: ow.ly/bRQlJ |
EF skills predict success@CreativityPost, 6/22/12 11:27 AM
 The Creativity Post (@CreativityPost)6/22/12 11:27 AM Executive Function Skills Predict Children's Success in Life and in School huff.to/MlGng3 via @HuffPostEdu |
Brain based spelling machine @sciam, 6/28/12 11:30 AM
 Scientific American (@sciam)6/28/12 11:30 AM New Brain-Machine Spelling Device Could Help the Paralyzed Communicate bit.ly/N0OBtE |
Wednesday, June 27, 2012
Tuesday, June 26, 2012
Article: The Psychology of Flow
The Psychology of Flow
http://www.spring.org.uk/2012/06/the-psychology-of-flow-in-under-300-words.php
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Article: Journal of Applied Research in Memory and Cognition | Vol 1, Iss 2, Pgs 65-144, (June, 2012)
Journal of Applied Research in Memory and Cognition | Vol 1, Iss 2, Pgs 65-144, (June, 2012)
http://www.sciencedirect.com/science/journal/22113681
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Article: Who Owns My Thoughts?
Who Owns My Thoughts?
http://www.theneuroethicsblog.com/2012/06/who-owns-my-thoughts.html
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Monday, June 25, 2012
Article: Computer analysis of EEG patterns suggests a potential diagnostic test for autism
Computer analysis of EEG patterns suggests a potential diagnostic test for autism
http://www.marketwatch.com/story/computer-analysis-of-eeg-patterns-suggests-a-potential-diagnostic-test-for-autism-2012-06-25
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Journal of Psycholinguistic Research, Vol. 41, Issue 4 - New Issue Alert
Monday, June 25
Dear Valued Customer,
We are pleased to deliver your requested table of contents alert for Journal of Psycholinguistic Research. Volume 41 Number 4 is now available on SpringerLink
Register for Springer's email services providing you with info on the latest books in your field. ... More!
In this issue:
Perceptual Processing of Mandarin Nasals by L1 and L2 Mandarin Speakers Yi-hsiu Lai Abstract Full text PDF
Evidence for a Non-Lexical Influence on Children's Auditory Repetition of Familiar Words Mary-Jane Budd, J. Richard Hanley & Nazbanou Nozari Abstract
Effects of Orthography on Speech Production in Chinese Qingfang Zhang & Markus F. Damian Abstract
Prosodic Awareness Skills and Literacy Acquisition in Spanish Sylvia Defior, Nicolás Gutiérrez-Palma & MarÃa José Cano-MarÃn Abstract
Implicit Knowledge of Grammatical Gender in Preschool Children Carmen Belacchi & Roberto Cubelli Abstract
Neural Correlates of Bridging Inferences and Coherence Processing Sung-il Kim, Misun Yoon, Wonsik Kim, Sunyoung Lee & Eunjoo Kang Abstract
Do you want to publish your article in this journal?
Please visit the homepage of Journal of Psycholinguistic Research for full details on:
- aims and scope
- editorial policy
- article submission
Impact Factor: 0.509 (2010)*
* Journal Citation Reports®, Thomson Reuters
Read the most downloaded articles Anyone can access the most downloaded articles of this journal for free.
Article: Neuropsych practice resources II: Consumer-focused psychological assessment
Neuropsych practice resources II: Consumer-focused psychological assessment
http://neuropsychbookworm.blogspot.com/2012/06/neuropsych-practice-resources-ii.html
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Saturday, June 23, 2012
Thursday, June 21, 2012
Article: Study of the Day: Why Crowded Coffee Shops Fire Up Your Creativity
Study of the Day: Why Crowded Coffee Shops Fire Up Your Creativity
http://www.theatlantic.com/health/archive/2012/06/study-of-the-day-why-crowded-coffee-shops-fire-up-your-creativity/258742/
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Article: Important survey on cognitive enhancing drugs - Graduate Union
Important survey on cognitive enhancing drugs - Graduate Union
http://www.gradunion.cam.ac.uk/wp/opportunities/important-survey-on-cognative-enhancing-drugs/
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Wednesday, June 20, 2012
How Aerobic Exercise Affects Your Brain
This is a guest blog post by the folks over at What Are Nootropics? As per usual, guest posts are posted "as is" and do not necessarily reflect the endorsement by Kevin McGrew or this blog.
Worldwide, people engage in aerobic exercise on a daily
basis. The majority of these people are trying to lose weight and strengthen
their hearts. An improved basal metabolic rate and cardiovascular fitness are
the most commonly known benefits associated with aerobic exercise. But how many
people have thought about the ways aerobic exercise affects their brain?
Probably not many.
Aerobic exercise affects
your brain?
Research in recent years has shown that aerobic exercise
effects our brain in three distinct ways. If you don't have the motivation to
engage in regular aerobic exercise, hopefully you will have found it by the
time you are finished reading this post.
Aerobic exercise increases levels of the protein
brain-derived nootropic factor (BDNF). 1
The BDNF protein plays an important role in our brain's ability to create
new neurons, a process called neurogenesis. BDNF also improves the
survivability of new neurons after they have been created. The process of
neurogenesis takes place in the hippocampus, the area of the brain responsible
for memory formation. Interestingly, one study showed that aerobic exercise
increased hippocampal volume by 2% and effectively reversed age related loss in
volume by 2 years. 2 If you want your brain to be at its sharpest,
you need to be exercising on a regular basis. This is especially important as
you age.
Higher levels of BDNF isn't the only way aerobic exercise
improves cognitive function. As stated earlier, it is common knowledge that
aerobic exercise strengthens your heart, but many people are aware of the link
that exists between heart health and brain health? You heart is responsible for
pumping blood to your brain. Blood contains oxygen and glucose, which your
brain uses as fuel to carry out all of its functions. Think of your heart as
the battery which powers your brain. By strengthening that battery, you can
improve cognitive function across the board. 3
Aerobic exercise does
more than improve cognitive abilities.
Aerobic exercise effects the levels of one very important
neurotransmitter. Neurotransmitters are what your brain cells use to
communicate with each other. Different neurotransmitters have different
functions. There is a neurotransmitter for learning, memory, attention, energy,
appetite, mood, etc. Aerobic exercise increases release of the neurotransmitter
serotonin.
Serotonin's most prevalent function is its ability to
regulate mood. Many people who are chronically depressed have abnormally low
levels of serotonin. Consequently, most anti-depressants work by inhibiting the
breakdown of serotonin. Simply put, the more serotonin in your brain, the
better you feel. Aerobic exercise is a completely natural way to increases
serotonin levels in the brain. 4 This is why aerobic exercise is
such an effective stress reliever.
In fact, some marathon runners actually become addicted to
the activity. The engage in such strenuous amounts of aerobic exercise, they
experience what is called a "runner's high." 5 Many have
the desire to run longer and longer distances simply to achieve a greater high.
Will you experience a "runner
high"? Not likely, but you will elevate your serotonin levels and find you
are in a better mood on a day-to-day basis.
Are there other ways
to achieve these effects?
The cheapest and safest way to improve cognitive abilities
and boost mood is to exercise for one hour, at least three days a week.
However, there are other ways. Using
nootropics such as lion's mane mushroom can also increase neurogenesis. Piracetam,
on the other hand, improves cerebral blood flow. Personally, I would not even
think about nootropics until you are doing everything else you can to improve
cognitive function, and aerobic exercise is the single best place to start!
Resources
1. Running is the neurogenic and neurotrophic stimulus in
environmental enrichment http://learnmem.cshlp.org/content/18/9/605.abstract
2. Exercise training
increases size and hippocampus and improves memory: http://www.pnas.org/content/early/2011/01/25/1015950108.abstract
3. Cardiovascular fitness is associated with
cognition in young adulthood: http://www.pnas.org/content/106/49/20906.full.pdf
4. Abstract, How to
increase serotonin in the human brain without drugs: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2077351/
5. ABC News, Exercise Addicts Can Blame Their Brains:
http://abcnews.go.com/Health/MensHealthNews/story?id=8430744
Tuesday, June 19, 2012
Annual Intelligence Conference: ISIR 2012
Registration and call for papers for the annual International Society for Intelligence Scholars (ISIR) is now open. Click here to go to ISIR home page where links to this info is available.
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Professional ethics and standards for assessment practices in Atkins MR/ID cases
Psychological assessment is serious business. This is particularly true in the life-or-death nature of Atkins MR/ID death penalty cases. The two primary relevant codes of ethics and standards are briefly summarized below. This summary does not include similar codes/standards that have been promulgated and are relevant to psychology specialties (e.g, forensic psychology; neuropsychology; school psychology; etc.). Professionals are responsible for knowing and following specialty specific codes and guidelines.
This is a summary of key assessment related principles and standards and is not intended to serve as a comprehensive single source to guide professional behavior.
Psychological testing and test score interpretation in general, and IQ testing in the current context of diagnosing MR/ID in an Atkins setting in particular, are serious professional activities with enormous potential positive and negative consequences for the individual being tested (AERA, APA, NCME, 1999). Aside from the guidelines specified in 11th edition of Intellectual Disability: Definition, Classification, and System of Supports (AAIDD, 2010), detailed professional codes of ethics and standards for developing psychological tests, selecting psychological tests, testing and test score interpretation have been promulgated by the relevant professional governing bodies. As set forth in the codes and standards (a select key set) described below, test users have a number of responsibilities to ensure that inferences drawn from test scores are valid and are based on existing scientific evidence.
The “gold standard” set of standards for the development, use and interpretation of psychological and education tests is the American Educational Research Association (AERA), American Psychological Association (APA), and National Council on Measurement (NCME), Standards for Educational and Psychological Testing (1999: a revision of these standards is in progress; typically called the Joint Test Standards). As prescribed in the Joint Test Standards, test users have a number of responsibilities to ensure that inferences drawn from test scores are valid. These include (emphasis via italics added):
Standard 1.4: If a test is used in a way that has not been validated, it is incumbent on the user to justify the new use, collecting new evidence if necessary.
Standard 11.15: Test users should be alert to potential misinterpretations of test scores and to possible unintended consequences of test use; users should take steps to minimize or avoid foreseeable misinterpretations and unintended negative consequences.
The American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct (2010 Amendments) also sets forth important ethical principles governing the administration and interpretation of psychological assessment instruments. Principles relevant to assessment and diagnosis include (emphasis via italics added):
9.01 Bases for Assessments:
(a) Psychologists base the opinions contained in their recommendations, reports, and diagnostic or evaluative statements, including forensic testimony, on information and techniques sufficient to substantiate their findings.
9.02 Use of Assessments:
(a) Psychologists administer, adapt, score, interpret, or use assessment techniques, interviews, tests, or instruments in a manner and for purposes that are appropriate in light of the research on or evidence of the usefulness and proper application of the techniques.
(b) Psychologists use assessment instruments whose validity and reliability have been established for use with members of the population tested. When such validity or reliability has not been established, psychologists describe the strengths and limitations of test results and interpretation.
9.06 Interpreting Assessment Results:
When interpreting assessment results, including automated interpretations, psychologists take into account the purpose of the assessment as well as the various test factors, test-taking abilities, and other characteristics of the person being assessed, such as situational, personal, linguistic, and cultural differences, that might affect psychologists' judgments or reduce the accuracy of their interpretations. They indicate any significant limitations of their interpretations.
9.08 Obsolete Tests and Outdated Test Results:
Psychologists do not base their assessment or intervention decisions or recommendations on data or test results that are outdated for the current purpose.
(b) Psychologists do not base such decisions or recommendations on tests and measures that are obsolete and not useful for the current purpose.
Collectively, the Joint Test Standards and APA code of ethics prescribe that assessment professionals (a) use contemporary instruments and procedures, (b) base their test interpretations on scientific evidence supporting the reliability and validity of their interpretations, (c) be aware of the strengths and limitations of the assessment procedures they use, (d) document any limitations in the instruments used and scores provided that bear on their interpretation of results, (e) only interpret scores for purposes for which they have been validated, (f) be aware of, and take necessary steps to minimize, unintended negative consequences of their testing and test interpretation for individuals, particularly in high stakes settings, (g) and follow the assessment related principles and standards articulated in the Joint Test Standards and APA code of ethics.
Inherent in these principles and standards is the understanding that psychologists, when faced with discrepant test data, attempt to explain and hypothesize possible reasons for the divergent results based on scientific evidence and accepted professional standards. The Joint Test Standards in particular make it clear that psychologists must be aware of the basic psychometric characteristics, strengths and limitations of the assessment tools they use and apply that knowledge in their subsequent interpretation and presentation of conclusions in written or oral communication.
Posted using BlogPress from Kevin McGrew's iPad
www.themindhub.com
This is a summary of key assessment related principles and standards and is not intended to serve as a comprehensive single source to guide professional behavior.
Psychological testing and test score interpretation in general, and IQ testing in the current context of diagnosing MR/ID in an Atkins setting in particular, are serious professional activities with enormous potential positive and negative consequences for the individual being tested (AERA, APA, NCME, 1999). Aside from the guidelines specified in 11th edition of Intellectual Disability: Definition, Classification, and System of Supports (AAIDD, 2010), detailed professional codes of ethics and standards for developing psychological tests, selecting psychological tests, testing and test score interpretation have been promulgated by the relevant professional governing bodies. As set forth in the codes and standards (a select key set) described below, test users have a number of responsibilities to ensure that inferences drawn from test scores are valid and are based on existing scientific evidence.
The “gold standard” set of standards for the development, use and interpretation of psychological and education tests is the American Educational Research Association (AERA), American Psychological Association (APA), and National Council on Measurement (NCME), Standards for Educational and Psychological Testing (1999: a revision of these standards is in progress; typically called the Joint Test Standards). As prescribed in the Joint Test Standards, test users have a number of responsibilities to ensure that inferences drawn from test scores are valid. These include (emphasis via italics added):
Standard 1.4: If a test is used in a way that has not been validated, it is incumbent on the user to justify the new use, collecting new evidence if necessary.
Standard 11.15: Test users should be alert to potential misinterpretations of test scores and to possible unintended consequences of test use; users should take steps to minimize or avoid foreseeable misinterpretations and unintended negative consequences.
The American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct (2010 Amendments) also sets forth important ethical principles governing the administration and interpretation of psychological assessment instruments. Principles relevant to assessment and diagnosis include (emphasis via italics added):
9.01 Bases for Assessments:
(a) Psychologists base the opinions contained in their recommendations, reports, and diagnostic or evaluative statements, including forensic testimony, on information and techniques sufficient to substantiate their findings.
9.02 Use of Assessments:
(a) Psychologists administer, adapt, score, interpret, or use assessment techniques, interviews, tests, or instruments in a manner and for purposes that are appropriate in light of the research on or evidence of the usefulness and proper application of the techniques.
(b) Psychologists use assessment instruments whose validity and reliability have been established for use with members of the population tested. When such validity or reliability has not been established, psychologists describe the strengths and limitations of test results and interpretation.
9.06 Interpreting Assessment Results:
When interpreting assessment results, including automated interpretations, psychologists take into account the purpose of the assessment as well as the various test factors, test-taking abilities, and other characteristics of the person being assessed, such as situational, personal, linguistic, and cultural differences, that might affect psychologists' judgments or reduce the accuracy of their interpretations. They indicate any significant limitations of their interpretations.
9.08 Obsolete Tests and Outdated Test Results:
Psychologists do not base their assessment or intervention decisions or recommendations on data or test results that are outdated for the current purpose.
(b) Psychologists do not base such decisions or recommendations on tests and measures that are obsolete and not useful for the current purpose.
Collectively, the Joint Test Standards and APA code of ethics prescribe that assessment professionals (a) use contemporary instruments and procedures, (b) base their test interpretations on scientific evidence supporting the reliability and validity of their interpretations, (c) be aware of the strengths and limitations of the assessment procedures they use, (d) document any limitations in the instruments used and scores provided that bear on their interpretation of results, (e) only interpret scores for purposes for which they have been validated, (f) be aware of, and take necessary steps to minimize, unintended negative consequences of their testing and test interpretation for individuals, particularly in high stakes settings, (g) and follow the assessment related principles and standards articulated in the Joint Test Standards and APA code of ethics.
Inherent in these principles and standards is the understanding that psychologists, when faced with discrepant test data, attempt to explain and hypothesize possible reasons for the divergent results based on scientific evidence and accepted professional standards. The Joint Test Standards in particular make it clear that psychologists must be aware of the basic psychometric characteristics, strengths and limitations of the assessment tools they use and apply that knowledge in their subsequent interpretation and presentation of conclusions in written or oral communication.
Posted using BlogPress from Kevin McGrew's iPad
www.themindhub.com
Article: Senators Urge Move Away From 'Mental Retardation'
Senators Urge Move Away From 'Mental Retardation'
http://www.disabilityscoop.com/2012/06/19/senators-away-mental-retardation/15870/
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Monday, June 18, 2012
Article: How Listeners Shape the Evolution of Music
How Listeners Shape the Evolution of Music
http://www.scientificamerican.com/article.cfm?WT.mc_id=SA_sharetool_Twitter&id=how-listeners-shape-the-evo
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Article: Neuroscience On Twitter: 30 High-Profile Scientists Who Tweet
Neuroscience On Twitter: 30 High-Profile Scientists Who Tweet
http://www.huffingtonpost.com/2012/06/08/neuroscience-on-twitter-3_n_1581969.html
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Saturday, June 16, 2012
Article: Multivariate Genetic Analyses of Cognition and A... [Behav Genet. 2012] - PubMed
Multivariate Genetic Analyses of Cognition and A... [Behav Genet. 2012] - PubMed
http://www.ncbi.nlm.nih.gov/pubmed/22700061?dopt=Abstract
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Thursday, June 14, 2012
Article: How brain performs 'motor chunking' tasks
How brain performs 'motor chunking' tasks
http://www.sciencedaily.com/releases/2012/06/120612144811.htm
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Article: Why Smart People Are Stupid
Why Smart People Are Stupid
http://www.newyorker.com/online/blogs/frontal-cortex/2012/06/daniel-kahneman-bias-studies.html
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Wednesday, June 13, 2012
Article: Using iPads with Students with ASD | The Spectronics Blog | iPads in Special Education
Using iPads with Students with ASD | The Spectronics Blog | iPads in Special Education
http://www.scoop.it/t/ipads-in-special-education/p/1945109907/using-ipads-with-students-with-asd-the-spectronics-blog
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Article: How Barbara Arrowsmith-Young rebuilt her own brain
How Barbara Arrowsmith-Young rebuilt her own brain
http://www.guardian.co.uk/science/2012/jun/12/barbara-arrowsmith-young-rebuilt-brain
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Tuesday, June 12, 2012
Applied Neuropsychology: Child - Read the First Issue Online
Full Access to Applied Neuropsychology: Adult's Brand New Sister Journal
Edited by Arthur MacNeill Horton Jr. in response to the overwhelming recent success of his journal Applied Neuropsychology: Adult, its new sister journal Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation of children and adolescents.
The first issue is available to read online right now. Click the links below to jump straight to the full text of the article:
- EDITORIAL
The Brave New World of Applied Neuropsychology–Child
Arthur MacNeill Horton Jr. (Vol. 1:1, 2012, 1)- GUEST EDITORIAL
Requiem for a Diagnosis: Attention-Deficit Hyperactivity Disorder
Leonard F. Koziol & Deborah Budding (Vol. 1:1, 2012, 2-5)- ARTICLES
Annotations on Mexico's WISC-IV: A Validity Study
Anthony D. Fina, Pedro Sánchez-Escobedo & Liz Hollingworth (Vol. 1:1, 2012, 6-17)
The Role of Inattention on Academics, Fluid Reasoning, and Visual–Spatial Functioning in Two Subtypes of ADHD
Margaret Semrud-Clikeman (Vol. 1:1, 2012, 18-29)
Teacher-Reported Behavioral Disturbances in Children With Traumatic Brain Injury: An Examination of the BASC-2
Nicholas S. Thaler, Joan Mayfield, Cecil R. Reynolds, Cora Hadland & Daniel N. Allen (Vol. 1:1, 2012, 30-37)
Word Memory Test Performance in Canadian Adolescents With Learning Disabilities: A Preliminary Study
Anne-Claire Larochette & Allyson G. Harrison (Vol. 1:1, 2012, 38-47)
Perinatal Cyanosis: Long-Term Cognitive Sequelae and Behavioral Consequences
Robert Perna & David Cooper (Vol. 1:1, 2012, 48-52)
Comprehensive Trail-Making Test: Gender and Ethnic Differences for Ages 8 to 18 Years Old
David A. Kahn, Cynthia A. Riccio & Cecil R. Reynolds (Vol. 1:1, 2012, 53-56)
Early Developmental Delays: Neuropsychological Sequelae and Subsequent Diagnoses
Robert Perna & Ashlee Loughan (Vol. 1:1, 2012, 57-62)- CASE STUDY
Congenital Cytomegalovirus Infection in Fraternal Twins: A Longitudinal Case Study Examining Neurocognitive and Neurobehavioral Correlates
Antolin M. Llorente & Christine L. Castillo (Vol. 1:1, 2012, 63-73)- BOOK REVIEW
Pediatric Forensic Neuropsychology
Thomas G. Burns (Vol. 1:1, 2012, 74-75)
PsycCRITIQUES - Volume 57, Issue 23 is now available online
June 13, 2012
Volume 57, Issue 23
1. APA Educational Psychology Handbook
Authors: Karen R. Harris, Steve Graham, and Tim Urdan (Eds.-in-Chief)
Reviewers: Susan Catapano and Candace Thompson
2. Normality Does Not Equal Mental Health: The Need to Look Elsewhere for Standards of Good Psychological Health
Author: Steven James Bartlett
Reviewer: Alejandra Suarez
The Pathology of Man: A Study of Human Evil
Author: Steven James Bartlett
Reviewer: Alejandra Suarez
3. The Wiley-Blackwell Handbook of Individual Differences
Authors: Tomas Chamorro-Premuzic, Sophie von Stumm, and Adrian Furnham (Eds.)
Reviewers: Robert M. Arkin and Robert Agler
4. Hypochondriasis and Health Anxiety
Authors: Jonathan S. Abramowitz and Autumn E. Braddock
Reviewer: Randi McCabe
5. So Much, So Fast, So Little Time: Coming to Terms With Rapid Change and Its Consequences
Author: Michael St. Clair
Reviewer: Hartmut Rosa
6. Trouble in Mind: An Unorthodox Introduction to Psychiatry
Author: Dean F. MacKinnon
Reviewers: Chad Sylvester and Barry A. Hong
7. Counseling People of African Ancestry
Author: Elias Mpofu (Ed.)
Reviewer: Phillip D. Johnson
8. Dementia
Author: Patrick McNamara (Ed.)
Reviewers: Antonio E. Puente and Antonio N. Puente
9. Masculine Shame: From Succubus to the Eternal Feminine
Author: Mary Y. Ayers
Reviewer: Edward J. Tejirian
10. The Hunger Games
Director: Gary Ross
Reviewer: Christopher J. Ferguson
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