Thinking, fast and slow
http://neuropsychbookworm.blogspot.com/2012/07/thinking-fast-and-slow.html
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Intelligent Insights on Intelligence Theories and Tests
Sunday, July 29, 2012
Article: Thinking, fast and slow
Thinking, fast and slow
http://neuropsychbookworm.blogspot.com/2012/07/thinking-fast-and-slow.html
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Wednesday, July 25, 2012
Article: Spatial skills may be improved through training
Spatial skills may be improved through training
http://www.psypost.org/2012/07/spatial-skills-may-be-improved-through-training-12982
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Article: World’s Quietest Room Will Drive You Crazy in 30 Minutes
World's Quietest Room Will Drive You Crazy in 30 Minutes
http://dsc.discovery.com/life/worlds-quietest-room-will-drive-you-crazy-in-30-minutes.html#mkcpgn=twsci1
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The NIH Toolbox for Assessment of Neurological and Behavioral Function to be unveiled
Meeting Unveils NIH Neurological, Behavioral Toolbox for Clinical Research
Registration is now open for “Unveiling the NIH Toolbox”, a free scientific conference Sept. 10-11 presenting the NIH Toolbox for Assessment of Neurological and Behavioral Function— a set of brief but comprehensive neurological and behavioral health measurements designed for use particularly in large-scale research studies such as epidemiological studies or clinical trials. Developed by a team of more than 250 scientists from nearly 100 academic institutions, the NIH Toolbox provides a battery of on-line and royalty-free measures of motor, cognitive, sensory and emotional function for study participants aged 3 to 85 years. Developed under the auspices of the NIH Blueprint for Neuroscience Research, a coalition that creates new tools and resources to advance neuroscience research, the highly anticipated NIH Toolbox promotes economies of scale and enhanced efficiency in measurement.
Taking place in Bethesda, Md., the meeting features lectures, interactive demonstrations and panel discussions about the development, testing and use of the NIH Toolbox in biomedical research. An optional “Administering the NIH Toolbox” training workshop follows the conference on Sept. 12-15. To register for the conference and/or training workshop or to learn more about the NIH Toolbox
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Article: Boosting New Memories With Wakeful Resting
Boosting New Memories With Wakeful Resting
http://www.psychologicalscience.org/index.php/news/releases/boosting-new-memories-with-wakeful-resting.html
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Tuesday, July 24, 2012
Research byte: Study suggests Gt and Gs from single factor--and some task specific speed factors
Study that challenges the distinction between Gt (reaction time mental speed) and general cognitive processing speed (Gs)
Click on images to enlarge
Posted using BlogPress from Kevin McGrew's iPad
www.themindhub.com
Click on images to enlarge
Posted using BlogPress from Kevin McGrew's iPad
www.themindhub.com
New WIIIP 2.0 announced: Woodcock Interpretation and Instructional Interventions Software
Copyright 2012
Business Wire, Inc.
Business Wire
July 23, 2012 Monday
2:00 PM GMT
Houghton Mifflin
Harcourt Launches Next-Generation Assessment System
Solution
is ideal for targeting specific skill deficits; expands to ELL students
BOSTON
Global
education leader Houghton Mifflin Harcourt (HMH) today announced that its
Riverside division has released the next generation of the Woodcock Johnson
suite of assessment products - the Woodcock Interpretation and InstructionalInterventions Program(TM) (WIIIP) 2.0. The new system provides users with the
tools necessary to make sound clinical and instructional decisions across many
solutions in the Woodcock Johnson suite of assessments. Whereas some Clinical
assessments on the market merely provide the scoring mechanism, the WIIIP 2.0
goes two steps further, giving users interpretation guidance and instructional
interventions for each student. WIIIP 2.0 has also expanded interventions to
English Language Learners (ELL), empowering educators to overcome language barriers
and correctly assess each student.
Built
to broaden the benefits of earlier versions, WIIIP 2.0 provides an updated
database of research-based interventions-more than 500 in total. The assessment
will then assist the educator to analyze results to correctly identify
disparities between achievement and predicted achievement based on cognitive
ability levels. If a learning gap is identified, WIIIP 2.0 provides unique
interventions to ensure that each student's needs are met.
WIIIP
2.0 builds on existing features with the addition of:
* New interventions that are included for
the Cattell-Horn-Carroll (CHC) cognitive factors, representing dozens of new
interventions or accommodations.
* New interventions that are specifically
intended for English Language Learners (ELL).
* Item-level mathematics procedures for two
mathematics tests, which help to identify gaps in mathematical knowledge and
receive formative interventions to address any underlying undeveloped
mathematics skill.
* Three reports that can be printed in
Spanish, which include the summary, score report, and proficiency profile
report.
"This
new release of WIIIP is exciting not only because it offers new interventions,
but because non-native speakers can benefit," said Jim Nicholson,
President of Riverside, the testing and assessment division of HMH.
"Version 2.0 reflects the needs of today's school psychologists and
practitioners."
The
Woodcock Johnson family of products includes more than a dozen assessments,
which are all steeped in years of research and evidence-based inquiry.
"Not
only does the WIIIP 2.0 meets today's needs, it provides assessment
professionals with a bridge to the future - the assessment-intervention
link," says WIIIP 2.0 author Dr. Fred Schrank. "The Woodcock-Johnson
suite of products remains at the forefront of the assessment-intervention link,
and the updated and enhanced version of the WIIIP was created to meet the needs
of assessment professionals functioning in, or navigating toward, modern service
delivery models."
WIIIP
2.0 is available as a kit or a downloadable upgrade for current 1.1 users. For
more information on this product or the rest of the Woodcock Johnson suite of
assessments, please visit http://www.riversidepublishing.com
.
About
Houghton Mifflin Harcourt
Houghton
Mifflin Harcourt is a global learning company with the mission of changing
lives by fostering passionate, curious learners. Among the world's largest
providers of pre-K-12 education solutions and one of its longest-established
publishing houses, HMH combines cutting-edge research, editorial excellence and
technological innovation to improve teaching and learning environments and
solve complex literacy and education challenges. HMH's interactive,
results-driven education solutions are utilized by 60 million students in 120
countries, and its renowned and awarded novels, non-fiction, children's books
and reference works are enjoyed by readers throughout the world. For more information,
visit www.hmhco.com .
CONTACT:
Houghton Mifflin Harcourt
Bianca
Olson, 617-351-3841
Director,
Corporate Communications
Bianca.olson@hmhpub.com
A PDF copy of this announcement can be found here.
Conflict of interest disclosure: I, Kevin McGrew, am a coauthor of the WJ III.
Sunday, July 22, 2012
Review of the construct of adaptive behavior
Click on image to enlarge to read abstract
Posted using BlogPress from Kevin McGrew's iPad
www.themindhub.com
Posted using BlogPress from Kevin McGrew's iPad
www.themindhub.com
Research byte: Support for validity of carefully constructed Cloze reading comprehension test.
Click on image to enlarge. The results are consistent with a white paper I wrote for the National Reading Panel over a decade ago
Posted using BlogPress from Kevin McGrew's iPad
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Friday, July 20, 2012
Article: Beliefs About Intelligence Can Influence Views On Inequality
Beliefs About Intelligence Can Influence Views On Inequality
http://peerreviewedbymyneurons.wordpress.com/2012/07/20/beliefs-about-intelligence-can-influence-views-on-inequality/
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Article: Neuroscience For Dummies
Neuroscience For Dummies
http://www.healthcare-today.co.uk/news/neuroscience-for-dummies/22403/
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Thursday, July 19, 2012
Non fluffy creativity books@sciammind, 7/19/12 8:50 AM
 SciAm MIND (@sciammind)7/19/12 8:50 AM RT @brainpicker: In need of some stimulating, non-fluffy books on creativity? Here's a start: j.mp/xCFD4H |
Wednesday, July 18, 2012
Article: Oscillatory Thoughts: Top 10 neuroscience TED talks
Oscillatory Thoughts: Top 10 neuroscience TED talks
http://blog.ketyov.com/2011/01/top-10-neuroscience-ted-talks.html
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IQs Corner Recent Literature of Interest: 7-18-12 - three weeks worth
Three weeks of IQs Corner Recent Literature of Interest were just posted...here, here, and here.
Posted using BlogPress from Kevin McGrew's iPad
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Clarification of Intellectual Ability Construct Terminology
The terms
ability, cognitive ability, achievement, aptitude, aptitude-achievement are
tossed around in contemporary psychological and educational assessment circles,
often without a clear understanding of the similarities and differences between
and among the terms. For example, what
does an “aptitude-achievement” discrepancy, in the context of contemporary
models of SLD identification (see Flanagan & Fiorrello, 2010), mean? Where are the aptitudes in the CHC model? It is argued here that it is critical
that intelligence assessment professionals and researchers begin to use agreed upon terms to
avoid confusion and to enhance collaboration and to facilitate research
synthesis. In this spirit, the figure below illustrates the conceptual distinction between abilities, cognitive abilities,
achievement abilities and aptitudes.
These conceptual distinctions are drawn primarily from Carroll (1993)and the work of Snow and colleagues (Corono et al., 2001). [Click on image to enlarge]
As reflected
in the figure, all constructs in the CHC model are abilities. As per Carroll (1991), “as used to describe an attribute of individuals, ability refers to the possible variations over
individuals in the liminal levels of task difficulty (or in derived
measurements based on such luminal levels) at which, on any given occasion in
which all conditions appear favorable, individuals perform successfully on a
defined class of tasks” (p. 8, italics in original).[1] In more simple language,“every ability is
defined in terms of some kind of performance, or potential for performance (p.
4).” The overarching domain of abilities
includes cognitive and achievement abilities as well as aptitudes (see figure). Cognitive
abilities are abilities on tasks “in
which correct or appropriate processing of mental information is critical to
successful performance” (p. 10; italics in original). The key component to the operational
definition of cognitive abilities is the processing
of mental information (Carroll, 1993).
Achievement abilities “refers to the degree of
learning in some procedure intended to produce learning, such as an informal or
informal course of instruction, or a period of self study of a topic, or
practice of a skill” (p. 17). As reflected
in the above figure, the CHC domains of Grw and Gq are consistent with this definition
and Carroll’s indication that these abilities are typically measured with
achievement tests. Most assessment
professionals use the terms cognitive and achievement abilities in accordance
with these definitions. However, the
term aptitude is often misunderstood.
Carroll
(1993) uses a narrow definition of aptitude—“to
refer to a cognitive ability that is possibly predictive of certain kinds of future learning success” (p. 16;
emphasis added). The functional emphasis
on prediction is the key to this narrow definition of aptitude and is so
indicated by the two horizontal arrows in the figure. These arrows, which connect the shaded CHC
narrow abilities that are combined to predict an achievement ability outcome
domain, are the definition of aptitude used in this paper.
This definition of aptitude is much narrower
than the broader notion of aptitude as reflected in the work of Richard
Snow. Snow’s notion of aptitude
includes both cognitive and non-cognitive (conative) characteristics of
individuals (Corno et al., 2002; Snow et al., 1996). This broader definition of aptitude focuses
on human aptitudes which represent “the characteristics of human beings that
make for success or failure in life's important pursuits. Individual
differences in aptitudes are displayed every time performance in challenging
activities is assessed” (Corno et al., 2002, p. xxiii). Contrary to many
current assumptions, aptitude is not the same as ability. According to Corno et al. (2002), ability is the power to carry out
some type of specific task and comes in many forms—reading comprehension,
mathematical reasoning, spatial ability, perceptual speed, domain-specific
knowledge (e.g., humanities), physical coordination, etc. This is consistent with Carroll’s definition
of ability. According to Snow and
colleagues, aptitude is more aligned with the concepts of readiness,
suitability, susceptibility, and proneness, all which suggest a “predisposition
to respond in a way that fits, or does not fit, a particular situation or class
of situations. The common thread is potentiality—a latent quality that enables
the development or production, given specified conditions, of some more
advanced performance” (Corno et al., 2002, p. 3; see Scheffler, 1985). This broader definition includes non-cognitive
characteristics such achievement motivation, freedom from anxiety,
self-concept, control of impulses, and other (see Beyond IQ project).
As reflected in the model in the above figure, cognitive
and achievement abilities differ primarily in the degree of emphasis on degree
of mental information processing (cognitive) and the degree which the ability
is an outcome acquired more from informal and formal instruction (achievement). Here, aptitude
is defined as the combination, amalgam or complex of specific cognitive
abilities that when combined best predict a specific achievement domain. Cognitive abilities are always cognitive
abilities. Some cognitive abilities
contribute to academic or scholastic
aptitudes, which are pragmatic functional measurement entities—not trait-like
cognitive abilities. Different academic
or scholastic aptitudes, depending on the achievement domain of interest,
likely share certain common cognitive abilities (domain-general) and also
include cognitive abilities specific to certain achievement domains
(domain-specific). A simple and useful
distinction is that cognitive abilities and achievements are more like unique
abilities in a table of human cognitive elements while different aptitudes
represent combinations of different cognitive elements to serve a pragmatic
predictive function. For the quantoid
readers, the distinction between factor-analysis based latent traits (cognitive
abilities) and multiple regression based functional predictors of achievement
outcomes (cognitive aptitude) may help clarify the sometimes murky discussion
of cognitive and achievement abilities and aptitudes.
[1] As
noted by Carroll (1993), luminal refers to specifying threshold values used “in order to take advantage o the fact that
the most accurate measurements are obtained at those levels” (p. 8).
CHC COG-ACH Relations: Visual-graphic summary
In preparation of a manuscript, I have developed the following visual-graphic summary of Established Narrow CHC-->Rdg/Math Ach Relations Abridged Summary. It is based on the review of McGrew & Wendling (2010). Click on image to enlarge.
Article: Study: Adaptive Working Memory Training Can Reduce ADHD-related Off-Task Behavior
Study: Adaptive Working Memory Training Can Reduce ADHD-related Off-Task Behavior
http://www.sharpbrains.com/blog/2012/07/18/study-adaptive-working-memory-training-can-reduce-adhd-related-off-task-behavior/
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Article: Infants recognize speech better than thought
Infants recognize speech better than thought
http://machineslikeus.com/news/infants-recognize-speech-better-thought
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Fwd: New Special Issue: Case Series in Cognitive Neuropsychology
Special Issue: Case Series in Cognitive Neuropsychology
In their 2010 paper, Schwartz and Dell advocated for a major role for case series investigations in cognitive neuropsychology. They defined the key features of this approach and presented arguments illustrating the benefits of case series studies and their contribution to computational cognitive neuropsychology.This Special Issue on Case Series in Cognitive Neuropsychology features six commentaries on the Schwartz and Dell paper as well as a response to these by Dell and Schwartz themselves. Editor Brenda Rapp reviews the promises and perils of case series design and places both case series and single-case approaches in their context.
Read Schwarz and Dell's original advocating paper here.
News and updates on Twitter & Facebook
You can get Psychology Press news and updates on Twitter.
You can also now get Psychology Press news and updates on Facebook.
Please note this is an automated operation.
http://tandf.msgfocus.com/u/11wWJuiJSqbIr5sA
Monday, July 16, 2012
Sunday, July 15, 2012
Article: Handbook of the Cerebellum and Cerebellar Disorders
Handbook of the Cerebellum and Cerebellar Disorders
http://www.springer.com/biomed/neuroscience/book/978-94-007-1332-1
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Saturday, July 14, 2012
Friday, July 13, 2012
Article: The mundaneness of science
So true about all research
The mundaneness of science
http://www.lastwordonnothing.com/2012/07/12/the-mundaneness-of-science/
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Psych TED Talks@psych101, 7/13/12 7:21 AM
 David Webb (@psych101)7/13/12 7:21 AM Psychology TED Talks. A wonderfully diverse collection of 28 psychology related videos. bit.ly/PsychologyTED |
Thursday, July 12, 2012
Research byte: Evidence for validity of Glr-FI (ideational fluency) as a independent construct..and not explained by Gs
Click on images to enlarge.
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www.themindhub.com
TEST, Vol. 21, Issue 1 - New Issue Alert
For my quantoid readers
Thursday, July 12
Dear Valued Customer,
We are pleased to deliver your requested table of contents alert for TEST. Volume 21 Number - 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:
Small area estimation via M-quantile geographically weighted regression Abstract Full text PDF
New statistical distributions for group counting in Bernoulli and Poisson processes Abstract
Testing for bivariate spherical symmetry Abstract
Jackknife empirical likelihood method for copulas Abstract
On the mean residual lifetime of consecutive k-out-of-n systems Abstract
Limit laws for maxima of a stationary random sequence with random sample size Abstract
Model checks for parametric regression models Abstract
On the approximate frequentist validity of the posterior quantiles of a parametric function: results based on empirical and related likelihoods Abstract
Conditional exact tests for Markovianity and reversibility in multiple categorical sequences Abstract
On ?-record observations: asymptotic rates for the counting process and elements of maximum likelihood estimation Abstract
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Impact Factor: 1.125 (2011)*
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Alert information
Wednesday, July 11, 2012
AP101 Brief #14: Inappropriate use of demographically-adjusted (Heaton) norms in MR/ID Dx
The following AP 101 brief was just posted at the ICDP blog.
Applied Psychometrics 101 Brief # 14: Demographically adjusted neuropsychological (Heaton) norm-based scores are inappropriate for the diagnosis of MR/ID
Kevin S. McGrew, PhD.
Director
Dale G. Watson, PhD.
Berkeley, CA
Tuesday, July 10, 2012
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