IQ's Corner: July 2013

Wednesday, July 31, 2013

Article Alert: More on controlled attention, working memory, processing speed and fluid intelligence

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Article alert--Flynn on Flynn effect: Flynn's response in forthcoming special issue of Intelligence

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Article alert: The interplay of nature and nurture in the development of reading expertise

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Structural and Incremental Validity of the Wechsler Adult Intelligence Scale-Fourth Edition With a Clinical Sample [feedly]

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Title: Structural and Incremental Validity of the Wechsler Adult Intelligence Scale-Fourth Edition With a Clinical Sample
Author(s): Nelson, Jason M.; Canivez, Gary L.; Watkins, Marley W.
Source: PSYCHOLOGICAL ASSESSMENT, 25 (2): 618-630 JUN 2013
IDS#: 173DR. ISSN: 1040-3590

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Further Insights on the French WISC-IV Factor Structure Through Bayesian Structural Equation Modeling [feedly]

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Title: Further Insights on the French WISC-IV Factor Structure Through Bayesian Structural Equation Modeling
Author(s): Golay, Philippe; Reverte, Isabelle; Rossier, Jerome; et al.
Source: PSYCHOLOGICAL ASSESSMENT, 25 (2): 496-508 JUN 2013
IDS#: 173DR. ISSN: 1040-3590

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Incremental Criterion Validity of WAIS-IV Factor Index Scores: Relationships With WIAT-II and WIAT-III Subtest and Composite Scores [feedly]

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Title: Incremental Criterion Validity of WAIS-IV Factor Index Scores: Relationships With WIAT-II and WIAT-III Subtest and Composite Scores
Author(s): Canivez, Gary L.
Source: PSYCHOLOGICAL ASSESSMENT, 25 (2): 484-495 JUN 2013
IDS#: 173DR. ISSN: 1040-3590

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Exploratory and Higher Order Factor Analysis of the WJ-III Full Test Battery: A School-Aged Analysis [feedly]

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Title: Exploratory and Higher Order Factor Analysis of the WJ-III Full Test Battery: A School-Aged Analysis
Author(s): Dombrowski, Stefan C.; Watkins, Marley W.
Source: PSYCHOLOGICAL ASSESSMENT, 25 (2): 442-455 JUN 2013
IDS#: 173DR. ISSN: 1040-3590

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An Alternative Cattell-Horn-Carroll (CHC) Factor Structure of the WAIS-IV: Age Invariance of an Alternative Model for Ages 70-90 [feedly]

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Title: An Alternative Cattell-Horn-Carroll (CHC) Factor Structure of the WAIS-IV: Age Invariance of an Alternative Model for Ages 70-90
Author(s): Niileksela, Christopher R.; Reynolds, Matthew R.; Kaufman, Alan S.
Source: PSYCHOLOGICAL ASSESSMENT, 25 (2): 391-404 JUN 2013
IDS#: 173DR. ISSN: 1040-3590

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Special Issue: Unifying Approaches to Psychology Forward [feedly]

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Title: Special Issue: Unifying Approaches to Psychology Forward
Author(s): Charles, Eric P.
Source: REVIEW OF GENERAL PSYCHOLOGY, 17 (2): 124-124 JUN 2013
IDS#: 176PU. ISSN: 1089-2680

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Monday, July 29, 2013

Article: Kids who were breastfed longer have higher IQs, new study shows

Kids who were breastfed longer have higher IQs, new study shows
http://www.nbcnews.com/health/kids-who-were-breastfed-longer-have-higher-iqs-new-study-6C10787012

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Sunday, July 28, 2013

How Has the Human Brain Evolved?: Scientific American [feedly]

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Friday, July 26, 2013

Article: Achieving Cognitive Balance

Achieving Cognitive Balance
http://www.creativitypost.com/psychology/achieving_cognitive_balance#sthash.syHcarlv.uxfs

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BPS Link feast [feedly]

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In case you missed them - 10 of the best psychology and neuroscience links from the past week:

1. The pre-registration debate has kicked off. Sophie Scott wrote an article this week for Times Higher on why she is opposed to the idea of planned psychology and neuroscience experiments being submitted to journals for approval and registration prior to the collection of data. The case for pre-registration was made by Chris Chambers and Marcus Munafo plus 80 supporters in the Guardian last month. They believe pre-registration will improve psychology and related sciences and deter questionable research practices. It sounds like a good idea but Scott's not the only one with reservations. The debate is likely to roll on - Pete Etchells is keeping track over at his Counterbalanced blog.

2. Many desperate people appear to benefit from ECT, but it seems so primitive. The BBC asks: Why are we still using electric shock treatment?

3. Why study consciousness? - new TED talk by philosopher John Searle.

4. The link between a faulty body clock and mental illness - fascinating article and lecture by Russell Foster, professor of circadian neuroscience.

5. In a new book, psychologists seek to explain why we're so drawn to super heroes - Comics aficionado Noah Berlatsky is not too impressed.

6. Would you trust a doctor in a T-shirt? (Related - Psychology of what to wear to work).

7. The social sciences have stagnated, according to Nicholas Christakis, who'd like less emphasis on traditional topics and a greater focus on new areas like his - social networks.

8. The "secret" Milgram experiments ("When it suited him, he used his data; when it didn't suit him, he ignored it.")

9. New book worth a look: "Mezzofanti's Gift: The Search for the World's Most Extraordinary Language Learners" by Michael Erard.

10. TV catch-up: Channel 4 broadcast a programme "Catching a killer: Crocodile tears" about the killers who make public appeals for information about the crimes they themselves committed (now on 4OD). Features forensic psychologist David Canter.

Looking ahead to next week: why not pay a visit to the free Brains: The Mind as Matter exhibition that opens at Manchester's Museum of Science and Industry today. I saw it in London and highly recommend having a look.
_________________________________

Post compiled by Christian Jarrett (@psych_writer) for the BPS Research Digest.

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Thursday, July 25, 2013

Knowledge Alert - JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY

**************************************************
Kevin McGrew
Educational Psychologist
Director, Institute for Applied Psychometrics
Web: www.themindhub.com
**************************************************

Journal Name: JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY (ISSN: 0022-0965)
Issue: Vol. 115 No. 3, 2013
IDS#: 168XE
Alert Expires: 10 JAN 2014
Number of Articles in Issue: 16 (16 included in this e-mail)
Organization ID: c4f3d919329a46768459d3e35b8102e6
========================================================================
Note: Instructions on how to purchase the full text of an article and Thomson Reuters Science Contact information are at the end of the e-mail.
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*Pages: 389-404 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400001
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Title:
Anger and selective attention to reward and punishment in children

Authors:
He, J; Jin, XY; Zhang, M; Huang, X; Shui, RD; Shen, MW

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):389-404; JUL 2013

Abstract:
Anger is a negative emotion associated with approach motivation and may
influence children's attention preference. Three experiments examined
the effect of anger on the attentional biases accompanying reward versus
punishment cues in Chinese 5- and 6-year-olds. Experiment I tested
children who were prone to report angry feelings in an unfair game.
Experiment 2 measured children who were rated by parents and teachers
for temperamental anger. Experiment 3 explored children who reported
angry feelings in a frustrating attention task with rigged and
noncontingent feedback after controlling for temperament anger. Results
suggested that both the angry and anger-prone children were faster to
engage attention toward the reward cues than toward the punishment cues
in the three experiments. Furthermore, the angry children in the
frustrating attention task (and those with poor attention focusing by
parental report) were slower in disengaging attention away from the
reward versus punishment cues (especially after negative feedback).
Results support the approach motivation of anger, which can facilitate
children's attention toward the appetitive approach-related information.
The findings are discussed in terms of the adaptive and maladaptive
function of anger. (C) 2013 Elsevier Inc. All rights reserved.

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*Pages: 405-421 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400002
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Title:
Early number knowledge and cognitive ability affect early arithmetic ability

Authors:
Ostergren, R; Traff, U

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):405-421; JUL 2013

Abstract:
Previous literature suggests that early number knowledge is important
for the development of arithmetic calculation ability. The
domain-general ability of verbal working memory also has an impact on
arithmetic ability. This longitudinal study tested the impact of early
number knowledge and verbal working memory on the arithmetic calculation
ability of children in preschool (N = 315) and then later in Grade 1
using structural equation modeling. Three models were used to test
hypotheses drawn from previous literature. The current study
demonstrates that both early number knowledge and the domain-general
ability of verbal working memory affect preschool and Grade 1 arithmetic
ability. Early number knowledge had a direct impact on the growth of
arithmetic ability, whereas verbal working memory had only an indirect
effect via number knowledge and preschool arithmetic ability. These
results fit well with von Aster and Shalev's developmental model of
numerical cognition (Developmental Medicine & Child Neurology, 2007,
Vol. 49, pp. 868-873) and highlight the importance of considering
arithmetic ability as independent from early number knowledge. Results
also emphasize the importance of training early number knowledge before
school entry to promote the development of arithmetic ability. (C) 2013
Elsevier Inc. All rights reserved.

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*Pages: 422-435 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400003
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Title:
Working memory and social functioning in children

Authors:
McQuade, JD; Murray-Close, D; Shoulberg, EK; Hoza, B

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):422-435; JUL 2013

Abstract:
This study extends previous research and examines whether working memory
(WM) is associated with multiple measures of concurrent social
functioning (peer rejection, overall social competence, relational
aggression, physical aggression, and conflict resolutions skills) in
typically developing fourth- and fifth-grade children (N = 116). Poor
central executive WM was associated with both broad social impairments
(peer rejection and poor overall social competence) and specific social
impairments (physical aggression, relational aggression, and impaired
conflict resolution skills); poor verbal storage was associated only
with greater peer rejection, and spatial storage was not associated with
any measures of social impairment. Analyses also examined whether
specific impairments in aggressive behavior and conflict resolution
skills mediated the association between central executive and broad
measures of social functioning. Greater physical aggression and impaired
conflict resolution skills were both significant mediators; relational
aggression was not. Implications for theory and future research are
discussed. (C) 2013 Elsevier Inc. All rights reserved.

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*Pages: 436-452 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400004
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Title:
How to bet on a memory: Developmental linkages between subjective recollection and decision making

Authors:
Hembacher, E; Ghetti, S

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):436-452; JUL 2013

Abstract:
The current study investigated the development of subjective
recollection and its role in supporting decisions in 6- and 7-year-olds,
9- and 10-year-olds, and adults (N=78). Participants encoded items and
details about them. Later, they were asked to recognize the items,
recall the details, and report on subjective feelings of recollection
and familiarity for test items. Critically, they were required to select
a subset of trials to be evaluated for the possibility of a reward. All
age groups were more likely to report subjective recollection when they
accurately recalled details, demonstrating an ability to introspect on
subtle differences in subjective memory states, although 6- and
7-year-olds could do so reliably only for color details. However, only
9- and 10-year-olds and adults were more likely to select trials that
were associated with subjective recollection, suggesting that a
connection between this subjective experience and decision making
emerges later during middle childhood. (C) 2013 Elsevier Inc. All rights
reserved.

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*Pages: 453-467 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400005
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Title:
The genetic and environmental etiologies of individual differences in early reading growth in Australia, the United States, and Scandinavia

Authors:
Christopher, ME; Hulslander, J; Byrne, B; Samuelsson, S; Keenan, JM;
Pennington, B; DeFries, JC; Wadsworth, SJ; Willcutt, E; Olson, RK

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):453-467; JUL 2013

Abstract:
This first cross-country twin study of individual differences in reading
growth from post-kindergarten to post-second grade analyzed data from
487 twin pairs from the United States, 267 twin pairs from Australia,
and 280 twin pairs from Scandinavia. Data from two reading measures were
fit to biometric latent growth models. Individual differences for the
reading measures at post-kindergarten in the United States and Australia
were due primarily to genetic influences and to both genetic and shared
environmental influences in Scandinavia. In contrast, individual
differences in growth generally had large genetic influences in all
countries. These results suggest that genetic influences are largely
responsible for individual differences in early reading development. In
addition, the timing of the start of formal literacy instruction may
affect the etiology of individual differences in early reading
development but have only limited influence on the etiology of
individual differences in growth. (C) 2013 Elsevier Inc. All rights
reserved.

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*Pages: 468-480 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400006
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Title:
Plane thinking: Mental representations in number line estimation as a function of orientation, scale, and counting proficiency

Authors:
Simms, V; Muldoon, K; Towse, J

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):468-480; JUL 2013

Abstract:
Young children typically show strong biases when estimating the
placement of numbers on or along a scale. Number line estimation changes
in accuracy and linearity across development. However, existing research
is almost entirely based on a horizontal number line, which presupposes
that numbers are scaled on a horizontal plane only. We present data that
broaden our understanding of number line estimation by also including
vertically oriented scales. This study presented 4- to 7-year-olds with
the number line estimation task presented in both horizontal and
vertical orientations and on different scales. Our results suggest that
children store numbers as accurately in the vertical plane as in the
horizontal plane, although some developmental changes are observed. Our
results highlight how even simple experimental manipulations can reveal
the complexities of internal representations of number. (C) 2013
Elsevier Inc. All rights reserved.

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*Pages: 481-496 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400007
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Title:
Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1

Authors:
Georgiou, GK; Tziraki, N; Manolitsis, G; Fella, A

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):481-496; JUL 2013

Abstract:
We examined (a) what rapid automatized naming (RAN) components
(articulation time and/or pause time) predict reading and mathematics
ability and (b) what processing skills involved in RAN (speed of
processing, response inhibition, working memory, and/or phonological
awareness) may explain its relationship with reading and mathematics. A
sample of 72 children were followed from the beginning of kindergarten
until the end of Grade 1 and were assessed on measures of RAN, general
cognitive ability, speed of processing, attention, working memory,
phonological awareness, reading, and mathematics. The results indicated
that pause time was the critical component in both the RAN-reading and
RAN-mathematics relationships and that it shared most of its predictive
variance in reading and mathematics with speed of processing and working
memory. Our findings further suggested that, unlike the relationship
between RAN and reading fluency in Grade 1, there is nothing in the RAN
task that is uniquely related to math. (C) 2013 Elsevier Inc. All rights
reserved.

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*Pages: 497-516 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400008
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Title:
Longitudinal stability and predictors of poor oral comprehenders and poor decoders

Authors:
Elwer, A; Keenan, JM; Olson, RK; Byrne, B; Samuelsson, S

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):497-516; JUL 2013

Abstract:
Two groups of fourth-grade children were selected from a population
sample (N=926) to be either poor oral comprehenders (poor oral
comprehension but normal word decoding) or poor decoders (poor decoding
but normal oral comprehension). By examining both groups in the same
study with varied cognitive and literacy predictors, and examining them
both retrospectively and prospectively, we could assess how distinctive
and stable the predictors of each deficit are. Predictors were assessed
retrospectively at preschool and at the end of kindergarten, Grade 1,
and Grade 2. Group effects were significant at all test occasions,
including those for preschool vocabulary (worse in poor oral
comprehenders) and rapid automatized naming (RAN) (worse in poor
decoders). Preschool RAN and vocabulary prospectively predicted Grade 4
group membership (77-79% correct classification) within the selected
samples. Reselection in preschool of "at-risk" poor decoder and poor
oral comprehender subgroups based on these variables led to significant
but relatively weak prediction of subtype membership at Grade 4.
Implications of the predictive stability of our results for
identification and intervention of these important subgroups are
discussed. (C) 2012 Elsevier Inc. All rights reserved.

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*Pages: 517-535 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400009
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Title:
Make your own kinds of cues: When children make more accurate inferences than adults

Authors:
Ruggeri, A; Katsikopoulos, KV

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):517-535; JUL 2013

Abstract:
In everyday decision making, we do not always have the luxury of using
certain knowledge but often need to rely on cues, that is, pieces of
information that can aid reasoning. We ask whether and under what
circumstances children can focus on informative cues and make accurate
inferences in real-world problems. We tested second-, third-, and
fifth-grade children and young adults on two problems: which of two real
cars is more expensive and which of two real cities has more
inhabitants. We manipulated whether cues were given to the participants
or the participants needed to generate their own cues. The main result
was that when generating their own cues, younger children matched older
children and young adults in accuracy or even outperformed them. On the
other hand, when cues were given, children were less accurate than young
adults. A possible explanation for this result is that children, on
their own, tend to generate "perceptual" cues (e.g., "Which car is
longer?") that are informative in the problems we studied. However,
children are not able to recognize the most informative cues in a set
that is given to them because they are not familiar with all cues (e.g.,
non-perceptual cues such as which car has more horsepower). (C) 2012
Elsevier Inc. All rights reserved.

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*Pages: 536-551 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400010
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Title:
Beyond words: Comprehension and production of pragmatic prosody in adults and children

Authors:
Hupp, JM; Jungers, MK

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):536-551; JUL 2013

Abstract:
Prosody includes suprasegmental components of speech, such as intonation
and rate, which add meaning beyond the words being spoken. Sensitivity
to pragmatic prosody could improve communication within conversations.
These studies investigated adults' and preschoolers' sensitivity to
pragmatic prosody. Experiment 1 demonstrated that adults and children
comprehend pragmatic prosody; they selected fast actions when
descriptions were spoken fast versus when descriptions were spoken
slowly. Experiment 2 demonstrated that adults and children spontaneously
produce pragmatic prosody their descriptions of fast actions were faster
than their descriptions of slow actions even when it was not necessary
for the task. These studies conclude that children, like adults, are
capable of using and producing pragmatic prosody; however, children are
less sensitive than adults to subtle prosodic distinctions. (C) 2013
Elsevier Inc. All rights reserved.

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*Pages: 552-561 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400011
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Title:
Individual differences in preschoolers' emotion content memory: The role of emotion knowledge

Authors:
Channell, MM; Barth, JM

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):552-561; JUL 2013

Abstract:
This study examined the relation between preschool children's emotion
knowledge and their ability to recall emotionally salient information.
In total, 42 participants (ages 35-65 months) viewed a brief video in
which a child played with different toys and expressed one of four basic
emotions (happy, sad, angry, or afraid) or a neutral expression in each
of 10 vignettes. Children were tested on memory accuracy from the
vignettes, and their emotion knowledge was also measured. Results
indicated that preschoolers' emotion knowledge was significantly related
to memory accuracy for emotion information above and beyond the effect
of age or receptive language skills. Tests of a mediation model revealed
that emotion knowledge fully mediated the effect of age (or general
developmental level) on memory accuracy. (C) 2013 Elsevier Inc. All
rights reserved.

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*Pages: 562-569 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400012
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Title:
Blocking in children's causal learning depends on working memory and reasoning abilities

Authors:
McCormack, T; Simms, V; McGourty, J; Beckers, T

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):562-569; JUL 2013

Abstract:
A sample of 99 children completed a causal learning task that was an
analogue of the food allergy paradigm used with adults. The cue
competition effects of blocking and unovershadowing were assessed under
forward and backward presentation conditions. Children also answered
questions probing their ability to make the inference posited to be
necessary for blocking by a reasoning account of cue competition. For
the first time, children's working memory and general verbal ability
were also measured alongside their causal learning. The magnitude of
blocking and unovershadowing effects increased with age. However,
analyses showed that the best predictor of both blocking and
unovershadowing effects was children's performance on the reasoning
questions. The magnitude of the blocking effect was also predicted by
children's working memory abilities. These findings provide new evidence
that cue competition effects such as blocking are underpinned by
effortful reasoning processes. (C) 2013 Elsevier Inc. All rights
reserved.

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*Pages: 570-578 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400013
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Title:
Young children selectively seek help when solving problems

Authors:
Cluver, A; Heyman, G; Carver, LJ

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):570-578; JUL 2013

Abstract:
There is strong evidence that children show selectivity in their
reliance on others as sources of information, but the findings to date
have largely been limited to contexts that involve factual information.
The current experiments were designed to determine whether children
might also show selectivity in their choice of sources within a
problem-solving context. Children in two age groups (20-24 months and
30-36 months, total N = 60) were presented with a series of conceptually
difficult problem-solving tasks and were given an opportunity to
interact with adult experimenters who were depicted as either good
helpers or bad helpers. Participants in both age groups preferred to
seek help from the good helpers. The findings suggest that even young
children evaluate others with reference to their potential to provide
help and use this information to guide their behavioral choices. (C)
2013 Elsevier Inc. All rights reserved.

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*Pages: 579-589 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400014
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Title:
Parafoveal processing efficiency in rapid automatized naming: A comparison between Chinese normal and dyslexic children

Authors:
Yan, M; Pan, JG; Laubrock, J; Kliegl, R; Shu, H

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):579-589; JUL 2013

Abstract:
Dyslexic children are known to be slower than normal readers in rapid
automatized naming (RAN). This suggests that dyslexics encounter local
processing difficulties, which presumably induce a narrower perceptual
span. Consequently, dyslexics should suffer less than normal readers
from removing parafoveal preview. Here we used a gaze-contingent moving
window paradigm in a RAN task to experimentally test this prediction.
Results indicate that dyslexics extract less parafoveal information than
control children. We propose that more attentional resources are
recruited to the foveal processing because of dyslexics' less
automatized translation of visual symbols into phonological output,
thereby causing a reduction of the perceptual span. This in turn leads
to less efficient preactivation of parafoveal information and, hence,
more difficulty in processing the next foveal item. (C) 2013 Elsevier
Inc. All rights reserved.

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*Pages: 590-597 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400015
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Title:
Children and adults use attractiveness as a social cue in real people and avatars

Authors:
Principe, CP; Langlois, JH

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):590-597; JUL 2013

Abstract:
Observing social interactions between children and adults is a major
method in the toolkit of psychologists who examine social development
and social relationships. Although this method has revealed many
interesting phenomena, it cannot determine the effect of behavior
independent of other traits. Research on the role of attractiveness in
social development provides an example of this conundrum: Are attractive
and unattractive children/adults treated differently because of their
attractiveness (independent of their behavior), do they behave
differently and thus elicit differential treatment, or both? Virtual
world and avatar-based technologies allow researchers to control the
social behaviors of targets; however, whether children and adults use
the facial attractiveness of avatars as a social cue in the same way as
they do with real peers is currently unknown. Using Mii avatars from the
popular Nintendo Wii video game console, Study 1 found that the facial
attractiveness ratings of real people strongly predicted the
attractiveness ratings of avatar faces based on the former group. Study
2 revealed that adults (n = 46) and children (n = 42) prefer attractive
avatars as social partners. The results of this set of methodological
studies may help to clarify future research on the relationship between
attractiveness and behavior throughout the lifespan. Furthermore, the
use of avatars may allow studies to experimentally examine the effects
of attractiveness in situations where such research is not ethical
(e.g., peer victimization). (C) 2012 Elsevier Inc. All rights reserved.

========================================================================

*Pages: 598-606 (Article)
*View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320740400016
*Order Full Text [ ]

Title:
Eye contrast polarity is critical for face recognition by infants

Authors:
Otsuka, Y; Motoyoshi, I; Hill, HC; Kobayashi, M; Kanazawa, S; Yamaguchi,
MK

Source:
*JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY*, 115 (3):598-606; JUL 2013

Abstract:
Just as faces share the same basic arrangement of features, with two
eyes above a nose above a mouth, human eyes all share the same basic
contrast polarity relations, with a sclera lighter than an iris and a
pupil, and this is unique among primates. The current study examined
whether this bright dark relationship of sclera to iris plays a critical
role in face recognition from early in development. Specifically, we
tested face discrimination in 7- and 8-month-old infants while
independently manipulating the contrast polarity of the eye region and
of the rest of the face. This gave four face contrast polarity
conditions: fully positive condition, fully negative condition, positive
face with negated eyes ("negative eyes") condition, and negated face
with positive eyes ("positive eyes") condition. In a familiarization and
novelty preference procedure, we found that 7- and 8-month-olds could
discriminate between faces only when the contrast polarity of the eyes
was preserved (positive) and that this did not depend on the contrast
polarity of the rest of the face. This demonstrates the critical role of
eye contrast polarity for face recognition in 7- and 8-month-olds and is
consistent with previous findings for adults. (C) 2013 Elsevier Inc. All
rights reserved.

=============================

Article: A novel screening method makes it easier to diagnose and treat children with autism

A novel screening method makes it easier to diagnose and treat children with autism
http://medicalxpress.com/news/2013-07-screening-method-easier-children-autism.html

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*******************************************

Kevin McGrew, PhD

Educational Psychologist

Director, IAP

www.themindhub.com

*******************************************

Article alert: Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1 [feedly]

Shared via feedly // published on JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY - Web of Knowledge // visit site

Title: Is rapid automatized naming related to reading and mathematics for the same reason(s)? A follow-up study from kindergarten to Grade 1
Author(s): Georgiou, George K.; Tziraki, Niki; Manolitsis, George; et al.
Source: JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY, 115 (3): 481-496 JUL 2013
IDS#: 168XE. ISSN: 0022-0965

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Wednesday, July 24, 2013

Article: 23 July 2013 - How does the brain change with age? Part #1: Cam-CAN project overview

23 July 2013 - How does the brain change with age? Part #1: Cam-CAN project overview
http://www.bbsrc.ac.uk/news/health/2013/130723-f-ageing-cognition-part1-cam-can-project.aspx

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Article: Humble iodized salt gave US a 10-year IQ boost, say researchers

Humble iodized salt gave US a 10-year IQ boost, say researchers
http://www.theverge.com/2013/7/24/4552038/iodized-salt-gave-us-a-10-year-iq-boost-say-researchers

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Tuesday, July 23, 2013

Workouts at the (New Yorker) brain gym [feedly]

Shared via feedly // published on SharpBrains // visit site

NewYorker Good article on brain fitness and applied neuroplasticity in the July 29th edition of The New Yorker, featuring many SharpBrains friends. Mentally fit — Workouts at the brain gym:

"As recently as a few decades ago, most biologists thought that the brain was fully formed during childhood and, like a photograph after it's been developed, was doomed to degrade thereafter, with neurons (nerve cells) fading like pigment on paper until you succumbed to senility. Today, we regard Alzheimer's and other dementias as diseases, rather than as a consequence of normal aging. Moreover, we now consider the brain to be as labile as a digital image in the hands of a Photoshop fiend…Not only does the brain have a lifelong ability to create new neurons; like a government with an unlimited highway budget, it has an endless capacity to build new roadways…The ability of the brain to establish new connections is called plasticity, and brain-fitness exercises are predicated on this mechanism…That's enough science for now. Let's get back to me. . . ."

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Monday, July 22, 2013

Article: Finding Creativity on IQ Tests

Finding Creativity on IQ Tests
http://blogs.scientificamerican.com/beautiful-minds/2013/07/18/finding-creativity-on-iq-tests/

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Sunday, July 21, 2013

Article: Boosting Cognitive Performance by… Chewing?

Boosting Cognitive Performance by… Chewing?
http://brainblogger.com/2013/07/07/boosting-cognitive-performance-by-chewing/

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Saturday, July 20, 2013

Article: The Best Reading List You'll Ever Find for Cognitive Science and Social Change

The Best Reading List You'll Ever Find for Cognitive Science and Social Change
http://www.cognitivepolicyworks.com/blog/2012/05/11/the-best-reading-list-youll-ever-find-for-cognitive-science-and-social-change/

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LA Times - American education and the IQ trap

http://touch.latimes.com/#section/-1/article/p2p-76731105/

Article: Montgomery County measuring ‘hope’ to help improve academic success in schools

Consistent with Beyond IQ and MACM model featured at this blog..find stories via content label side bar

Montgomery County measuring 'hope' to help improve academic success in schools
http://www.washingtonpost.com/local/education/montgomery-county-measuring-hope-to-help-improve-academic-success-in-schools/2013/07/17/79044dfa-e403-11e2-a11e-c2ea876a8f30_story.html

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Article: Drinking water boosts your brain's reaction time

Drinking water boosts your brain's reaction time
http://www.medicalnewstoday.com/articles/263648.php

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Thursday, July 18, 2013

Article: High court may be last hope for 'mentally retarded' man

High court may be last hope for 'mentally retarded' man
http://www.usatoday.com/story/news/nation/2013/07/18/supreme-court-death-penalty-mental-retardation/2530127/

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"Towards Justice: Neuroscience and Affirmative Defenses at the ICC" [feedly]

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Recently Posted on SSRN (and forthcoming in the Studies in Law, Politics, and Society): "Towards Justice: Neuroscience and Affirmative Defenses at the ICC" ADAM B. SHNIDERMAN, University of California, Irvine - Department of Criminology, Law and Society CHARLES ANTHONY SMITH,...

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Finding Creativity on IQ Tests | Beautiful Minds, Scientific American Blog Network [feedly]

Navigated from Finding Creativity on IQ Tests | Beautiful Minds, Scientific American Blog Network | shared via feedly mobile

Corrected Knowledge Alert - MEMORY (law special issue)

Journal Name: MEMORY (ISSN: 0965-8211)
>> Issue: Vol. 21 No. 5, 2013
>> IDS#: 170ON
>> Alert Expires: 10 JAN 2014
>> Number of Articles in Issue: 9 (9 included in this e-mail)
>> Organization ID: c4f3d919329a46768459d3e35b8102e6
>> ========================================================================
>> Note: Instructions on how to purchase the full text of an article and Thomson Reuters Science Contact information are at the end of the e-mail.
>> ========================================================================
>>
>>
>> *Pages: 545-546 (Editorial Material)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320862800001
>> *Order Full Text [ ]
>>
>> Title:
>> Introduction to Special Issue Memory and the law: Insights from case studies
>>
>> Authors:
>> Howe, ML; Conway, MA
>>
>> Source:
>> *MEMORY*, 21 (5):545-546; SI JUL 1 2013
>>
>> ========================================================================
>>
>>
>> *Pages: 547-555 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320862800002
>> *Order Full Text [ ]
>>
>> Title:
>> Murder must memorise
>>
>> Authors:
>> Brainerd, CJ
>>
>> Source:
>> *MEMORY*, 21 (5):547-555; SI JUL 1 2013
>>
>> Abstract:
>> Memory reports usually provide the evidence that is most determinative
>> of guilt or innocence in criminal proceedingsincluding in the most
>> serious proceedings, capital murder trials. Thus memory research is
>> bedrock science when it comes to the reliability of legal evidence, and
>> expert testimony on such research is a linchpin of just verdicts. This
>> principle is illustrated with a capital murder trial in which several of
>> the most powerful forms of memory distortion were present (e.g., phantom
>> recollections, robust interrogation methods that stimulate false
>> self-incrimination). A key question before the jury, whether to regard
>> the defendant's confession as true or false, turned on a theoretical
>> principle that is used to explain memory distortion in the laboratory,
>> the verbatim-gist distinction, and on research showing that it is
>> possible to create false memories that embody the gist of experience.
>> The scientific testimony focused on instances in which false gist
>> memories had been created under controlled conditions (e.g., of having
>> been lost in a mall, of receiving surgery for a fictitious injury), as
>> well as on real-life examples of false memory for the gist experience
>> (e.g., recovered memories of sexual abuse, alien abduction memories).
>> The defendant was found innocent of capital murder.
>>
>> ========================================================================
>>
>>
>> *Pages: 556-565 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320862800003
>> *Order Full Text [ ]
>>
>> Title:
>> Expert testimony in a child sex abuse case: Translating memory development research
>>
>> Authors:
>> Bruck, M; Ceci, SJ
>>
>> Source:
>> *MEMORY*, 21 (5):556-565; SI JUL 1 2013
>>
>> Abstract:
>> In this paper we describe a custody case that centred on allegations of
>> child sexual abuse. A pair of preschool-aged sisters accused their
>> biological father of various sexual acts, though their allegations were
>> made under problematic conditions and were contradicted by other
>> statements they made. In an affidavit written by one of us (MB), we
>> describe the relevant memory development research in the course of
>> presenting the court with a scientific analysis. We find compelling
>> evidence of multiple risk factors in the way the daughters'
>> recollections were elicited. Although the ultimate question of guilt is
>> beyond our purview, our identification of risks was instrumental in the
>> legal system's decision that the children's allegations were not valid.
>> We put this analysis forward as an example of evidence-based testimony
>> in which scientific findings from the memory literature can be used to
>> frame an expert's analysis.
>>
>> ========================================================================
>>
>>
>> *Pages: 566-575 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320862800004
>> *Order Full Text [ ]
>>
>> Title:
>> On being a memory expert witness: Three cases
>>
>> Authors:
>> Conway, MA
>>
>> Source:
>> *MEMORY*, 21 (5):566-575; SI JUL 1 2013
>>
>> Abstract:
>> I describe three legal cases in which I acted as a memory expert
>> witness. The cases contain remarkable accounts of memories. Such
>> memories are by no means unusual in legal cases, are often over
>> retention intervals measured in decades, and contain details the
>> specificity of which is highly unusual. For example, recalling from
>> childhood verbatim conversations, clothes worn by self and others, the
>> weather, actions that at the time could not have been understood,
>> details that could not have been known, precise durations and calendar
>> dates, and much more. I show how our scientific understanding of memory
>> can help courts reach more informed decisions about such fantastical
>> memories and how these memories constitute data that as researchers we
>> should seek to understand.
>>
>> ========================================================================
>>
>>
>> *Pages: 576-583 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320862800005
>> *Order Full Text [ ]
>>
>> Title:
>> Memory lessons from the courtroom: Reflections on being a memory expert on the witness stand
>>
>> Authors:
>> Howe, ML
>>
>> Source:
>> *MEMORY*, 21 (5):576-583; SI JUL 1 2013
>>
>> Abstract:
>> In the first part of this article I describe a variety of cases that I
>> have been involved with that led to my becoming an expert witness. These
>> cases range from questions about children's memory for being raped, to
>> remembering an ear-witnessed murder, to preventing future false
>> memories. In the second part of this article I reflect on some of the
>> remarkable feats of remembering that complainants exhibit in court, ones
>> that contradict much of what the scientific study of memory has shown to
>> be true. Along the way I argue that until this scientific knowledge
>> becomes part of a culture of memory familiar to triers of fact (judges,
>> jurors), police, and laypeople, memory experts will continue to be an
>> inexorable part of the legal process when memory serves as the main or
>> only evidence.
>>
>> ========================================================================
>>
>>
>> *Pages: 584-590 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320862800006
>> *Order Full Text [ ]
>>
>> Title:
>> Eyewitness testimony in the Lockerbie bombing case
>>
>> Authors:
>> Loftus, EF
>>
>> Source:
>> *MEMORY*, 21 (5):584-590; SI JUL 1 2013
>>
>> Abstract:
>> It was in 1988 that a Pan Am flight blew up over Lockerbie, Scotland,
>> killing 270 people. A Libyan named Al-Megrahi was convicted of the
>> crime. His conviction was based in large part on the testimony of a
>> single eyewitness, a shopkeeper who identified him as the person who had
>> purchased clothing allegedly packed in the suitcase that contained the
>> explosives that blew up the plane. But careful analysis of the
>> eyewitness evidence leads to suspicions about the accuracy of the
>> evidence. This analysis was presented to the Scottish Criminal Cases
>> Review Commission which concluded that the conviction might have been a
>> miscarriage of justice.
>>
>> ========================================================================
>>
>>
>> *Pages: 591-598 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320862800007
>> *Order Full Text [ ]
>>
>> Title:
>> Children's Memory for Their Mother's Murder: Accuracy, Suggestibility, and Resistance to Suggestion
>>
>> Authors:
>> McWilliams, K; Narr, R; Goodman, GS; Ruiz, S; Mendoza, M
>>
>> Source:
>> *MEMORY*, 21 (5):591-598; SI JUL 1 2013
>>
>> Abstract:
>> From its inception, child eyewitness memory research has been guided by
>> dramatic legal cases that turn on the testimony of children. Decades of
>> scientific research reveal that, under many conditions, children can
>> provide veracious accounts of traumatic experiences. Scientific studies
>> also document factors that lead children to make false statements. In
>> this paper we describe a legal case in which children testified about
>> their mother's murder. We discuss factors that may have influenced the
>> accuracy of the children's eyewitness memory. Children's suggestibility
>> and resistance to suggestion are illustrated. Expert testimony, based on
>> scientific research, can aid the trier of fact when children provide
>> crucial evidence in criminal investigations and courtroom trials about
>> tragic events.
>>
>> ========================================================================
>>
>>
>> *Pages: 599-607 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320862800008
>> *Order Full Text [ ]
>>
>> Title:
>> Let's use those tests! Evaluations of crime-related amnesia claims
>>
>> Authors:
>> Peters, MJV; van Oorsouw, KIM; Jelicic, M; Merckelbach, H
>>
>> Source:
>> *MEMORY*, 21 (5):599-607; SI JUL 1 2013
>>
>> Abstract:
>> Suspects awaiting trial often claim that they cannot remember important
>> parts of their violent crimes. It is not unusual that forensic experts
>> readily accept such claims and interpret them in terms of dissociative
>> amnesia or, more specifically, a red-out. This interpretation hinges on
>> the assumption that heightened levels of stress implicated in violent
>> crimes interfere with memory. We argue that the notion of red-out is a
>> priori not plausible and that alternative interpretationsprimarily
>> malingering and substance-induced organic amnesiashould be considered
>> and ruled out first before concluding that memory loss is dissociative
>> in nature. We illustrate our point with four cases that superficially
>> have thecontours of red-out tragedies. We believe that, in such cases,
>> neuropsychological tests and/or psychopharmacological information on
>> dose-response relationships can assist forensic experts to exclude
>> malingering or substance-induced amnesia. There is no reason for not
>> using tests and tools from neuropsychology and psychopharmacology.
>>
>> ========================================================================
>>
>>
>> *Pages: 608-617 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320862800009
>> *Order Full Text [ ]
>>
>> Title:
>> Misconceptions about childhood sexual abuse and child witnesses: Implications for psychological experts in the courtroom
>>
>> Authors:
>> Zajac, R; Garry, M; London, K; Goodyear-Smith, F; Hayne, H
>>
>> Source:
>> *MEMORY*, 21 (5):608-617; SI JUL 1 2013
>>
>> Abstract:
>> Recent changes to the law in New Zealand have led to a marked increase
>> in experts being called to give evidence in cases of alleged child
>> sexual abuse. Here we outline some of the common misconceptions that are
>> held by expert witnesses in these cases and we review research on
>> patterns of abuse disclosure and retraction, symptoms of abuse, external
>> influences on children's reports, and experts' ability to distinguish
>> true from false reports. We also consider what experts can say about
>> memory that has relevance for these cases. We conclude that many
>> long-held notions of child sexual abuse and children's testimony that
>> make their way into our courtrooms are not supported by empirical
>> research, raising questions about who isand who is notqualified to act
>> as an expert witness.
>>
>>

Corrected Knowledge Alert - PSYCHOMETRIKA

>> Authors:
>> Greve, DN; Brown, GG; Mueller, BA; Glover, G; Liu, TT
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):396-416; JUL 2013
>>
>> Abstract:
>> Functional magnetic resonance imaging (fMRI) is a noninvasive method for
>> measuring brain function by correlating temporal changes in local
>> cerebral blood oxygenation with behavioral measures. fMRI is used to
>> study individuals at single time points, across multiple time points
>> (with or without intervention), as well as to examine the variation of
>> brain function across normal and ill populations. fMRI may be collected
>> at multiple sites and then pooled into a single analysis. This paper
>> describes how fMRI data is analyzed at each of these levels and
>> describes the noise sources introduced at each level.
>>
>> ========================================================================
>>
>>
>> *Pages: 417-440 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500002
>> *Order Full Text [ ]
>>
>> Title:
>> ASSESSING ITEM FIT FOR UNIDIMENSIONAL ITEM RESPONSE THEORY MODELS USING RESIDUALS FROM ESTIMATED ITEM RESPONSE FUNCTIONS
>>
>> Authors:
>> Haberman, SJ; Sinharay, S; Chon, KH
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):417-440; JUL 2013
>>
>> Abstract:
>> Residual analysis (e.g. Hambleton & Swaminathan, Item response theory:
>> principles and applications, Kluwer Academic, Boston, 1985; Hambleton,
>> Swaminathan, & Rogers, Fundamentals of item response theory, Sage,
>> Newbury Park, 1991) is a popular method to assess fit of item response
>> theory (IRT) models. We suggest a form of residual analysis that may be
>> applied to assess item fit for unidimensional IRT models. The residual
>> analysis consists of a comparison of the maximum-likelihood estimate of
>> the item characteristic curve with an alternative ratio estimate of the
>> item characteristic curve. The large sample distribution of the residual
>> is proved to be standardized normal when the IRT model fits the data. We
>> compare the performance of our suggested residual to the standardized
>> residual of Hambleton et al. (Fundamentals of item response theory,
>> Sage, Newbury Park, 1991) in a detailed simulation study. We then
>> calculate our suggested residuals using data from an operational test.
>> The residuals appear to be useful in assessing the item fit for
>> unidimensional IRT models.
>>
>> ========================================================================
>>
>>
>> *Pages: 441-463 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500003
>> *Order Full Text [ ]
>>
>> Title:
>> ON THE LIKELIHOOD RATIO TESTS IN BIVARIATE ACDE MODELS
>>
>> Authors:
>> Wu, H; Neale, MC
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):441-463; JUL 2013
>>
>> Abstract:
>> The ACE and ADE models have been heavily exploited in twin studies to
>> identify the genetic and environmental components in phenotypes.
>> However, the validity of the likelihood ratio test (LRT) of the
>> existence of a variance component, a key step in the use of such models,
>> has been doubted because the true values of the parameters lie on the
>> boundary of the parameter space of the alternative model for such tests,
>> violating a regularity condition required for a LRT (e.g., Carey in
>> Behav. Genet. 35:653-665, 2005; Visscher in Twin Res. Hum. Genet.
>> 9:490-495, 2006). Dominicus, Skrondal, Gjessing, Pedersen, and Palmgren
>> (Behav. Genet. 36:331-340, 2006) solve the problem of testing univariate
>> components in ACDE models. Our current work as presented in this paper
>> resolves the issue of LRTs in bivariate ACDE models by exploiting the
>> theoretical frameworks of inequality constrained LRTs based on cone
>> approximations. Our derivation shows that the asymptotic sampling
>> distribution of the test statistic for testing a single bivariate
>> component in an ACE or ADE model is a mixture of chi(2) distributions of
>> degrees of freedom (dfs) ranging from 0 to 3, and that for testing both
>> the A and C (or D) components is one of dfs ranging from 0 to 6. These
>> correct distributions are stochastically smaller than the chi(2)
>> distributions in traditional LRTs and therefore LRTs based on these
>> distributions are more powerful than those used naively. Formulas for
>> calculating the weights are derived and the sampling distributions are
>> confirmed by simulation studies. Several invariance properties for
>> normal data (at most) missing by person are also proved. Potential
>> generalizations of this work are also discussed.
>>
>> ========================================================================
>>
>>
>> *Pages: 464-480 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500004
>> *Order Full Text [ ]
>>
>> Title:
>> IRT TEST EQUATING IN COMPLEX LINKAGE PLANS
>>
>> Authors:
>> Battauz, M
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):464-480; JUL 2013
>>
>> Abstract:
>> Linkage plans can be rather complex, including many forms, several
>> links, and the connection of forms through different paths. This article
>> studies item response theory equating methods for complex linkage plans
>> when the common-item nonequivalent group design is used. An efficient
>> way to average equating coefficients that link the same two forms
>> through different paths will be presented and the asymptotic standard
>> errors of indirect and average equating coefficients are derived. The
>> methodology is illustrated using simulations studies and a real data
>> example.
>>
>> ========================================================================
>>
>>
>> *Pages: 481-497 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500005
>> *Order Full Text [ ]
>>
>> Title:
>> USING DETERMINISTIC, GATED ITEM RESPONSE THEORY MODEL TO DETECT TEST CHEATING DUE TO ITEM COMPROMISE
>>
>> Authors:
>> Shu, Z; Henson, R; Luecht, R
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):481-497; JUL 2013
>>
>> Abstract:
>> The Deterministic, Gated Item Response Theory Model (DGM, Shu,
>> Unpublished Dissertation. The University of North Carolina at
>> Greensboro, 2010) is proposed to identify cheaters who obtain
>> significant score gain on tests due to item exposure/compromise by
>> conditioning on the item status (exposed or unexposed items). A "gated"
>> function is introduced to decompose the observed examinees' performance
>> into two distributions (the true ability distribution determined by
>> examinees' true ability and the cheating distribution determined by
>> examinees' cheating ability). Test cheaters who have score gain due to
>> item exposure are identified through the comparison of the two
>> distributions. Hierarchical Markov Chain Monte Carlo is used as the
>> model's estimation framework. Finally, the model is applied in a real
>> data set to illustrate how the model can be used to identify examinees
>> having pre-knowledge on the exposed items.
>>
>> ========================================================================
>>
>>
>> *Pages: 498-525 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500006
>> *Order Full Text [ ]
>>
>> Title:
>> MULTIOBJECTIVE BLOCKMODELING FOR SOCIAL NETWORK ANALYSIS
>>
>> Authors:
>> Brusco, M; Doreian, P; Steinley, D; Satornino, CB
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):498-525; JUL 2013
>>
>> Abstract:
>> To date, most methods for direct blockmodeling of social network data
>> have focused on the optimization of a single objective function.
>> However, there are a variety of social network applications where it is
>> advantageous to consider two or more objectives simultaneously. These
>> applications can broadly be placed into two categories: (1) simultaneous
>> optimization of multiple criteria for fitting a blockmodel based on a
>> single network matrix and (2) simultaneous optimization of multiple
>> criteria for fitting a blockmodel based on two or more network matrices,
>> where the matrices being fit can take the form of multiple indicators
>> for an underlying relationship, or multiple matrices for a set of
>> objects measured at two or more different points in time. A
>> multiobjective tabu search procedure is proposed for estimating the set
>> of Pareto efficient blockmodels. This procedure is used in three
>> examples that demonstrate possible applications of the multiobjective
>> blockmodeling paradigm.
>>
>> ========================================================================
>>
>>
>> *Pages: 526-537 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500007
>> *Order Full Text [ ]
>>
>> Title:
>> OBLIQUE ROTATON IN CANONICAL CORRELATION ANALYSIS REFORMULATED AS MAXIMIZING THE GENERALIZED COEFFICIENT OF DETERMINATION
>>
>> Authors:
>> Satomura, H; Adachi, K
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):526-537; JUL 2013
>>
>> Abstract:
>> To facilitate the interpretation of canonical correlation analysis (CCA)
>> solutions, procedures have been proposed in which CCA solutions are
>> orthogonally rotated to a simple structure. In this paper, we consider
>> oblique rotation for CCA to provide solutions that are much easier to
>> interpret, though only orthogonal rotation is allowed in the existing
>> formulations of CCA. Our task is thus to reformulate CCA so that its
>> solutions have the freedom of oblique rotation. Such a task can be
>> achieved using Yanai's (Jpn. J. Behaviormetrics 1:46-54, 1974; J. Jpn.
>> Stat. Soc. 11:43-53, 1981) generalized coefficient of determination for
>> the objective function to be maximized in CCA. The resulting solutions
>> are proved to include the existing orthogonal ones as special cases and
>> to be rotated obliquely without affecting the objective function value,
>> where ten Berge's (Psychometrika 48:519-523, 1983) theorems on
>> suborthonormal matrices are used. A real data example demonstrates that
>> the proposed oblique rotation can provide simple, easily interpreted CCA
>> solutions.
>>
>> ========================================================================
>>
>>
>> *Pages: 538-544 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500008
>> *Order Full Text [ ]
>>
>> Title:
>> A NOTE ON THE HIERARCHICAL MODEL FOR RESPONSES AND RESPONSE TIMES IN TESTS OF VAN DER LINDEN (2007)
>>
>> Authors:
>> Ranger, J
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):538-544; JUL 2013
>>
>> Abstract:
>> Findings suggest that in psychological tests not only the responses but
>> also the times needed to give the responses are related to
>> characteristics of the test taker. This observation has stimulated the
>> development of latent trait models for the joint distribution of the
>> responses and the response times. Such models are motivated by the hope
>> to improve the estimation of the latent traits by additionally
>> considering response time. In this article, the potential relevance of
>> the response times for psychological assessment is explored for the
>> model of van der Linden (Psychometrika 72:287-308, 2007) that seems to
>> have become the standard approach to response time modeling in
>> educational testing. It can be shown that the consideration of response
>> times increases the information of the test. However, one also can prove
>> that the contribution of the response times to the test information is
>> bounded and has a simple limit.
>>
>> ========================================================================
>>
>>
>> *Pages: 545-552 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500009
>> *Order Full Text [ ]
>>
>> Title:
>> CONTINUOUS ORTHOGONAL COMPLEMENT FUNCTIONS AND DISTRIBUTION-FREE GOODNESS OF FIT TESTS IN MOMENT STRUCTURE
>>
>> Authors:
>> Jennrich, R; Satorra, A
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):545-552; JUL 2013
>>
>> Abstract:
>> It is shown that for any full column rank matrix X-0 with more rows than
>> columns there is a neighborhood N of X-0 and a continuous function f on
>> N such that f (X) is an orthogonal complement of X for all X in N. This
>> is used to derive a distribution free goodness of fit test for
>> covariance structure analysis. This test was proposed some time ago and
>> is extensively used. Unfortunately, there is an error in the proof that
>> the proposed test statistic has an asymptotic chi(2) distribution. This
>> is a potentially serious problem, without a proof the test statistic may
>> not, in fact, be asymptoticly chi(2). The proof, however, is easily
>> fixed using a continuous orthogonal complement function. Similar
>> problems arise in other applications where orthogonal complements are
>> used. These can also be resolved by using continuous orthogonal
>> complement functions.
>>
>> ========================================================================
>>
>>
>> *Pages: 554-555 (Correction)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500010
>> *Order Full Text [ ]
>>
>> Title:
>> USING THE CRITERION-PREDICTOR FACTOR MODEL TO COMPUTE THE PROBABILITY OF DETECTING PREDICTION BIAS WITH ORDINARY LEAST SQUARES REGRESSION (vol 77, pg 561, 2012)
>>
>> Authors:
>> Culpepper, SA
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):554-555; JUL 2013
>>
>> ========================================================================
>>
>>
>> *Pages: 556-556 (Correction)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500011
>> *Order Full Text [ ]
>>
>> Title:
>> EXPLORATORY BI-FACTOR ANALYSIS (vol 76, pg 537, 2011)
>>
>> Authors:
>> Jennrich, RI; Bentler, PM
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):556-556; JUL 2013
>>
>> ========================================================================
>>
>>
>> *Pages: 557-575 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500012
>> *Order Full Text [ ]
>>
>> Title:
>> MONITORING SCALE SCORES OVER TIME VIA QUALITY CONTROL CHARTS, MODEL-BASED APPROACHES, AND TIME SERIES TECHNIQUES
>>
>> Authors:
>> Lee, YH; von Davier, AA
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):557-575; JUL 2013
>>
>> Abstract:
>> Maintaining a stable score scale over time is critical for all
>> standardized educational assessments. Traditional quality control tools
>> and approaches for assessing scale drift either require special equating
>> designs, or may be too time-consuming to be considered on a regular
>> basis with an operational test that has a short time window between an
>> administration and its score reporting. Thus, the traditional methods
>> are not sufficient to catch unusual testing outcomes in a timely manner.
>> This paper presents a new approach for score monitoring and assessment
>> of scale drift. It involves quality control charts, model-based
>> approaches, and time series techniques to accommodate the following
>> needs of monitoring scale scores: continuous monitoring, adjustment of
>> customary variations, identification of abrupt shifts, and assessment of
>> autocorrelation. Performance of the methodologies is evaluated using
>> manipulated data based on real responses from 71 administrations of a
>> large-scale high-stakes language assessment.
>>
>> ========================================================================
>>
>>
>> *Pages: 576-600 (Article)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500013
>> *Order Full Text [ ]
>>
>> Title:
>> DETECTING INTERVENTION EFFECTS USING A MULTILEVEL LATENT TRANSITION ANALYSIS WITH A MIXTURE IRT MODEL
>>
>> Authors:
>> Cho, SJ; Cohen, AS; Bottge, B
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):576-600; JUL 2013
>>
>> Abstract:
>> A multilevel latent transition analysis (LTA) with a mixture IRT
>> measurement model (MixIRTM) is described for investigating the
>> effectiveness of an intervention. The addition of a MixIRTM to the
>> multilevel LTA permits consideration of both potential heterogeneity in
>> students' response to instructional intervention as well as a
>> methodology for assessing stage sequential change over time at both
>> student and teacher levels. Results from an LTA-MixIRTM and multilevel
>> LTA-MixIRTM were compared in the context of an educational intervention
>> study. Both models were able to describe homogeneities in problem
>> solving and transition patterns. However, ignoring a multilevel
>> structure in LTA-MixIRTM led to different results in group membership
>> assignment in empirical results. Results for the multilevel LTA-MixIRTM
>> indicated that there were distinct individual differences in the
>> different transition patterns. The students receiving the intervention
>> treatment outscored their business as usual (i.e., control group)
>> counterparts on the curriculum-based Fractions Computation test. In
>> addition, 27.4 % of the students in the sample moved from the low
>> ability student-level latent class to the high ability student-level
>> latent class. Students were characterized differently depending on the
>> teacher-level latent class.
>>
>> ========================================================================
>>
>>
>> *Pages: 601-603 (Book Review)
>> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000320446500014
>> *Order Full Text [ ]
>>
>> Title:
>> Elements of Adaptive Testing
>>
>> Authors:
>> Ali, US; van Rijn, PW
>>
>> Source:
>> *PSYCHOMETRIKA*, 78 (3):601-603; JUL 2013
>>
>>