Sharing Improved reading measures in adults with dyslexia following transcranial direct current stimulation treatment via BrowZine

Improved reading measures in adults with dyslexia following transcranial direct current stimulation treatment
Heth, Inbahl; Lavidor, Michal
Neuropsychologia, Vol. 70 – 2015: 107 - 113

10.1016/j.neuropsychologia.2015.02.022

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*********************************************
Kevin McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics
www.themindhum.com
*********************************************

Sharing Interests and intelligence: A meta-analysis via BrowZine

Interests and intelligence: A meta-analysis
Pässler, Katja; Hell, Benedikt; Beinicke, Andrea
Intelligence, Vol. 50 – 2015: 30 - 51

10.1016/j.intell.2015.02.001

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*********************************************
Kevin McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics
www.themindhum.com
*********************************************

Sharing Big data and the well-being nexus: Tracking Google search activity by state IQ via BrowZine

Big data and the well-being nexus: Tracking Google search activity by state IQ
McDaniel, Michael A.; Pesta, Bryan J.; Gabriel, Allison S.
Intelligence, Vol. 50 – 2015: 21 - 29

10.1016/j.intell.2015.01.001

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*********************************************
Kevin McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics
www.themindhum.com
*********************************************

Sharing Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic via BrowZine

Pathways to arithmetic: The role of visual-spatial and language skills in written arithmetic, arithmetic word problems, and nonsymbolic arithmetic
Zhang, Xiao; Lin, Dan
Contemporary Educational Psychology, Vol. 41 – 2015: 188 - 197

10.1016/j.cedpsych.2015.01.005

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*********************************************
Kevin McGrew, PhD
Educational Psychologist
Director
Institute for Applied Psychometrics
www.themindhum.com
*********************************************

Intelligence Testing in Proper Perspective: The Big Picture - a MindHub video-PPT show

I am pleased to announce the availability of my second video-PPT at IQ's Corner YouTube Channel.  The first video can be found here.  The current video is 20 minutes.  You can skip the first three minutes if you don't want background "front matter" material regarding me (the narrator), etc.

The new video-PPT  is called "Intelligence Testing in Proper Perspective:  The Big Picture"

This presentation places the power and value of intelligence testing into a big picture perspective which recognizes the strengths and limitations of intelligence testing.  The goal is to encourage users and consumers of intelligence tests to better understand what these measures can and cannot do, and, more importantly, recognize the other personal and environmental characteristics that influence an individual's learning and development.

Be gentle.  I am not a professional video producer and I do not have the time to edit out pauses, minor mistakes, etc.---- hey...this is FREE quality information. :)

Update 02-27-15.  Thanks to Rueben Lopez for making the suggestion that I reduce the 3 minutes of the introductory "front matter."  I have taken his advice (which I will incorporate into future videos) and have now posted the identical video with the very brief introduction.  It can be accessed here.

Research byte: Excellent description of similarities and differences of three primary models of working memory

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Tuesday, February 24, 2015

11:18 AM

Research byte: Good brief article linking contemporary creativity (Glr) and CHC model research

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Tuesday, February 24, 2015

7:45 PM

Article: Standardized Achievement Tests: What Are They Good For? Hint: Not Cognitive Ability.

Standardized Achievement Tests: What Are They Good For? Hint: Not Cognitive Ability.
http://blogs.scientificamerican.com/beautiful-minds/2013/12/20/standardized-achievement-tests-what-are-they-good-for-hint-not-cognitive-ability/

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The WJ IV Cognitive Battery and Beyond CHC Theory

For individuals who could not attend my NASP 2015 WJ IV mini-skills workshop, or those who did and who would like to view all slides shown (and those not shown) or others who want to know, you can now view the slides below that are posted at SlideShare. Enjoy.  If you click on the SlideShare link you can view other PPT shows I have available for review.

Research Byte: Strong working memory (WM)--fluid intelligence (Gf) relationship not due to time allowed on both sets of tasks

Very good article that does not support Chuderski's research that had suggested a relationship between time on task (not the same as cognitive processing speed-Gs) and fluid reasoning or working memory. The current study reinforces the very high (but not 1.0) effect size from working memory to Gf. However, how much time an individual (at least for young adults) spends on working memory or fluid tasks does not explain the strong WM--Gf relation. Generalization to children and the elderly cannot be made without further research.

What I find particularly interesting is the authors hypothesis that one possible general mechanism explanation for the WM-->Gf link is temporal based processing of information. This is consistent with the temporal power resolution hypotheses (or temporal g) of Rammsayer and colleagues and a large body of research I have reported at the Brain Clock blog. If you visit that link, pay particular attention to the MindHub Pub2 that presents a three-level hypothesized model for understanding the IM effect. Note that at the lowest neurocognitive and biological level of intelligence research, I have hypothesized that temporal g (and not Jensen's reaction time g) may be one of the key domain-general mechanisms driving critical cognitive abilities, especially working memory and fluid intelligence.

As per the recent four-level reductionistic framework (see brief 10 minute video explanation) I have offered to organize intelligence related research (adapted from Earl Hunt's work), the current study links research at the psychometric, information processing, and neurocognitive and biological (neural efficiency) levels.

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Article: One Brain Network for All Mental Illness

One Brain Network for All Mental Illness
http://neurocritic.blogspot.com/2015/02/one-brain-network-for-all-mental-illness.html

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

Kevin McGrew, PhD

Educational Psychologist 

Director

Institute for Applied Psychometrics

www.themindhum.com

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

Sharing Relational complexity modulates activity in the prefrontal cortex during numerical inductive reasoning: An fMRI study via BrowZine

Relational complexity modulates activity in the prefrontal cortex during numerical inductive reasoning: An fMRI study
Xiao, Feng; Li, Peng; Long, Chang-Quan; Lei, Yi; Li, Hong
Biological Psychology, Vol. 101 – 2014: 61 - 68

10.1016/j.biopsycho.2014.06.005

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Sharing Fluid intelligence and working memory capacity: Is the time for working on intelligence problems relevant for explaining their large relationship? via BrowZine

Fluid intelligence and working memory capacity: Is the time for working on intelligence problems relevant for explaining their large relationship?
Colom, Roberto; Privado, Jesús; García, Luis F.; Estrada, Eduardo; Cuevas, Lara; Shih, Pei-Chun
Personality and Individual Differences, Vol. 79 – 2015: 75 - 80

10.1016/j.paid.2015.01.051

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Sharing Something more than g: Meaningful Memory uniquely predicts training performance via BrowZine

Something more than g: Meaningful Memory uniquely predicts training performance
Cucina, Jeffrey M.; Su, Chihwei; Busciglio, Henry H.; Peyton, Sharron T.
Intelligence, Vol. 49 – 2015: 192 - 206

10.1016/j.intell.2015.01.007

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Having great time chatting with folks at NASP

Here we are, the WJ IV authors, and the awesome Stacy Williams.  

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Article: Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities

Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities
http://www.sciencedirect.com/science/article/pii/S0891422214005319

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Smoking interfers with central executive "control" brain networks

​

Yet more research indicating the importance of brain network connectivity, this time demonstrating the detrimental effects of smoking on brain network communication, especially with the executive control and default brain networks.  Take away… smoking may impair the brain networks involved in cognitive control and make stopping smoking even more difficult.

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Sharing Large-scale functional brain network changes in taxi drivers: Evidence from resting-state fMRI via BrowZine

Large-scale functional brain network changes in taxi drivers: Evidence from resting-state fMRI
Wang, Lubin; Liu, Qiang; Shen, Hui; Li, Hong; Hu, Dewen
Human Brain Mapping, Vol. 36 Issue 3 – 2015: 862 - 871

10.1002/hbm.22670

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Sharing The cognitive impact of the education revolution: A possible cause of the Flynn Effect on population IQ via BrowZine

The cognitive impact of the education revolution: A possible cause of the Flynn Effect on population IQ Baker, David P.; Eslinger, Paul J.; Benavides, Martin; Peters, Ellen; Dieckmann, Nathan F.; Leon, Juan Intelligence, Vol. 49 – 2015: 144 - 158

Sharing Levels of Processing in Working Memory: Differential Involvement of Frontotemporal Networks via BrowZine

More research consistent with the P-FIT model of intelligence.

Levels of Processing in Working Memory: Differential Involvement of Frontotemporal Networks
Rose, Nathan S.; Craik, Fergus I. M.; Buchsbaum, Bradley R.
Journal of Cognitive Neuroscience, Vol. 27 Issue 3 – 2015: 522 - 532

10.1162/jocn_a_00738

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Sharing Expanding the concept of belonging in academic domains: Development and validation of the Ability Uncertainty Scale via BrowZine

Expanding the concept of belonging in academic domains: Development and validation of the Ability Uncertainty Scale
Lewis, Karyn L.; Hodges, Sara D.
Learning and Individual Differences, Vol. 37 – 2015: 197 - 202

10.1016/j.lindif.2014.12.002

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Sharing Real-time motivation and engagement during a month at school: Every moment of every day for every student matters via BrowZine

Real-time motivation and engagement during a month at school: Every moment of every day for every student matters Martin, Andrew J.; Papworth, Brad; Ginns, Paul; Malmberg, Lars-Erik; Collie, Rebecca J.; Calvo, Rafael A. Learning and Individual Differences, Vol. 38 – 2015: 26 - 35

10.1016/j.lindif.2015.01.014

The WJ IV ASB # 3: The WJ IV Gf-Gc Composite and SLD identifcation

I am pleased to announce that the WJ IV Assessment Service Bulletin # 3 (The WJ IV Gf-Gc Composite and its use in the identification of specific learning disabilities) is now available here. It will be posted at the publishers WJ IV web site within a week. Below is the abstract

The authors of the Woodcock-Johnson IV (WJ IV; Schrank, McGrew, & Mather , 2014a) discuss the WJ IV Tests of Cognitive Abilities (WJ IV COG; Schrank, McGrew, & Mather , 2014b) Gf-Gc Composite, contrast its composition with that of the WJ IV COG General Intellectual Ability (GIA) score, and synthesize important information that supports its use as a reliable and valid measure of intellectual development or intellectual level. The authors also suggest that the associated WJ IV COG Gf-Gc Composite/Other Ability comparison procedure can yield information that is relevant to the identification of a specific learning disability (SLD) in any model that is allowed under the 2004 reauthorization of the federal Individuals with Disabilities Education Improvement Act (IDEA).




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Article: Scientists detect brain network that gives humans superior reasoning skills

And yet more support for the P-FIT model of neural intelligence

Scientists detect brain network that gives humans superior reasoning skills
http://www.psypost.org/2014/12/scientists-detect-brain-network-gives-humans-superior-reasoning-skills-29902

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Special journal issue on concussions

The Need for Theory to Guide Concussion Research
Molfese, Dennis L.
Developmental Neuropsychology, Vol. 40 Issue 1 – 2015: 1 - 6

10.1080/87565641.2015.1006479

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More evidence that musical training protects the brain

Content creation by IQs Corner and the Mind Hub

http://medicalxpress.com/news/2015-02-evidence-musical-brain.html

WJ IV Technical Manual Abstract Assessment Service Bulletin # 2 now available

 

A new WJ IV Assessment Service Bulletin (ASB) is now available at the WJ-IV Riverside website.  It is a free download.  The description at the site is below.  Click here to visit the page.

This bulletin provides a summary of the procedures followed in developing and validating the WJ IV.

Throughout the development and design of the WJ IV, the test standards outlined in the Standards for Educational and Psychological Testing (American Educational Research Association [AERA], American Psychological Association [APA], & National Council on Measurement in Education [NCME], 2014) were followed carefully.

Information in this bulletin is abstracted from the Woodcock-Johnson IV Technical Manual (McGrew, LaForte, & Schrank, 2014) and is intended as an overview to highlight important aspects of the WJ IV test design, reliability, and validity. Readers who are interested in more detailed information should consult the WJ IV Technical Manual.

 ASB 1 (WJ IV Tests of Achievement Alternate-Forms Equivalence) is also available for download on the same web page.