J. Intell. | Free Full-Text | Disentangling the Effects of Processing Speed on the Association between Age Differences and Fluid Intelligence

https://www.mdpi.com/2079-3200/8/1/1


Abstract
Several studies have demonstrated that individual differences in processing speed fully mediate the association between age and intelligence, whereas the association between processing speed and intelligence cannot be explained by age differences. Because measures of processing speed reflect a plethora of cognitive and motivational processes, it cannot be determined which specific processes give rise to this mediation effect. This makes it hard to decide whether these processes should be conceived of as a cause or an indicator of cognitive aging. In the present study, we addressed this question by using a neurocognitive psychometrics approach to decompose the association between age differences and fluid intelligence. Reanalyzing data from two previously published datasets containing 223 participants between 18 and 61 years, we investigated whether individual differences in diffusion model parameters and in ERP latencies associated with higher-order attentional processing explained the association between age differences and fluid intelligence. We demonstrate that individual differences in the speed of non-decisional processes such as encoding, response preparation, and response execution, and individual differences in latencies of ERP components associated with higher-order cognitive processes explained the negative association between age differences and fluid intelligence. Because both parameters jointly accounted for the association between age differences and fluid intelligence, age-related differences in both parameters may reflect age-related differences in anterior brain regions associated with response planning that are prone to be affected by age-related changes. Conversely, age differences did not account for the association between processing speed and fluid intelligence. Our results suggest that the relationship between age differences and fluid intelligence is multifactorially determined. View Full-Text

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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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New Burros MMY

https://www.nebraskapress.unl.edu/buros-center-for-testing/9780910674683/


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Intelligence – International Society For Intelligence Research

The best professional organization for research on intelligence. I would urge my fellow school psychology colleagues interested in serious cutting edge intelligence  research to consider joining, if for no other reason than access to articles from the journal of Intelligence.


 Intelligence – International Society For Intelligence Research 
https://isironline.org/

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Kevin S. McGrew,  PhD
Educational Psychologist
Director
Institute for Applied Psychometrics (IAP)
www.themindhub.com
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New open access journal Psychological Test Adaptation and Development (PTAD) launched – Intelligence

New open access journal Psychological Test Adaptation and Development (PTAD) launched – Intelligence
https://isironline.org/2020/07/new-open-access-journal-psychological-test-adaptation-and-development-ptad-launched/

Tweet by Kevin McGrew on Twitter

	Kevin McGrew ⁦‪@iqmobile‬⁩ #iq #intelligence #schoolpsychology mdpi.com/journal/jintel…. Board members and links to their web pages. A veritable "whose who" in serious research on intelligence.   1/28/21, 10:46 AM

Download the Twitter app

Link for those that don't do  Twitter

https://www.mdpi.com/journal/jintelligence/editors

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Kevin McGrew, PhD

Educational Psychologist

Director, Institute for Applied Psychometrics

IAP

www.themindhub.com

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Integrated Intelligence from Distributed Brain Activity: Trends in Cognitive Sciences

More on the central role of central control (AC-Gsm) in general intelligence.

"Earlier we noted positive manifold, the finding of ubiquitous positive correlations between different cognitive tests, and Spearman's original proposal that some general or g factor contributes to success in any cognitive activity [11,12]. One simple interpretation is that g reflects the attentional integration functions of the MD system and, in agreement with Spearman's hypothesis, we suggest that MD functions contribute very broadly to effective cognition. At the same time, it seems likely that the full explanation for positive manifold is more nuanced, with multiple contributory factors [39,58]."


Integrated Intelligence from Distributed Brain Activity: Trends in Cognitive Sciences 

tinyurl.com/ykbwklk5

No evidence for general intelligence in a fish | bioRxiv

 No evidence for general intelligence in a fish | bioRxiv 
https://www.biorxiv.org/content/10.1101/2021.01.08.425841v1.abstract

Really.  Research on the g question in fish 🤔

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

J. Intell. | Free Full-Text | How to Compare Psychometric Factor and Network Models

 J. Intell. | Free Full-Text | How to Compare Psychometric Factor and Network Models 
https://www.mdpi.com/2079-3200/8/4/35

Important method info for those doing research related to the "g or not to g" question in intelligence.

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

Are individual differences in attention control related to working memory capacity? A latent variable mega-analysis. - PsycNET

 Are individual differences in attention control related to working memory capacity? A latent variable mega-analysis. - PsycNET 
https://psycnet.apa.org/record/2020-86314-001

More on the importance of attentional control as central to intrlligence.

James R. Flynn, Who Found We Are Getting Smarter, Dies at 86

James R. Flynn, Who Found We Are Getting Smarter, Dies at 86
https://flip.it/HQ6wrM

******************************************
Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
******************************************

The secular trend of intelligence test scores in the present century: The Danish experience - ScienceDirect

 The secular trend of intelligence test scores in the present century: The Danish experience - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S016028962100009X

Highlights

•
Changes in mean intelligence test scores were minimal in Denmark in 2006–2019.
•
A change in the format of the intelligence test resulted in a sudden drop in scores.
•
Neither changes in parental age, dysgenics, or immigration can explain the findings.
•
Changes in sample composition may conceal a true decline in intelligence test scores.

Abstract
The present register-based study investigated the secular trend of intelligence test scores during the period from 2006 through 2019 in a Danish population-representative sample, as well as whether the observed trend could be explained by changes in parental age, dysgenics, and immigration or changes in the format of the intelligence test and sample characteristics. The study population consisted of all Danish men appearing before a draft board during the study period (N = 400,288). Intelligence test scores were obtained by the use of Børge Priens Prøve, typically at age 19. For each of the included draft board cohorts, the intelligence test score mean and standard deviation were estimated. The results showed that changes in mean intelligence test scores were minimal during the study period. A slight decline was observed from 2006 to 2010. Furthermore, there was a drop of 1.5 IQ points from 2010 to 2011, which coincided with the change in the format of the intelligence test from paper-and-pencil to computer-based, but there was essentially no change after 2011. Neither changes in parental age, dysgenics, or immigration seem to have influenced the observations. However, changes in sample composition may conceal a true decline in intelligence test scores given that a larger proportion of individuals with low intelligence seems to be exempted from testing. In conclusion, the study findings suggest no systematic change in intelligence test scores during the last decade, but due to changes in sample composition, it cannot be excluded that there has been a negative secular trend.

Webinar on new AAIDD classification manual

https://www.aaidd.org/education/event-details/2021/01/28/default-calendar/intellectual-disability-definition-diagnosis-classification-and-systems-of-supports-12th-edition

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

Kevin McGrew, PhD

Educational Psychologist

Director, Institute for Applied Psychometrics

IAP

www.themindhub.com

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

AAIDD Announces the Publication of the 12th Edition of its Manual

https://www.aaidd.org/news-policy/news/article/2021/01/15/aaidd-announces-the-publication-of-the-12th-edition-of-its-manual

The McGrew Model of Achievement Competence Model (MACM)--Standing on the shoulders of giants: CJSP article supplementary materials

The Model of Achievement Competence Motivation (MACM) has been  under development since the early 2000's by Dr. Kevin S. McGrew.   The work is (has) been formally presented in an invited article--"The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021), for a forthcoming special issue on motivation in the Canadian Journal of School Psychology). 

Due to the page length constraints of the journal, significant background and explanatory information could not be presented in the article.  Thus, I have "off-loaded" this material for supplementary viewing via on-line PPT slide shows and downloadable PDF files.

Five MACM PPT modules have been posted at SlideShare and can be viewed and downloaded from that site.  For those who would prefer to directly download PDF versions of the PPT modules from one page...here it is.  Below are the titles of the five modules and associated download links.  In addition, the paper includes, in a table footnote, definitions for 16 self-regulatory constructs from a recent article by Sitzman and Ely (2011).  That PDF file is also available from download below.

Enjoy.

The Model of Achievement Competence Motivation (MACM)

• Introduction and overview (A)
  
• Overview of the model (B)
• The motivation domains defined (C)
• The volition and self-regulation domain (D)
• Crossing the Rubicon Commitment Pathway Model to Learning (E)
  
• 16 self-regulatory constructs (from article definition table)
  

The Model of Achievement Competence Motivation (MACM) Part E: Crossing the Rubicon Commitment Pathway Model to Learning

 

The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the fifth and final (Part E) in the series.  This one is brief...only 11 slides.  Crossing the Rubicon Commitment Pathway Model to Learning.  There will be a total of five modules.  The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

You should be able to access the prior modules (A-C) from the link above.

Click here for prior "beyond IQ" labeled posts at this blog.

12th Edition of the AAIDD Manual Now Available!

Intellectual Disability: Definition, Diagnosis, Classification, and Systems of Supports, 12th Edition, has just been published and can be purchased from our bookstore. All professionals in the field need this important reference book, which integrates the findings and developments of the last 10 years in a systematic approach to diagnosis, optional subgroup classification, and planning of systems of supports for people with ID. In addition, the 12th edition examines the construct of age of onset as a criterion in diagnosis and presents the operational definition in a way that will be critically important to professionals in the field. Buy your copy now in the AAIDD Bookstore!   To explore our other titles, visit our online bookstore by clicking here. Members get even more savings! Join or Renew AAIDD Membership for Journal Access and Discounts on All AAIDD Books & Curriculum **Members: Login for your member discount to also be applied at checkout** American Association on Intellectual and Developmental Disabilities (AAIDD) 8403 Colesville Road, Suite 900 Silver Spring, MD 20910 Telephone: 202-387-1968 Fax: 202-387-2193 www.aaidd.org

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NYTimes: When an I.Q. Score Is a Death Sentence

When an I.Q. Score Is a Death Sentence
https://www.nytimes.com/2021/01/11/opinion/death-penalty-mental-disability.html?referringSource=articleShare

Keeping Creativity under Control: Contributions of Attention Control and Fluid Intelligence to Divergent Thinking: Creativity Research Journal: Vol 0, No 0

 Keeping Creativity under Control: Contributions of Attention Control and Fluid Intelligence to Divergent Thinking: Creativity Research Journal: Vol 0, No 0 
https://www.tandfonline.com/doi/abs/10.1080/10400419.2020.1855906

More research implicating attentional control (AC) as a key cognitive process.

Childhood self-control forecasts the pace of midlife aging and preparedness for old age

Childhood self-control forecasts the pace of midlife aging and preparedness for old age
https://flip.it/r_Mni1

The Model of Achievement Competence Motivation (MACM): Part D-Volition and Self-Regulated Learning Domains

 The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the fourth (Part D) in the series--Volition and Self-regulated Learning Domains described..  There will be a total of five modules.  The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

You should be able to access the prior modules (A-C) from the link above.

Click here for prior "beyond IQ" labeled posts at this blog.

The Model of Achievement Competence Motivation (MACM) Part B: An overview of the MACM model

The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the second (Part B) in the series--An overview of the model.  There will be a total of five modules.  The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

Click here for first of the series (Part A:  Introduction and Background)

Click here for prior "beyond IQ" labeled posts at this blog.

The Model of Achievement Competence Motivation (MACM): Part A - Introduction to module series

The Model of Achievement Competence Motivation (MACM) is a series of slide modules.  By clicking on the link you can view the slides at SlideShare.  This is the first (Part A) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)

Click here for prior "beyond IQ" labeled posts at this blog.