IQ's Corner: May 2021

Monday, May 24, 2021

J. Intell. | Free Full-Text | Intelligence and the Individuals with Disabilities Education Act

J. Intell. | Free Full-Text | Intelligence and the Individuals with Disabilities Education Act
https://www.mdpi.com/2079-3200/7/4/24

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

Saturday, May 22, 2021

A Review of Key Likert Scale Development Advances: 1995–2019

A Review of Key Likert Scale Development Advances: 1995–2019
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8129175/

Friday, May 21, 2021

Eiko Fried - Measurement, modeling, and ontology of mental illness

My new favorite bkogger

https://eiko-fried.com/

Systematic review on the precursors of initial mathematical performance | Semantic Scholar

Systematic review on the precursors of initial mathematical performance

Camila Peres Nogues, B. Dorneles
Published 2021

Abstract This study carried out a systematic review to identify which cognitive skills of general and specific domain are most frequently indicated as predictors of mathematical achievement of primary school students. For that, 62 studies were included from the EMBASE, American Psychological Association, PubMED/MEDLINE, and Educational Resources Information Center/ERIC databases. Results indicated that working memory and early numerical skills are the cognitive abilities most often reported as predictors of later mathematical achievement, regardless of the school grade and the type of mathematical performance considered. The findings gather evidence that contributes to the understanding of which cognitive skills are fundamental for long-term mathematics learning and that such skills can be inserted in school education as a resource to prevent later mathematical difficulties

Systematic review on the precursors of initial mathematical performance | Semantic Scholar
https://www.semanticscholar.org/paper/Systematic-review-on-the-precursors-of-initial-Nogues-Dorneles/b0e8c5f334c345d1812059e66d896b11eeaef65e?utm_source=alert_email&utm_content=FeedPaper&utm_campaign=AlertEmails_DAILY&utm_term=FeedPaper&email_index=0-0-0&utm_medium=2155650

Friday, May 07, 2021

J. Intell. | Free Full-Text | Intelligence and Cognitive Development: Three Sides of the Same Coin

J. Intell. | Free Full-Text | Intelligence and Cognitive Development: Three Sides of the Same Coin
https://www.mdpi.com/2079-3200/5/2/14

Abstract
Research on intelligence, mainly based on correlational and factor-analytical work, research on cognitive development, and research in cognitive psychology are not to be opposed as has traditionally been the case, but are pursuing the same goal, that is, understand how the human being adapts to his/her own, complex environment. Each tradition of research has been focusing on one source of variation, namely situational differences for cognitive psychology, individual differences for psychometrics, and age differences for developmental psychology, while usually neglecting the two other sources of variation. The present paper compares those trends of research with respect to the constructs of fluid intelligence, working memory, processing speed, inhibition, and executive schemes. Two studies are very briefly presented to support the suggestion that tasks issued from these three traditions are very similar, if not identical, and that theoretical issues are also similar. We conclude in arguing that a unified vision is possible, provided one is (a) interested in the underlying processes and not only in the experimental variations of conditions; (b) willing to adopt a multidimensional view according to which few general mechanisms are at work, such as working memory or processing capacity, inhibition, and executive schemes; and (c) granting a fundamental role to individual differences.View Full-Text
Keywords: intelligence; cognitive development; individual differences; working memory; processing capacity; attentional control; inhibition

Thursday, May 06, 2021

The relation between science achievement and general cognitive abilities in large-scale assessments - ScienceDirect

The relation between science achievement and general cognitive abilities in large-scale assessments - ScienceDirect
https://www.sciencedirect.com/science/article/pii/S0160289621000131?via%3Dihub

Abstract Although large-scale assessments (LSA) of school achievement claim to measure domain-specific achievement, they have been criticized for primarily measuring domain-general abilities. Numerous studies provide evidence that LSA of mathematical achievement as well as verbal achievement cover both general cognitive abilities (GCA) and domain-specific achievement dimensions. We extend previous research by analyzing a standards-oriented and literacy-oriented LSA in the domain of science to determine the relation of these two assessment types with domain-general abilities. While literacy-oriented assessments focus on the knowledge and skills students need to meet the demands of modern societies, standards-oriented assessments focus on national educational standards and curricula. A sample of 1722 students worked on three assessments: (a) the PISA scientific literacy assessment; (b) a standards-oriented assessment based on the German National Educational Standards in biology, chemistry, and physics developed by the Institute for Educational Quality Improvement (IQB); and (c) a GCA test. Comparisons of competing structural models showed that models differentiating between domain-specific achievement and GCA best represented the structure of the assessments. Furthermore, standards-oriented and literacy-oriented LSAs in science shared common variance with GCA but also comprised specific variance. In addition to a factor representing students' GCA, we identified a science literacy-oriented and two standards-oriented factors. Relations with school grades in various STEM and non-STEM subjects were mixed and only partly provided evidence for the specificity of science LSAs. Our findings are important for understanding and interpreting results of LSAs in the contexts of GCA and science. We discuss our outcomes with respect to educational monitoring practices.

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

More on the importance of attentional control (AC)....which is AC under Gwm in CHC taxonomy

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/full/10.1080/10400419.2020.1855906

Increasing research efforts are focused on explaining the cognitive bases of creativity. However, it remains unclear when and how cognitive factors such as intelligence and executive function uniquely contribute to performance on creative thinking tasks. Although a relationship between fluid intelligence (Gf) and creative cognition has been well-documented, the underlying mechanism of this relation is unknown. Here, we test one possible mechanism of the Gf–creativity association – attention control (AC) – given AC's strong association with Gf and its theoretical relevance to creative cognition. We also examine the role of mind wandering (i.e., task-unrelated thought), a failure of AC that is potentially beneficial to creativity. Using latent variable and bifactor models, we investigated the unique contributions of AC to divergent thinking – above the influence of Gf – evaluating the specific and general contributions of AC, Gf, and mind wandering to divergent thinking. We found that a general executive factor (i.e., of the common variance to AC, mind wandering, and Gf indicators) significantly predicted divergent thinking originality (β =.40, p <.001) above and beyond specific Gf and mind wandering factors. Importantly, in the bifactor model, mind wandering was a nonsignificant, negative predictor of divergent thinking performance, and the residual effects of Gf were no longer significant, indicating that the relationship between Gf and divergent thinking is explained by shared variance with a common executive attention factor. This study provides novel evidence suggesting that the relationship between Gf and divergent thinking may be largely driven by the topdown control of attention.