Research Byte: Reevaluating the #Flynneffect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces #intelligence scores

 

Reevaluating the Flynn effect, and the reversal: Temporal trends and measurement invariance in Norwegian armed forces intelligence scores

Open access PDF available from journal Intelligence…click here.

Abstract

Since 1954, the Norwegian Armed Forces have annually administered an unchanged general mental ability test to male cohorts, comprising figure matrices, word similarities, and mathematical reasoning tests. These stable and representative data have supported various claims about shifts in general mental ability (GMA) levels, notably the Flynn effect and its reversal, influencing extensive research linking these scores with health and other outcomes. This study examines whether observed temporal trends in scores reflect changes in latent intelligence or are confounded by evolving test characteristics and specific test-taking abilities in numerical reasoning, word comprehension, and figure matrices reasoning. Our findings, using multiple-group factor analysis and multiple indicator multiple cause (MIMIC) models, indicate that while there was a general upward trend in observed scores until 1993, this was predominantly driven by enhancements in the fluid intelligence task, specifically figure matrices reasoning. Notably, these gains do not uniformly translate to a rise in underlying GMA, suggesting the presence of domain-specific improvements and test characteristic changes over time. Conversely, the observed decline is primarily due to decreases in word comprehension and numerical reasoning tests, also reflecting specific abilities not attributable to changes in the latent GMA factor. Our findings further challenge the validity of claims that changes in the general factor drive the Flynn effect and its reversal. Furthermore, they caution against using these scores for longitudinal studies without accounting for changes in test characteristics.

Research Byte: A Systematic #Review of Theoretical Frameworks in #Reading and #Writing: Insights from JAAL (2015–2024)—#Grw #CHC #schoolpsychology #education #SPED

 

A Systematic Review of Theoretical Frameworks in Reading and Writing: Insights from JAAL (2015–2024) 

Click here to visit journal web page.  Not an open access article.

Abstract

This systematic review explored the theoretical frameworks used in reading and writing research published in the Journal of Adolescent and Adult Literacy (JAAL) between 2015 and 2024. Using the matrix method, we screened 126 articles for inclusion criteria and identified 20 studies that addressed both reading and writing in empirical research. We coded each article to determine which theories were explicitly or implicitly used, focusing on five frameworks frequently cited in literacy studies: sociocultural theory, reader response theory, motivation theory, social constructivism, and transactional theory. Results revealed sociocultural theory as the dominant lens, whereas other theories were mainly used as secondary frameworks and often cited implicitly. We also found limited integration across theories despite the acknowledged interdependence of reading and writing. These findings indicate a need for greater theoretical clarity and suggest that researchers and practitioners adopt more integrated approaches when investigating or teaching literacy. By highlighting the current state of theoretical application in JAAL, this review underscores opportunities to strengthen both research design and classroom practice through more explicit and multifaceted theoretical grounding.

National Academies Press downloadable PDF publicaiton on #cognitive #aging - #developmental #cognitive #cognition

 Click here for more info and ability to download a free copy.

Institute of Medicine. 2015. Cognitive Aging: Progress in Understanding and Opportunities for Action. Washington, DC: The National Academies Press. https://doi.org/10.17226/21693.

Research Byte: Science and Practice of Identifying #SpecificLearningDisabilities (#SLD): Kind Conversations About a Wicked Problem —#SPED #schoolpsychology #LD

Science and Practice of Identifying Specific Learning Disabilities: Kind Conversations About a Wicked Problem - Daniel B. Hajovsky, Kathrin E. Maki, Christopher R. Niileksela, Ryan J. McGill, 2025, Journal of Psychoeducational Assessment.  

Click here to visit journal page (unfortunately not an open access PDF).

Abstract

Although specific learning disabilities (SLD) represent the largest category for which school-age children receive special education services, the science and practice of SLD identification continues to evade consensus. Our goal is to bring together trainers and researchers with different perspectives on SLD identification to help spur a move toward a potential consensus, discuss agreements and disagreements on SLD identification in the field including amongst ourselves, and work toward productive discussion that may help move the field forward. We review essential conceptual questions that require greater scrutiny and thought to build a stronger understanding of SLD. We then discuss current assessment and identification practices, focusing on the not-so-controversial and the controversial issues in the field. Finally, we conclude with questions and considerations that challenge many of the established assumptions and systems currently in place. The aim of this article is to support constructive discussion on the topic of SLD that may have profound effects on the perennial issues the field continues to face.

#ITC webinar: #Validity and #Fairness Considerations in Innovative #Digital #Assessments."

When and how can you access this webinar?

The webinar is live online on Thursday, April 3rd, at 10 a.m. (New York, USA time, UTC-4). 

Register for free here!

 

Research Byte: Co-Occurrence and Causality Among #ADHD, #Dyslexia, and #Dyscalculia - #SLD #schoolpsychology #sped #genetics #EDPSY

Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia

Published in Psychological Science.  Click here to access PDF copy of article

Abstract

ADHD, dyslexia, and dyscalculia often co-occur, and the underlying continuous traits are correlated (ADHD symptoms, reading, spelling, and math skills). This may be explained by trait-to-trait causal effects, shared genetic and environmental factors, or both. We studied a sample of ≤ 19,125 twin children and 2,150 siblings from the Netherlands Twin Register, assessed at ages 7 and 10. Children with a condition, compared to those without that condition, were 2.1 to 3.1 times more likely to have a second condition. Still, most children (77.3%) with ADHD, dyslexia, or dyscalculia had just one condition. Cross-lagged modeling suggested that reading causally influences spelling (β = 0.44). For all other trait combinations, cross-lagged modeling suggested that the trait correlations are attributable to genetic influences common to all traits, rather than causal influences. Thus, ADHD, dyslexia, and dyscalculia seem to co-occur because of correlated genetic risks, rather than causality.

 

Self promo: Proud to have #5 and #17 in top 19 (why not 20?) in Journal of #Intelligence…2023 was a “very good year”

 

Proud to have # 5 and #17 in top 19 list.  Click here for list.

Research Byte: Performance- and report-based measures of #executivefunction as predictors of children’s #academic skills - #neuropsychology #schoolpsychology

DeCamp, C., Alfonso, S. V., & Lonigan, C. J. (2025). Performance- and report-based measures of executive function as predictors of children’s academic skills. Neuropsychology, 39(3), 214–222. https://doi.org/10.1037/neu0000992

Abstract

Objective: Executive function (EF) is thought to be a core component of various cognitive processes. Two common ways to measure EF are through report-based measures that assess EF by collecting informant(s) reports on children’s behaviors and performance-based measures that assess EF through the completion of a task related to EF dimension(s). However, most research reports low associations between these measures. The goal of this study was to determine the unique and overlapping contributions of a report- and a performance-based measure of EF on children’s academic outcomes over time. Method: The sample consisted of 1,152 children (636 boys, 516 girls) who were part of a large-scale preschool intervention study. Children completed measures of academic achievement in kindergarten, first grade, and second grade, and they completed a performance-based measure of EF in kindergarten; teachers reported on children’s EF during the fall of kindergarten. Structural growth modeling was utilized to determine the unique and shared contributions of EF measures on concurrent ability and growth of academic outcomes. Results: Structural growth models indicated that the separate EF measures were both significant predictors of concurrent ability and growth of all academic outcomes, with one exception; the Head–Toes–Knees–Shoulders task was not a significant predictor of growth in math skills. Conclusions: Results of this study suggested that report- and performance-based measures of EF should not be used interchangeably, and these findings have implications for the utility of EF as a risk factor for poor academic achievement.

Research Byte: An investigation of the structural #validity of the #WISCV #ancillary scores - #IQ #intelligence #Wechsler #WISC-V #factoranalysis #schoolpsychology

 Another open access research article that can be downloaded by clicking here.

Click on each image to make large and readable.

What is #dyslexia?— An expert delphi consensus on #dyslexia definition, #assessment and #identification—-#SLD #dyslexia #SPED #schoolpsychology

An open access journal article that can be downloaded for reading.  Click here to access/download

ABSTRACT 

This paper discusses the findings of a Delphi study in which dyslexia experts, including academics, specialist teachers, educational psychologists, and individuals with dyslexia, were asked for their agreement with a set of key statements about defining and identifying dyslexia: why it should be assessed and how and when this assessment should be conducted. Two rounds of survey responses provided a vehicle for moving towards consensus on how to assess for dyslexia. Forty-two consensus statements were ultimately accepted. Findings suggested that assessment practice should take account of risks to the accurate identification of dyslexia. An assessment model, with guidelines for assessors, is presented, based on the Delphi's findings. This hypothesis-testing model requires assessors to investigate and weigh up the factors most likely to result in an accurate assessment before reaching conclusions, assigning terminology, and making recommendations for intervention and management.

Click on following images for larger more readable versions of figures

Research Byte: Age-related change in #inhibitory processes when controlling for #workingmemory (#Gwm) capacity and #processingspeed (#Gs) - #cognition #intelligence #CHC #executivefunctions #Gwm #Gs #schoolpsychology

 

Click on images to enlarge for easy reading.

This is a nice study/paper.  And it is open access and can be downloaded for reading by clicking here.

I recommend reading, if not the entire article, at least the introductory lit review.  The introductory lit review is worth a read if one wants to understand the basic literature re the definition, theories, and research regarding the relations between cognitive inhibition, working memory capacity (Gwm), and processing speed (Gs) in a developmental context.  

Abstract

The main purpose of this study was to examine the age-related changes in inhibitory control of 450 children at the ages of 7–8, 11–12, and 14–16 when controlling for working memory capacity (WMC) and processing speed to determine whether inhibition is an independent factor far beyond its possible reliance on the other two factors. This examination is important for several reasons. First, empirical evidence about age-related changes of inhibitory control is controversial. Second, there are no studies that explore the organization of inhibitory functions by controlling for the influence of processing speed and WMC in these age groups. Third, the construct of inhibition has been questioned in recent research. Multigroup confirmatory analyses suggested that inhibition can be organized as a one-dimension factor in which processing speed and WMC modulate the variability of some inhibition tasks. The partial reliance of inhibitory processes on processing speed and WMC demonstrates that the inhibition factor partially explains the variance of inhibitory tasks even when WMC and processing speed are controlled and some methodological concerns are addressed.

Research Byte: Intrinsic #Brain Mapping of #Cognitive Abilities (as per #CHC): A Multiple-Dataset Study on #Intelligence and its Components (journal pre-proof)

 Click on image to enlarge for easy reading

A journal pre-proof copy of this article is available for download here.

Abstract

This study investigates how functional brain network features contribute to general intelligence and its cognitive components by analyzing three independent cohorts of healthy participants. Cognitive scores were derived from 1) the Wechsler Adult Intelligence Scale (WAIS-IV), 2) the Raven Standard Progressive Matrices (RPM), and 3) the NIH and Penn cognitive batteries from the Human Connectome Project. Factor analysis on the NIH and Penn cognitive batteries yielded latent variables that closely resembled the content of the WAIS-IV indices and RPM. We employed graph theory and a multi-resolution network analysis by varying the modularity parameter (γ) to investigate hierarchical brain-behavior relationships across different scales of brain organization. Brain-behavior associations were quantified using multi-level robust regression analyses to accommodate variability and confounds at the subject-level, node-level, and resolution-level. Our findings reveal consistent brain-behavior relationships across the datasets. Nodal efficiency in fronto-parietal sensorimotor regions consistently played a pivotal role in fluid reasoning, whereas efficiency in visual networks was linked to executive functions and memory. A broad, low-resolution 'task-positive' network emerged as predictive of full-scale IQ scores, indicating a hierarchical brain-behavior coding. Conversely, increased cross-network connections involving default mode and subcortical-limbic networks were associated with reductions in both general and specific cognitive performance. These outcomes highlight the relevance of network efficiency and integration, as well as of the hierarchical organization in supporting specific aspects of intelligence, while recognizing the inherent complexity of these relationships. Our multi-resolution network approach offers new insights into the interplay between multilayer network properties and the structure of cognitive abilities, advancing the understanding of the neural substrates of the intelligence construct.