Tuesday, March 19, 2024

Research Byte: Stability and Change in Academic Achievement Goals: A Meta-Analysis of Longitudinal Studies

Stability and Change in Academic Achievement Goals: A Meta-Analysis of Longitudinal Studies

Vsevolod Scherrer, Maria Jalynskij, Andrew J. Elliot, Jasmin L. Becker, and Franzis Preckel

Abstract
Stability and change in students' achievement goals (AGs) are of great relevance for educational research and practice. In two separate meta-analyses, we investigated the rank-order stability (93 studies, 569 effect sizes, 54,736 students), as well as the mean-level change (157 studies, 1,170 effect sizes, 81,464 students) in AGs throughout students' academic careers (K-12 to university). We found that the average rank-order stability of AGs (ρ = .51) was in the approximate range of rank-order stability reported for personality traits and other motivational constructs. Stability increased with students' grade level and decreased with increas-ing interval duration between measurement points. Overall, the mean levels of all AGs declined throughout K-12 (Glass's Δ ranged from −.15 to −.06 per year), indicating a quantitative decrease in AGs throughout this academic stage. During the university years, only mastery-approach goals significantly declined (Δ = −.22 per year), indicating a qualitative decrease in AGs

https://psycnet.apa.org/doiLanding?doi=10.1037%2Fedu0000861


Pardon typos and spelling errors-Message may be sent from iPhone and I've always had spelling problems :)

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

Research Byte: Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

Jacqueline M. Caemmerer, Stephanie Ruth Young, Danika Maddocks, Natalie R. Charamut,and Eunice Blemahdoo,

Abstract In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III (N = 181) to examine which WISC-V Index scores predicted children's specific and broad academic skills and if cognitive-achievement relations varied by general intelligence. Verbal abilities predicted most academic skills for children of all ability levels, whereas processing speed, working memory, visual processing, and fluid reasoning abilities differentially predicted specific academic skills. Processing speed and working memory demonstrated significant interaction effects with full-scale IQ when predicting youth's essay writing. Findings suggest generalized intelligence may influence the predictive validity of certain cognitive tests, and replication studies in larger samples are encouraged.

https://journals.sagepub.com/doi/10.1177/07342829241240346


Pardon typos and spelling errors-Message may be sent from iPhone and I've always had spelling problems :)

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

Thursday, February 15, 2024

https://fb.watch/qeEcQRDcMn/


Pardon typos and spelling errors-sent from iPhone

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

Wednesday, September 27, 2023



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

Tuesday, September 19, 2023

Is there a Flynn effect for attention? Cross-temporal meta-analytical evidence for better test performance (1990–2021) - ScienceDirect

 Is there a Flynn effect for attention? Cross-temporal meta-analytical evidence for better test performance (1990–2021) - ScienceDirect 
https://www.sciencedirect.com/science/article/pii/S0191886923003409?via%3Dihub

Generational IQ test score changes (i.e., the Flynn effect) have been observed for most measures of cognitive ability, although certain cognitive domains appear to be less affected by this effect than others. IQ test score changes have been found to differ between domains, but evidence of Flynn effects for specific IQ-related abilities is sparse. In the present cross-temporal meta-analysis, we investigate potential test score changes for attention as assessed by the d2 Test of attention. Based on data from 287 independent samples (N = 21,291) from 32 countries over a timespan of 31 years (1990–2021) we found evidence for moderate generational test score gains in concentration performance in adults, but not children. While no changes in test effectiveness were found for either age group, there was a substantial increase in overall errors and processing speed in children. Our results are consistent with the idea that IQ test score changes may be rooted in changes in executive functioning components and provide further support for domain-specificity of the Flynn effect.

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

Thursday, August 10, 2023

Fwd: You’re a panelist for Evalu8 - Clinical Customer Conference Day 5


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

---------- Forwarded message ----------
From: Neha Anand <customercare@gotowebinar.com>
Date: Aug 1, 2023 at 8:39 AM -0500
To: iqmcgrew@gmail.com
Cc: neha.anand@riversideinsights.com
Subject: You're a panelist for Evalu8 - Clinical Customer Conference Day 5

Evalu8 - Clinical Customer Conference Day 5

Fri, Aug 11, 2023 11:00 AM - 1:00 PM CDT

Dear Kevin McGrew,

Neha Anand (neha.anand@riversideinsights.com) has invited you to be a panelist for the following webinar: Evalu8 - Clinical Customer Conference Day 5

How to join the webinar

Fri, Aug 11, 2023 11:00 AM - 1:00 PM CDT

Add to calendar : Outlook® Calendar | Google Calendar™ | iCal®

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To use your telephone:

If you prefer to use your phone, you must select "Use Telephone" after joining the webinar and call in using the numbers below.

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Webinar ID: 740-857-163

Tuesday, June 27, 2023

Generational intelligence tests score changes in Spain: Are we asking the right question? - ScienceDirect

 Generational intelligence tests score changes in Spain: Are we asking the right question? - ScienceDirect 
https://www.sciencedirect.com/science/article/abs/pii/S0160289623000533


Generational intelligence test score gains have been documented worldwide in the twentieth century. However, recent evidence suggests these increased scores are coming to an end in some world regions. Here we compare two cohorts of university freshmen. The first cohort (n = 311) was assessed in 1991, whereas the second cohort (n = 349) was assessed thirty years later (2022). These cohorts completed the same intelligence battery including eight standardized speeded and power tests tapping reasoning (abstract and quantitative), language (vocabulary, verbal comprehension, and verbal meanings), rote calculation, and visuospatial relations. The results revealed a global gain of 3.5 IQ points but also upward and downward changes at the test level. The 2022 cohort outperformed the 1991 cohort on reasoning (abstract and quantitative), verbal comprehension, and vocabulary, whereas the 1991 cohort outscored the 2022 cohort on rote calculation, visuospatial relations (mental rotation and identical figures), and verbal meanings. These findings are thought to support one key claim made by James Flynn: generational changes on the specific cognitive abilities and skills tapped by standardized tests should be expected without appreciable or substantive changes in the structure of the intelligence construct identified within generations. This main conclusion is discussed with respect to theoretical causal implications putatively derived from current intelligence psychometric models.

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

Thursday, June 15, 2023

Young people are abandoning news websites – new research reveals scale of challenge to media

This is a major factor in why my three blogs are now largely dormant of new creative content from me, and instead, serve as quick FYI posts.  Blogging was great for a while, but one must move with the times.  Perhaps, someday, I'll try TikTok. 

Young people are abandoning news websites – new research reveals scale of challenge to media 

https://flip.it/rtzoEZ

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

Sunday, June 04, 2023

What is intelligence: A psycho-physiological paradigm article

https://www.semanticscholar.org/paper/What-is-intelligence%3A-Conceptualising-a-paradigm-to-Agrawal-Vardhan/4ac6a83fe3a3c4c4930d826a0cca4586a92bd2fa?utm_source=alert_email&utm_content=LibraryFolder&utm_campaign=AlertEmails_DAILY&utm_term=LibraryFolder&email_index=0-0-0&utm_medium=16834492

What is intelligence?: Conceptualising a psycho-physiological paradigm to identify and assess domains of intelligence
  • Megha Agrawal, Gyan Vardhan
  • Published 1 May 2023
  • Psychology
  • Physiology
Background: Even after years of debate, "intelligence" seems to be an obscure concept with no conclusive way of assessment. Intelligence has been categorized differently by various scientists; such as fluid vs crystallized intelligence, Triarchic theory of intelligence, Multiple Intelligence Theory etc. Though scientists have described it in various ways, intelligence is a broad term that encompasses multiple domains, subdomains and cognitive abilities. With growing advances in the field of artificial intelligence, it is still not clear as to what should be classified as intelligence and what shouldn't.It would be worthwhile to explore what intelligence means in qualitative as well as quantitative terms, and how it extends to other animal species too. Our traditional methods of assessing intelligence rely heavily on IQ tests and problem solving, which may only reflect certain aspects of intelligence while ignoring the rest. Evaluating a human's aptitude is a challenging task, especially in a non-invasive setup. Also, most neuronal networks are interconnected functionally instead of being discrete. The brain has tremendous plasticity and scope for improvisation.Many people are unaware about their own potential. It is thus crucial, to not only understand the attributes of intelligence but also find definite ways to recognize it correctly. Can intelligence be quantified? Perhaps, understanding the neural underpinnings of intelligence through brain mapping can throw some light on its true nature and help in objective assessment for an individual. Qualitative methods might assist as well. Having a rough idea of innate prowess can be of much significance to an individual and how the society perceives him/her. Aim: Conceptualizing the design of a preliminary easy-to-use, comprehensive research tool that can identify and evaluate various domains of intelligence using psycho-physiological techniques Materials and methods: DSM 5 categorizes neuro-cognition into 6 domains- language, learning and memory, social cognition, complex attention, executive function and perceptual motor function. Identifying all the major domains/subdomains under the ambit of intelligence may be the first step in designing a relevant paradigm. The second step could be to evaluate cognitive ability of an individual using qualitative/quantitative/ mixed methods.An appropriate research tool could be developed by formulating a completely new technique or using one/more known modalities of brain evaluation: electrical activity/magnetic activity/ blood flow hemodynamics /imaging of the brain /cognitive function battery /qualitative methods (questionnaires/interviews). Conclusion: More elaborate understanding of brain may help the world embrace its diversity and coexist joyfully through mutual cooperation. Based on initial findings of a preliminary paradigm, further detailed genetic studies may be integrated to establish whether intelligence is constitutional or modifiable. This is the full abstract presented at the American Physiology Summit 2023 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

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

Saturday, May 13, 2023

The 21st century engram - Robins - WIREs Cognitive Science - Wiley Online Library

 The 21st century engram - Robins - WIREs Cognitive Science - Wiley Online Library 
https://wires.onlinelibrary.wiley.com/doi/10.1002/wcs.1653

Socioeconomic status (SES) is associated with children's brain and behavioral development. Several theories propose that early experiences of adversity or low SES can alter the pace of neurodevelopment during childhood and adolescence. These theories make contrasting predictions about whether adverse experiences and low SES are associated with accelerated or delayed neurodevelopment. We contextualize these predictions within the context of normative development of cortical and subcortical structure and review existing evidence on SES and structural brain development to adjudicate between competing hypotheses. Although none of these theories are fully consistent with observed SES-related differences in brain development, existing evidence suggests that low SES is associated with brain structure trajectories more consistent with a delayed or simply different developmental pattern than an acceleration in neurodevelopment.

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

Childhood socioeconomic status and the pace of structural neurodevelopment: accelerated, delayed, or simply different?: Trends in Cognitive Sciences

 Childhood socioeconomic status and the pace of structural neurodevelopment: accelerated, delayed, or simply different?: Trends in Cognitive Sciences 
https://www.cell.com/trends/cognitive-sciences/fulltext/S1364-6613(23)00073-6?_returnURL=https%3A%2F%2Flinkinghub.elsevier.com%2Fretrieve%2Fpii%2FS1364661323000736%3Fshowall%3Dtrue

Socioeconomic status (SES) is associated with children's brain and behavioral development. Several theories propose that early experiences of adversity or low SES can alter the pace of neurodevelopment during childhood and adolescence. These theories make contrasting predictions about whether adverse experiences and low SES are associated with accelerated or delayed neurodevelopment. We contextualize these predictions within the context of normative development of cortical and subcortical structure and review existing evidence on SES and structural brain development to adjudicate between competing hypotheses. Although none of these theories are fully consistent with observed SES-related differences in brain development, existing evidence suggests that low SES is associated with brain structure trajectories more consistent with a delayed or simply different developmental pattern than an acceleration in neurodevelopment.

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

Tuesday, April 25, 2023

Processing Speed is Related to the General Psychopathology Factor in Youth | SpringerLink

 Processing Speed is Related to the General Psychopathology Factor in Youth | SpringerLink 
https://link.springer.com/article/10.1007/s10802-023-01049-w

The relationship between the p factor and cognition in youth has largely focused on general cognition (IQ) and executive functions (EF). Another cognitive construct, processing speed (PS), is dissociable from IQ and EF, but has received less research attention despite being related to many different mental health symptoms. The present sample included 795 youth, ages 11–16 from the Colorado Learning Disabilities Research Center (CLDRC) sample. Confirmatory factor analyses tested multiple p factor models, with the primary model being a second-order, multi-reporter p factor. We then tested the correlation between the p factor and a latent PS factor. There was a significant, negative correlation between the p factor and PS (r(87) = -0.42, p < .001), indicating that slower processing speed is associated with higher general mental health symptoms. This association is stronger than previously reported associations with IQ or EF. This finding was robust across models that used different raters (youth and caregiver) and modeling approaches (second-order vs. bifactor). Our findings indicate that PS is related to general psychopathology symptoms. This research points to processing speed as an important transdiagnostic construct that warrants further exploration across development.

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