World general knowledge facts

 Executive function-related functional connectomes predict intellectual abilities - ScienceDirect  https://ift.tt/3dPmIbB Abstract Executive functions (EFs) refer to a range of cognitive control and regulation processes that coordinate thoughts and actions in a goal-directed way and are regarded as a hallmark of intellectual abilities. However, most studies have used a single measurement to explore the relationship between EFs and intelligence, and there is a lack of robust evidence to demonstrate the link between EF-related  neural substrates  and intelligence under an integrative framework. To address this issue, we employed a large sample (primary dataset,  n  = 881; hold-out dataset,  n  = 181) from the Human Connectome Project, which included high-quality MRI data and multiple EF and intelligence measurements. Based on a machine learning framework, we examined the predictive effect of EF-related  functional connectivity (FC...

https://ift.tt/3qPdtMe ABSTRACT There are many working memory (WM) models, generally formulated and developed in adults. Controversies arise as to whether such models are adequate conceptualizations of WM in children. The aim of the present study is to perform a systematic review of studies that evaluate the structure of WM during childhood. Databases (PubMed, Scopus) and article reference lists were reviewed, identifying 264 studies and including 14 in the review. These include participants between 4 and 15 years of age, with typical development, and they evaluated the structure of WM using confirmatory factor analysis. Results show that from 4 to 6 years onwards a structure composed of a domain-general executive component together with two domain-specific storage components (verbal, visuospatial) is identified, generally being the best fitting model. Limitations and potential contributions of the reported results are discussed. from IQ's Corner https://ift.tt/2NyZziT via ...

Ryan Farmer just tweeted a link to the set of slides he used for a remote assessment seminar last week sponsored by CPA.   I watched the seminar and found it very informative and balanced.       ⁦‪@CPA_SCP‬⁩are osf.io/ujdnf/ 2/22/21, 3:53 PM Ryan 🧑‍🌾⁦‪@rfarmer27‬⁩ For anyone who wants (what I think is) a balanced take on remote assessment, my slides from my talk with the       Download the Twitter app ****************************************************** Kevin McGrew, PhD Educational Psychologist Director, Institute for Applied Psychometrics IAP www.themindhub.com ****************************************************** from IQ's Corner https://ift.tt/3qPCFSU via IFTTT https://ift.tt/3aHnCVE

 Long-term stability of Wechsler Intelligence Scale for Children–fifth edition scores in a clinical sample: Applied Neuropsychology: Child: Vol 0, No 0  https://ift.tt/2ZezCY4 Abstract This study investigated the stability of Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V) scores for 225 children and adolescents from an outpatient neuropsychological clinic across, on average, a 2.6 year test-retest interval. WISC-V mean scores were relatively constant but subtest stability score coefficients were all below 0.80 ( M  = 0.66) and only the Verbal Comprehension Index (VCI), Visual Spatial Index (VSI), and omnibus Full Scale IQ (FSIQ) stability coefficients exceeded 0.80. Neither intraindividual subtest difference scores nor intraindividual composite difference scores were stable across time ( M  = 0.26 and 0.36, respectively). Rare and unusual subtest and composite score differences as well as subtest and index scatter at initial testing were unlikely to be rep...

 Valuing Educational Measurement - Sireci - - Educational Measurement: Issues and Practice - Wiley Online Library  https://ift.tt/3tL81Mm Abstract  The community  of educational measurement researchers and practitioners has made many positive contributions to education, but has also become complacent and lost the public trust. In this article, reasons for the lack of public trust in educational testing are described, and core values for educational measurement are proposed. Reasons for distrust of educational measurement include hypocritical practices that conflict with our professional standards, a biased and selected presentation of the history of testing, and inattention to social problems associated with educational measurement. The five core values proposed to help educational measurement serve education are: (a) everyone is capable of learning; (b) there are no differences in the capacity to learn across groups defined by race, ethnicity, or sex; (c) a...

 Age-related nuances in knowledge assessment - ScienceDirect  https://ift.tt/3d0pquI Interesting hierarchy of knowledge (Gc) from IQ's Corner https://ift.tt/3p9weZ6 via IFTTT https://ift.tt/eA8V8J

First book I've seen on this new topic. Looking forward to reading it. https://www.wiley.com/en-cx/Essentials+of+Psychological+Tele+Assessment-p-9781119771890 from IQ's Corner https://ift.tt/3rAI6Fh via IFTTT https://ift.tt/36WX40h

 Age and ability differentiation in children: A review and empirical investigation. - PsycNET  https://ift.tt/2N6jQMf Abstract Differentiation hypotheses concern changes in the structural organization of cognitive abilities that depend on the level of general intelligence (ability differentiation) or age (developmental differentiation). Part 1 of this article presents a review of the literature on ability and developmental differentiation effects in children, revealing the need for studies that examine both effects simultaneously in this age group with appropriate statistical methods. Part 2 presents an empirical study in which nonlinear factor analytic models were applied to the standardization sample ( N = 2,619 German elementary schoolchildren; 48% female; age:  M  = 8.8 years,  SD  = 1.2, range 6–12 years) of the THINK 1–4 intelligence test to investigate ability differentiation, developmental differentiation, and their interaction. The sample was n...

Retest Reliability of Integrated Speed–Accuracy Measures - Tamar Bakun Emesh, Dror Garbi, Alon Kaplan, Hila Zelicha, Anat Yaskolka Meir, Gal Tsaban, Ehud Rinott, Nachshon Meiran, 2021 https://ift.tt/3cRCan9 from IQ's Corner https://ift.tt/3oRxBM9 via IFTTT https://ift.tt/eA8V8J

https://ift.tt/39LBvlj Abstract  While recent survey findings suggest graduate programs in health service psychology (HSP) are allocating the same or increased time to education and training in psychological assessment over the last two decades, there is a lack of clear guidance for programs to implement practices associated with quality education and training. These Guidelines (found in full at  https://www  . apa.org/about/policy/guidelines-assessment-health-service.pdf ) were developed to address this critical need. Developed by a task force of the American Psychological Association Board of Educational Affairs in 2018 and 2019, the Guidelines serve to inform faculty/supervisors, students, and the public as to quality practices associated with graduate education and training in psychological assessment. They are organized around seven domains: theory; psychological assessment process; psychometrics; tests and methods; ethics, legal issues, and professionalism; div...