World general knowledge facts

 Is there a "g-neuron"? Establishing a systematic link between general intelligence (g) and the von Economo neuron - ScienceDirect  https://ift.tt/2QOVgS2 Abstract The construct of general intelligence ( g ) is one of psychology's most replicated and predictively useful constructs. Although research indicates that  g  is a highly heritable trait, deeply rooted in brain physiology, to date neither a strong biological correlate nor a comprehensive explanatory model involving neuronal mechanisms have been established. In this article I aim to do so by hypothesising that the von Economo neuron (VEN), a unique nerve cell thus far implicated in  social cognition and interoception, may in fact represent a central biological constituent of  g . After presenting supportive evidence from neuroscience, psychiatry/neurology, clinical gerontology, and  comparative psychology , an integrated reductionist framework is outlined, which reaches from the level of...

 [PDF] Changing Patterns of Growth in Oral Reading Fluency During the COVID- 19 Pandemic | Semantic Scholar  https://ift.tt/3tXeTFQ Michael S. Christian VERSION: March 2021 Education has faced unprecedented disruption during the COVID-19 pandemic; evidence about the subsequent effect on children is of crucial importance. We use data from an oral reading fluency (ORF) assessment—a rapid assessment taking only a few minutes that measures a fundamental reading skill—to examine COVID's effects on children's reading ability during the pandemic in more than 100 U.S. school districts. Effects were pronounced, especially for Grades 2–3, but distinct across spring and fall 2020. While many students were not assessed in spring 2020, those who were seemed to have experienced relatively limited or no growth in ORF relative to gains observed in other years. In fall 2020, a far more representative set of students was observed. For those students, growth was more pronounced and seemed to...

https://www.mdpi.com/journal/jintelligence/special_issue_flyer_pdf/Psycho-Educational_Assessments_Theory_Practice/web ****************************************************** Kevin McGrew, PhD Educational Psychologist Director, Institute for Applied Psychometrics IAP www.themindhub.com ****************************************************** from IQ's Corner https://ift.tt/3w7nqYL via IFTTT https://ift.tt/3cjqIjq

 Muddled Measurement: A Historical Perspective on Questionable Practices in School Psychology's Assessment of Learning Disabilities - Eric Elias, 2021  https://ift.tt/3s9uQrK Abstract As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist's interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been noted as one of the more problematic areas in psychoeducational assessment for myriad reasons. While the medical field has begun to focus on de-implementing ineffective practices, the field of psychology has not followed as readily. This article considers the costs of poor decision making in the context of SLD evaluation and seeks to identify evidence-based assessment practices for SLD identification and decision making. After considering historical pers...

 Estimates of brain age for gray matter and white matter in younger and older adults: insights into human intelligence - ScienceDirect  https://ift.tt/38ZczGd Abstract Aging entails a multifaceted complex of changes in macro- and micro-structural properties of human brain gray matter (GM) and white matter (WM) tissues, as well as in intellectual abilities. To better capture tissue-specific brain aging, we combined volumetric and diffusivity properties to derive subject-specific age scores for each tissue. We compared age-related variance between WM and GM age scores in younger and older adults and tested whether tissue-specific age scores could explain different effects of aging on fluid (G f ) and crystalized (G c ) intelligence in younger and older adults. Chronological age was strongly associated with GM ( R 2  = 0.73) and WM ( R 2  = 0.57) age scores. The GM age score accounted for significantly more variance in chronological age in younger relative to older ...

 Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review - ScienceDirect  https://ift.tt/3s9HxD1 Abstract BACKGROUND Studies of children and adolescents suggest that reasoning training may improve both reasoning and academic achievement, but evidence and systematic evaluation of this research is limited. Accordingly, this paper provides a systematic review of the literature on reasoning training in order to describe current methods and evaluate their efficacy. METHOD A systematic search identified  eleven  articles—published between 1996 and 201 6 —that reported findings from  thirteen  separate studies of reasoning training effects on fluid reasoning (G f ) and academic achievement in children and adolescents. Specific G f  outcomes examined were analogical, deductive, inductive, nonverbal, and/or relational reasoning ability. Specific academic achievement outcomes examined were ma...

 APS Journals Access – Association for Psychological Science – APS  https://ift.tt/2OuHlzR Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory Joshua L. Howard, Julien Bureau, Frédéric Guay, Jane X. Y. Chong, and Richard M. Ryan Perspectives on Psychological Science Intrinsic motivation and behaving on the basis of perceived personal value and meaning appear to be key for school adjustment and student success. In this meta-analysis, Howard and colleagues examined how different types of motivation relate to 26 student outcomes, including performance and well-being. The researchers analyzed 344 samples of students and found that (a) intrinsic motivation was related to students' success and well-being, and (b) personal value (identified regulation) was related with persistence. Ego-involved motivation (introjected regulation) was related with persistence and performance but also with ill-being. Motivation to obtain rewards or avoid punis...

 APS Journals Access – Association for Psychological Science – APS  https://ift.tt/2P1KCWV Theory Construction Methodology: A Practical Framework for Building Theories in Psychology Denny Borsboom, Han L. J. van der Maas, Jonas Dalege, Rogier A. Kievit, and Brian D. Haig Perspectives on Psychological Science Borsboom and colleagues propose a five-step methodology for constructing explanatory theories: The theorist (a) identifies the empirical phenomena that become the target of explanation, (b) constructs a prototheory that putatively explains the target phenomena, (c) uses the prototheory to construct a formal model (a set of equations that encode explanatory principles), (d) assesses the explanatory adequacy of the model, and (e) studies the overall adequacy of the theory by evaluating whether the phenomena are reproducible and the explanatory principles are parsimonious and plausible. The authors explain this theory construction methodology using the mutualism model of ...

https://ift.tt/2YidZox ****************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ****************************************** from IQ's Corner https://ift.tt/3eHtcd1 via IFTTT https://ift.tt/3cwYO2s

 Navigating the link between processing speed and network communication in the human brain | SpringerLink  https://ift.tt/3eKtYpN Abstract Processing speed on cognitive tasks relies upon efficient communication between widespread regions of the brain. Recently, novel methods of quantifying network communication like 'navigation efficiency' have emerged, which aim to be more biologically plausible compared to traditional shortest path length-based measures. However, it is still unclear whether there is a direct link between these communication measures and processing speed. We tested this relationship in forty-five healthy adults (27 females), where processing speed was defined as decision-making time and measured using drift rate from the hierarchical drift diffusion model. Communication measures were calculated from a graph theoretical analysis of the whole-brain structural connectome and of a task-relevant fronto-parietal structural subnetwork, using the large-scale Desi...

Twice-Exceptional Students: Review of Implications for Special and Inclusive Education - ProQuest https://ift.tt/2Ob9USJ ****************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ****************************************** from IQ's Corner https://ift.tt/2OKumte via IFTTT https://ift.tt/3qA3E3Z

Rationale and Design of the National Neuropsychology Network | Journal of the International Neuropsychological Society | Cambridge Core https://ift.tt/3celEMe from IQ's Corner https://ift.tt/2Oxsl3I via IFTTT https://ift.tt/eA8V8J

 Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. - PsycNET  https://ift.tt/30pXtF9 Abstract Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information, compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students' data, extracted from 222 independent studies, to investigate the magnitude, boundary conditions, and psychological underpinnings of test-enhanced learning in the classroom. The results show that overall testing (quizzing) raises student academic achievement to a medium extent (g = 0.499). The magnitude of the effect is modulated by a variety of factors, including learning strategy in the control condition, test forma...

https://ift.tt/37VOb7F -- *********************************************** Kevin S. McGrew,  PhD Educational Psychologist Director Institute for Applied Psychometrics (IAP) www.themindhub.com ************************************************ from IQ's Corner https://ift.tt/3uCJkCa via IFTTT https://ift.tt/eA8V8J