World general knowledge facts

J. Intell. | Free Full-Text | Intelligence and the Individuals with Disabilities Education Act https://ift.tt/3vibLFp ****************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ****************************************** from IQ's Corner https://ift.tt/3fH2zUz via IFTTT https://ift.tt/3bLJXkX

A Review of Key Likert Scale Development Advances: 1995–2019 https://ift.tt/3bMqEYX ****************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ****************************************** from IQ's Corner https://ift.tt/3fc4iSK via IFTTT https://ift.tt/3vekQPs

My new favorite bkogger https://eiko-fried.com/ ****************************************** Kevin S. McGrew, PhD Educational & School Psychologist Director Institute for Applied Psychometrics (IAP) https://www.themindhub.com ****************************************** from IQ's Corner https://ift.tt/3fxLOeq via IFTTT https://ift.tt/3bHLFnp

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 ma...

 J. Intell. | Free Full-Text | Intelligence and Cognitive Development: Three Sides of the Same Coin  https://ift.tt/3tq21Hr 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 t...

 The relation between science achievement and general cognitive abilities in large-scale assessments - ScienceDirect  https://ift.tt/2R2IQpX 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...

 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://ift.tt/3tjrhPG 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...