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Smogorzewska J, Szumski G, Bosacki S, Grygiel P, Osterhaus C. Longitudinal relations between theory of mind and academic achievement among deaf and hard-of-hearing school-aged children. J Exp Child Psychol 2024; 239:105806. [PMID: 37967482 DOI: 10.1016/j.jecp.2023.105806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Revised: 10/12/2023] [Accepted: 10/15/2023] [Indexed: 11/17/2023]
Abstract
This 2-year longitudinal study investigated the bidirectional relations between the development of theory of mind (ToM) and academic competences in a sample of 270 deaf and hard-of-hearing (DHH) children (Mage at Wave 1 = 7.52 years, SD = 0.99; 58.5% boys and 41.5% girls). Across three waves (10 months apart), children were assessed for their ToM abilities, using the ToM scale and a second-order false belief task, as well as for their language and mathematics skills. Cross-lagged correlational analysis revealed significant bidirectional associations between ToM and academic achievement (language and mathematics). That is, ToM predicted academic achievement with similar strength as ToM development itself was predicted by academic achievement. Our results highlight the bidirectional nature of the association between ToM and academic achievement, and they show that ToM development plays a crucial role in DHH children's school functioning.
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Affiliation(s)
| | - Grzegorz Szumski
- Faculty of Education, University of Warsaw, 00-561 Warsaw, Poland
| | - Sandra Bosacki
- Faculty of Education, Brock University, St. Catharines, Ontario L2S 3A1, Canada
| | - Paweł Grygiel
- Faculty of Philosophy, Jagiellonian University, 31-007 Cracow, Poland
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Yangüez M, Raine L, Chanal J, Bavelier D, Hillman CH. Aerobic fitness and academic achievement: Disentangling the indirect role of executive functions and intelligence. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 70:102514. [PMID: 37683338 DOI: 10.1016/j.psychsport.2023.102514] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 06/30/2023] [Accepted: 08/18/2023] [Indexed: 09/10/2023]
Abstract
Research in children points to aerobic fitness as a source of individual differences in academic achievement. By examining the indirect effects of executive functions (EF) and intelligence on the relationship between aerobic fitness and academic achievement, the present study provides novel insight about the cognitive mechanisms underlying this relationship. 218 children (8-10 years) completed the following assessments: (i) a VO2max test to assess aerobic fitness; (ii) four tasks tapping components of EF (i.e., inhibition and cognitive flexibility); (iii) sub-tests of the Kaufman Brief Intelligence Test to assess fluid and crystallized intelligence; and (iv) sub-tests of arithmetic, spelling, and reading achievement (WRAT 3rd edition). Structural equation modeling (SEM) was conducted to examine the indirect role of EF and intelligence on the relationship between aerobic fitness and sub-domains of academic achievement. Covariate analyses included age, pubertal timing, and socio-economic status. Preliminary analysis via linear regression showed a direct effect of aerobic fitness on arithmetic achievement, whereas no effect was observed on spelling and reading achievement. Importantly, multiple mediation SEM revealed the direct effect of aerobic fitness on arithmetic achievement disappeared after accounting for the indirect effects of EF, whereas intelligence did not contribute significantly on this complex mediation process. Moreover, among EF components, cognitive flexibility, was the main driver of the relationship between aerobic fitness and arithmetic achievement. Unpacking which components of EF and intelligence affect the link between aerobic fitness and academic achievement, holds the promise of better understanding the heterogeneity still present in the literature.
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Affiliation(s)
- Marc Yangüez
- Faculty of Psychology, University of Geneva, Switzerland; Campus Biotech, University of Geneva, Switzerland.
| | | | - Julien Chanal
- Faculty of Psychology, University of Geneva, Switzerland; Distance Learning University, Brig, Switzerland.
| | - Daphne Bavelier
- Faculty of Psychology, University of Geneva, Switzerland; Campus Biotech, University of Geneva, Switzerland.
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3
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Schmitt A, Wollschläger R, Blanchette Sarrasin J, Masson S, Fischbach A, Schiltz C. Neuromyths and knowledge about intellectual giftedness in a highly educated multilingual country. Front Psychol 2023; 14:1252239. [PMID: 37928578 PMCID: PMC10623439 DOI: 10.3389/fpsyg.2023.1252239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Accepted: 09/28/2023] [Indexed: 11/07/2023] Open
Abstract
Introduction Understanding brain functioning and intellectual giftedness can be challenging and give rise to various misconceptions. Nonetheless, there seems to be a widespread fascination and appetite for these subjects among the lay public and diverse professionals. The present study is the first to investigate general knowledge about the brain, neuromyths and knowledge about giftedness in a highly multilingual and educated country. Methods Starting from and extending two seminal studies on neuromyths, several novel statements on intellectual giftedness have been included in order to explore knowledge and misconceptions concerning giftedness. Our sample (N = 200) was composed of Luxembourgish education professionals, including students in educational science and cognitive psychology, thus allowing to analyze responses in general and according to training and professional profiles. Specifically, Group 1 consisted of teachers and futures teachers (n = 152). Group 2 consisted of other education professionals and psychology students (n = 48). Results Despite the size and the unbalanced distribution of the sample, our findings indicate a good level of general knowledge about the brain and learning (71.3% of correct responses in average) which does, however, not preclude the presence of the typically observed original neuromyths. Thus, we replicate the classical finding that misconceptions on Learning Styles (70% of error rate) and the Multiple Intelligence Theory (71.5% of error rate) are the most represented, both in (future and in-service) teachers and other education professionals. Moreover, the present sample also revealed a high presence of misconceptions on intellectual giftedness. Discussion Limitations and future directions are discussed.
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Affiliation(s)
- Anna Schmitt
- Department of Behavioral and Cognitive Sciences, Cognitive Science and Assessment Institute, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg
- CRP-CPO, UR UPJV 7223, Université de Picardie Jules Verne, Amiens, France
| | - Rachel Wollschläger
- Luxembourg Centre for Educational Testing (LUCET), Faculty of Humanities, Education and Social Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Jérémie Blanchette Sarrasin
- Département de Didactique, Laboratory for Research in Neuroeducation, Université du Québec à Montréal, Montréal, QC, Canada
| | - Steve Masson
- Département de Didactique, Laboratory for Research in Neuroeducation, Université du Québec à Montréal, Montréal, QC, Canada
| | - Antoine Fischbach
- Luxembourg Centre for Educational Testing (LUCET), Faculty of Humanities, Education and Social Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg
| | - Christine Schiltz
- Department of Behavioral and Cognitive Sciences, Cognitive Science and Assessment Institute, Faculty of Humanities, Education and Social Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg
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Hajovsky DB, Niileksela CR, Olsen SC, Sekula MK. Do Cognitive-Achievement Relations Vary by General Ability Level? J Intell 2023; 11:177. [PMID: 37754906 PMCID: PMC10532248 DOI: 10.3390/jintelligence11090177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Revised: 08/21/2023] [Accepted: 08/29/2023] [Indexed: 09/28/2023] Open
Abstract
Cognitive-achievement relations research has been instrumental in understanding the development of academic skills and learning difficulties. Most cognitive-achievement relations research has been conducted with large samples and represent average relations across the ability spectrum. A notable gap in the literature is whether these relations vary by cognitive ability levels (IQ). This study examined cognitive-achievement relations across different general ability levels (Low, Average, and High) to fill this gap. Based on Spearman's Law of Diminishing Returns, it would be expected that general intelligence would be a stronger predictor of academic skills at lower levels of IQ, and more specific abilities would be stronger predictors of academic skills at higher levels of IQ. To test this, multi-group path analysis and structural equation modeling were used to examine whether integrated models of cognitive-reading relations are differentiated by IQ levels in the Woodcock-Johnson III and Woodcock-Johnson IV standardization samples. Global and broad cognitive abilities were used as predictors of basic reading skills and reading comprehension for elementary and secondary school students. The magnitude of prediction differed across ability groups in some cases, but not all. Importantly, the variance explained in basic reading skills and reading comprehension tended to be larger for the Low group compared to the Average and High groups. When variance accounted for by general intelligence was removed from the broad abilities, the effects of the broad abilities were similar across ability groups, but the indirect effects of g were higher for the Low group. Additionally, g had stronger relative effects on reading in the Low group, and broad abilities had stronger relative effects on reading in the Average and High groups. The implications and limitations of this study are discussed.
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Affiliation(s)
- Daniel B. Hajovsky
- Department of Educational Psychology, Texas A&M University, College Station, TX 77845, USA
| | | | - Sunny C. Olsen
- Department of Educational Psychology, Texas A&M University, College Station, TX 77845, USA
| | - Morgan K. Sekula
- Department of Educational Psychology, Texas A&M University, College Station, TX 77845, USA
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Beyond individual tests: Youth's cognitive abilities on their math and writing skills. LEARNING AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.lindif.2023.102271] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/20/2023]
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Kaya F, Kaya MT, Kaya S. Prospective Teachers’ Beliefs About Human Intelligence in a Turkish Sample. JOURNAL FOR THE EDUCATION OF THE GIFTED 2023:016235322211438. [DOI: 10.1177/01623532221143823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton’s (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers’ beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers’ understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.
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Affiliation(s)
- Fatih Kaya
- Istanbul Kultur University, Istanbul, Turkey
| | | | - Sumeyye Kaya
- Ministry of Turkish National Education, Istanbul, Turkey
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7
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Breit M, Scherrer V, Blickle J, Preckel F. Students' intelligence test results after six and sixteen months of irregular schooling due to the COVID-19 pandemic. PLoS One 2023; 18:e0281779. [PMID: 36888586 PMCID: PMC9994686 DOI: 10.1371/journal.pone.0281779] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 02/01/2023] [Indexed: 03/09/2023] Open
Abstract
The COVID-19 pandemic has affected schooling worldwide. In many places, schools closed for weeks or months, only part of the student body could be educated at any one time, or students were taught online. Previous research discloses the relevance of schooling for the development of cognitive abilities. We therefore compared the intelligence test performance of 424 German secondary school students in Grades 7 to 9 (42% female) tested after the first six months of the COVID-19 pandemic (i.e., 2020 sample) to the results of two highly comparable student samples tested in 2002 (n = 1506) and 2012 (n = 197). The results revealed substantially and significantly lower intelligence test scores in the 2020 sample than in both the 2002 and 2012 samples. We retested the 2020 sample after another full school year of COVID-19-affected schooling in 2021. We found mean-level changes of typical magnitude, with no signs of catching up to previous cohorts or further declines in cognitive performance. Perceived stress during the pandemic did not affect changes in intelligence test results between the two measurements.
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Affiliation(s)
- Moritz Breit
- Department of Psychology, University of Trier, Trier, Germany
- * E-mail:
| | | | - Joshua Blickle
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Franzis Preckel
- Department of Psychology, University of Trier, Trier, Germany
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8
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National Mean IQ Estimates: Validity, Data Quality, and Recommendations. EVOLUTIONARY PSYCHOLOGICAL SCIENCE 2022. [DOI: 10.1007/s40806-022-00351-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
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9
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Ivanovic D, Zamorano F, Soto-Icaza P, Rojas T, Larraín C, Silva C, Almagià A, Bustamante C, Arancibia V, Villagrán F, Valenzuela R, Barrera C, Billeke P. Brain structural parameters correlate with University Selection Test outcomes in Chilean high school graduates. Sci Rep 2022; 12:20562. [PMID: 36446926 PMCID: PMC9709063 DOI: 10.1038/s41598-022-24958-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 11/22/2022] [Indexed: 11/30/2022] Open
Abstract
How well students learn and perform in academic contexts is a focus of interest for the students, their families, and the entire educational system. Although evidence has shown that several neurobiological factors are involved in scholastic achievement (SA), specific brain measures associated with academic outcomes and whether such associations are independent of other factors remain unclear. This study attempts to identify the relationship between brain structural parameters, and the Chilean national University Selection Test (PSU) results in high school graduates within a multidimensional approach that considers socio-economic, intellectual, nutritional, and demographic variables. To this end, the brain morphology of a sample of 102 students who took the PSU test was estimated using Magnetic Resonance Imaging. Anthropometric parameters, intellectual ability (IA), and socioeconomic status (SES) were also measured. The results revealed that, independently of sex, IA, gray matter volume, right inferior frontal gyrus thickness, and SES were significantly associated with SA. These findings highlight the role of nutrition, health, and socioeconomic variables in academic success.
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Affiliation(s)
- Daniza Ivanovic
- grid.443909.30000 0004 0385 4466Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile ,grid.412187.90000 0000 9631 4901Laboratorio de Neurociencia Social y Neuromodulación, Centro de Investigación en Complejidad Social (neuroCICS), Facultad de Gobierno, Universidad del Desarrollo, Santiago, Chile
| | - Francisco Zamorano
- grid.412187.90000 0000 9631 4901Unidad de Imágenes Cuantitativas Avanzadas, Departamento de Imágenes, Clínica Alemana, Universidad del Desarrollo, Santiago, Chile
| | - Patricia Soto-Icaza
- grid.412187.90000 0000 9631 4901Laboratorio de Neurociencia Social y Neuromodulación, Centro de Investigación en Complejidad Social (neuroCICS), Facultad de Gobierno, Universidad del Desarrollo, Santiago, Chile
| | - Tatiana Rojas
- grid.443909.30000 0004 0385 4466Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
| | - Cristián Larraín
- grid.412187.90000 0000 9631 4901Radiology Department, Facultad de Medicina-Clínica Alemana, Universidad del Desarrollo, Santiago, Chile
| | - Claudio Silva
- grid.412187.90000 0000 9631 4901Radiology Department, Facultad de Medicina-Clínica Alemana, Universidad del Desarrollo, Santiago, Chile
| | - Atilio Almagià
- grid.8170.e0000 0001 1537 5962Laboratory of Physical Anthropology and Human Anatomy, Institute of Biology, Faculty of Sciences, Pontificia Universidad Católica de Valparaíso, Valparaíso, Chile
| | - Claudia Bustamante
- grid.443909.30000 0004 0385 4466Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
| | - Violeta Arancibia
- grid.431778.e0000 0004 0482 9086Department of Global Partnership for Education (GPE) World Bank, Washington, USA
| | - Francisca Villagrán
- grid.443909.30000 0004 0385 4466Laboratory of Nutrition and Neurological Sciences, Human Nutrition Area, Institute of Nutrition and Food Technology Dr. Fernando Monckeberg Barros (INTA), University of Chile, Santiago, Chile
| | - Rodrigo Valenzuela
- grid.443909.30000 0004 0385 4466Department of Nutrition, Faculty of Medicine, University of Chile, Santiago, Chile
| | - Cynthia Barrera
- grid.443909.30000 0004 0385 4466Department of Nutrition, Faculty of Medicine, University of Chile, Santiago, Chile
| | - Pablo Billeke
- grid.412187.90000 0000 9631 4901Laboratorio de Neurociencia Social y Neuromodulación, Centro de Investigación en Complejidad Social (neuroCICS), Facultad de Gobierno, Universidad del Desarrollo, Santiago, Chile
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R M, Thomas I. WISC-IV and Rey Auditory Verbal Learning Test Indicators of Specific Learning Disorder and Discrepant Academic Achievement. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829221116988] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Though several studies have been undertaken to explore the correlates of academic achievement, there is a dearth of studies relating to the cognitive profiles of children who show marked discrepancies between their cognitive potential and actual academic achievement. The present study was undertaken in this context. The study was conducted on a sample of 308 students in the age range of 12–16 years, drawn from different schools in Kerala, India. The participants belonged to four groups, that is, Underachievers, Normal achievers, Overachievers, and those with Specific Learning Disorders (SLD). WISC-IV India and Rey Auditory Verbal Learning Test (RAVLT) were used for assessing cognitive functions. Results indicated that the SLD group could be discriminated from the other three groups in terms of Digit span, Letter-Number sequencing, Working Memory Index, and Processing Speed Index. Further, a retention score obtained from RAVLT could discriminate between the SLD and UA groups. Discriminant analysis of the variables resulted in the extraction of two significant functions composed of three variables of WISC and two variables of RAVLT. The results indicated that the different groups of scholastically backward children, though similar in their overall IQ, had distinct and characteristic cognitive profiles.
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Affiliation(s)
- Malini R
- Research and Post Graduate Department of Psychology, Union Christian College, Aluva, India
| | - Immanuel Thomas
- Research and Post Graduate Department of Psychology, University of Kerala, Thiruvananthapuram, India
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11
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Examination of differential effects of cognitive abilities on reading and mathematics achievement across race and ethnicity: Evidence with the WJ IV. J Sch Psychol 2022; 93:1-27. [DOI: 10.1016/j.jsp.2022.05.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2021] [Revised: 03/28/2022] [Accepted: 05/30/2022] [Indexed: 11/24/2022]
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12
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Bilalić M, Đokić R, Koso-Drljević M, Đapo N, Pollet T. When (deliberate) practice is not enough – the role of intelligence, practice, and knowledge in academic performance. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03336-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractIt is well established that academic performance (AP) depends on a number of factors, such as intellectual capacities, practice, and previous knowledge. We know little about how these factors interact as they are rarely measured simultaneously. Here we present mediated-Factors of Academic Performance (m-FAP) model, which simultaneously assesses direct and indirect, mediated, effects on AP. In a semester-long study with 118 first-year college students, we show that intelligence and working memory only indirectly influenced AP on a familiar, less challenging college course (Introduction to Psychology). Their influence was mediated through previous knowledge and self-regulated learning activities akin to deliberate practice. In a novel and more challenging course (Statistics in Psychology), intellectual capacities influenced performance both directly and indirectly through previous knowledge. The influence of deliberate practice, however, was considerably weaker in the novel course. The amount of time and effort that the students spent on the more difficult course could not offset the advantage of their more intelligent and more knowledgeable peers. The m–FAP model explains previous contradictory results by providing a framework for understanding the extent and limitations of individual factors in AP, which depend not only on each other, but also on the learning context.
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Egeland J. The ups and downs of intelligence: The co-occurrence model and its associated research program. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2022.101643] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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14
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Pokropek A, Marks GN, Borgonovi F, Koc P, Greiff S. General or specific abilities? Evidence from 33 countries participating in the PISA assessments. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2022.101653] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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15
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Gnas J, Mack E, Preckel F. When Classmates Influence Teacher Judgment Accuracy of Students’ Cognitive Ability: Studying Frame-of-Reference Effects in Primary School. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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16
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Cognitive ability and conscientiousness are more important than SES for educational attainment: An analysis of the UK Millennium Cohort Study. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111471] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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17
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Cheng D, Shi K, Wang N, Miao X, Zhou X. Examining the Differential Role of General and Specific Processing Speed in Predicting Mathematical Achievement in Junior High School. J Intell 2021; 10:1. [PMID: 35076556 PMCID: PMC8788420 DOI: 10.3390/jintelligence10010001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 12/13/2021] [Accepted: 12/16/2021] [Indexed: 12/03/2022] Open
Abstract
Processing speed is divided into general (including perceptual speed and decision speed) and specific processing speed (including reading fluency and arithmetic fluency). Despite several study findings reporting the association between processing speed and children's mathematical achievement, it is still unclear whether general or specific processing speed differentially predicts mathematical achievement. The current study aimed to examine the role of general and specific processing speed in predicting mathematical achievements of junior high school students. Cognitive testing was performed in 212 junior school students at the beginning of the 7th grade year, along with assessment of general and specific processing speed. Relevant academic achievement scores were also recorded at the end of the 7th and 9th grade years. Hierarchical regression analyses showed that specific processing speed made a significant unique contribution in mathematical achievement by the end of the 7th grade and could significantly predict mathematical achievements in the high school entrance examinations by end of the 9th grade after controlling for age, gender, and general cognitive abilities. However, general processing speed could not predict mathematical achievements. Moreover, specific processing speed could significantly predict all academic achievements for both the 7th and 9th grade. These results demonstrated that specific processing speed, rather than general processing speed, was able to predict mathematical achievement and made a generalised contribution to all academic achievements in junior school. These findings suggest that specific processing speed could be a reflection of academic fluency and is therefore critical for long-term academic development.
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Affiliation(s)
- Dazhi Cheng
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Lab for Educational Neuroscience, Center for Educational Science and Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China;
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
- Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing 100020, China
| | - Kaihui Shi
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
| | - Naiyi Wang
- Lab for Educational Neuroscience, Center for Educational Science and Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China;
| | - Xinyang Miao
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
- Department of Pediatric Neurology, Capital Institute of Pediatrics, Beijing 100020, China
| | - Xinlin Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China; (D.C.); (K.S.); (X.M.)
- Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China
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18
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Kwok FY, Bull R, Muñez D. Cross- and Within-Domain Associations of Early Reading and Mathematical Skills: Changes Across the Preschool Years. Front Psychol 2021; 12:710470. [PMID: 34712169 PMCID: PMC8546213 DOI: 10.3389/fpsyg.2021.710470] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 09/03/2021] [Indexed: 11/18/2022] Open
Abstract
Existing research has mainly examined the role of cognitive correlates of early reading and mathematics from a stationary perspective that does not consider how these skills unfold and interact over time. This approach constraints the interpretation of cross-domain associations and the specificity of domain-specific covariates. In this study, we disentangle the role of these predictors and investigate cross-domain associations between reading, math, and two related domain-specific predictors (phonological awareness and fluency with number sets) over the kindergarten years (n=512, Mage=54months, SDage=3.5, 52% females). Results reveal that the overlap between reading and math skills changes over development. Reciprocal associations between reading and math abilities are observed at earlier stages; then, reading abilities become the lead force. Findings also show that phonological awareness and fluency with number sets are domain-specific predictors that do not contribute to cross-domain gains in academic skills. Indeed, there is a trend for domain-specific skills to be more strongly related to achievement at the beginning of formal education than at the beginning of kindergarten, which suggests an increasing differentiation of domains over the kindergarten years. Such findings have implications for the timing and nature of interventions that aim to support children's reading and mathematical development.
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Affiliation(s)
- Fu Yu Kwok
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - Rebecca Bull
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - David Muñez
- Centre for Research in Child Development, National Institute of Education, Nanyang Technological University, Singapore, Singapore
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19
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Dombrowski SC, J. McGill R, Farmer RL, Kranzler JH, Canivez GL. Beyond the Rhetoric of Evidence-Based Assessment: A Framework for Critical Thinking in Clinical Practice. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2021.1960126] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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20
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No evidence for cumulating socioeconomic advantage. Ability explains increasing SES effects with age on children's domain test scores. INTELLIGENCE 2021. [DOI: 10.1016/j.intell.2021.101582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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21
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22
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Parkin JR. The Simple Views of Reading and Writing: Frameworks for Interpretation of the Woodcock–Johnson IV. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2021. [DOI: 10.1177/07342829211023325] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The simple views of reading (SVRs) and writing (SVWs) reflect useful frameworks for the psychoeducational evaluation of literacy difficulties. They describe reading comprehension and written expression as the outcome of oral language, decoding, and transcription skills. Prior research has demonstrated that these components explain the vast majority of variance in comprehension and written expression. However, subtests’ specific task demands can influence the relationships among these components within the models. As a result, practitioners should know the degree to which various test batteries operationalize these frameworks. Using correlations from school-age participants provided in the technical manual, these analyses investigated the SVR and SVW within the Woodcock–Johnson IV battery through structural equation modeling. Results suggest that the battery’s measures conform to many of the expectations stemming from the SVR/SVW. However, its comprehension and written expression measures appear less language-influenced and more affected by decoding/spelling. Implications for psychoeducational practice are discussed.
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23
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How Is Intelligence Test Performance Associated with Creative Achievement? A Meta-Analysis. J Intell 2021; 9:jintelligence9020028. [PMID: 34064176 PMCID: PMC8162535 DOI: 10.3390/jintelligence9020028] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2020] [Revised: 05/04/2021] [Accepted: 05/17/2021] [Indexed: 12/21/2022] Open
Abstract
This paper presents a meta-analysis of the links between intelligence test scores and creative achievement. A three-level meta-analysis of 117 correlation coefficients from 30 studies found a correlation of r = .16 (95% CI: .12, .19), closely mirroring previous meta-analytic findings. The estimated effects were stronger for overall creative achievement and achievement in scientific domains than for correlations between intelligence scores and creative achievement in the arts and everyday creativity. No signs of publication bias were found. We discuss theoretical implications and provide recommendations for future studies.
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24
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Abstract
A large number of previous studies reported a link between circadian preference and psychometric intelligence with mixed results and various hypotheses about the source of this correlation. In this study, we aimed to update a previous meta-analysis about the correlation between circadian preference and intelligence. Our literature search identified a large number of new studies, resulting in an increase of over 100% in the number of studies and over 400% in the number of involved participants (total k = 30, total N = 11160) over the previous meta-analysis, sampling a much wider age range from children to adults in late middle age. Our meta-analysis revealed no significant link between morningness and intelligence (r = -0.008) when the entire sample was studied, and no evidence for publication bias. This overall effect, however, obscured the moderating effect of age. The morningness-intelligence correlation decreased with mean sample age (R2 = 54%), ranging from a non-significant positive trend in children and adolescents to a significant negative correlation after young adulthood. Eveningness was positively correlated with intelligence (r = 0.056), but this finding is based on a more age-restricted sample and only reached significance with some model specifications. We hypothesize that the age-moderated correlation between circadian preference and intelligence reflects social effects, where more intelligent individuals are more able to adjust their daily schedules to their natural circadian rhythm.
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Affiliation(s)
- Péter P Ujma
- Semmelweis University, Institute of Behavioural Sciences, Budapest, Hungary.,National Institute of Clinical Neuroscience, Budapest, Hungary
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25
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McNulty RJ, Floyd RG. What does the Detroit tests of learning abilities, fifth edition measure? Revelations from a hierarchical exploratory factor analysis. PSYCHOLOGY IN THE SCHOOLS 2021. [DOI: 10.1002/pits.22519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Randy G. Floyd
- Department of Psychology University of Memphis Memphis Tennessee USA
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26
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Schrack AP, Joyce-Beaulieu D, MacInnes JW, Kranzler JH, Zaboski BA, McNamara JPH. Intelligence and academic achievement in inpatient adolescents with comorbid anxiety and depression. Bull Menninger Clin 2021; 85:23-41. [PMID: 33750201 DOI: 10.1521/bumc.2021.85.1.23] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Few studies have investigated the relationship between comorbid depression and anxiety and cognitive and academic functioning. To understand this relationship, this study used a retrospective chart review from an inpatient facility for 42 adolescents diagnosed with a comorbid anxiety and depressive disorder. Multiple regression was used to determine whether anxiety and depression predicted academic achievement, as well as whether intelligence predicted current levels of anxiety and depression. Results indicated that higher severity of depression was associated with lower reading (β = -0.39) and writing (β = -0.40) achievement, while higher severity of anxiety was associated with higher scores on reading (β = 0.41) and writing (β = 0.36). Full-scale IQ was not significantly predictive of anxiety severity (β = 0.08) or depression severity (β = -0.24). Results are discussed in terms of identifying risk factors and improving outcomes for adolescents with severe comorbid anxiety and depression psychopathology.
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Affiliation(s)
- Anna P Schrack
- Rice Psychology Group, Tampa, Florida. Formerly in the Department of Special Education, School Psychology, & Early Childhood Studies, University of Florida, Gainesville, Florida
| | - Diana Joyce-Beaulieu
- Department of Special Education, School Psychology, & Early Childhood Studies, University of Florida, Gainesville, Florida
| | - Jann W MacInnes
- Department of Human Development and Organization Studies, University of Florida, Gainesville, Florida
| | - John H Kranzler
- Department of Special Education, School Psychology, & Early Childhood Studies, University of Florida, Gainesville, Florida
| | - Brian A Zaboski
- Yale OCD Research Clinic, Department of Psychiatry, Yale School of Medicine, New Haven, Connecticut. Formerly in the Department of Psychiatry, Division of Psychology, University of Florida, Gainesville, Florida
| | - Joseph P H McNamara
- Department of Psychiatry, Division of Psychology, University of Florida, Gainesville, Florida
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27
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Watkins MW, Canivez GL. Assessing the Psychometric Utility of IQ Scores: A Tutorial Using the Wechsler Intelligence Scale for Children–Fifth Edition. SCHOOL PSYCHOLOGY REVIEW 2021. [DOI: 10.1080/2372966x.2020.1816804] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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28
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McClain MB, Callan GL, Harris B, Floyd RG, Haverkamp CR, Golson ME, Longhurst DN, Benallie KJ. Methods for addressing publication bias in school psychology journals: A descriptive review of meta-analyses from 1980 to 2019. J Sch Psychol 2021; 84:74-94. [DOI: 10.1016/j.jsp.2020.11.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 08/20/2020] [Accepted: 11/17/2020] [Indexed: 11/24/2022]
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29
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Georgiou GK, Bulut O, Dunn K, Naglieri JA, Das JP. Examining the relation between PASS cognitive processes and superior reading and mathematics performance. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22442] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- George K. Georgiou
- Department of Educational Psychology University of Alberta Edmonton Alberta Canada
| | - Okan Bulut
- Department of Educational Psychology University of Alberta Edmonton Alberta Canada
| | - Kristy Dunn
- Department of Educational Psychology University of Alberta Edmonton Alberta Canada
| | - Jack A. Naglieri
- Curry School of Education University of Virginia Charlottesville Viginia USA
| | - J. P. Das
- Department of Educational Psychology University of Alberta Edmonton Alberta Canada
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30
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Preckel F, Golle J, Grabner R, Jarvin L, Kozbelt A, Müllensiefen D, Olszewski-Kubilius P, Schneider W, Subotnik R, Vock M, Worrell FC. Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2020; 15:691-722. [DOI: 10.1177/1745691619895030] [Citation(s) in RCA: 27] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.
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Affiliation(s)
| | - Jessika Golle
- Hector Research Institute of Education Sciences and Psychology, University of Tuebingen
| | | | | | - Aaron Kozbelt
- Department of Psychology, Brooklyn College, City University of New York
| | | | - Paula Olszewski-Kubilius
- Center for Talent Development and School of Education and Social Policy, Northwestern University
| | | | - Rena Subotnik
- Center for Psychology in Schools and Education, American Psychological Association, Washington, DC
| | - Miriam Vock
- Department of Educational Sciences, University of Potsdam
| | - Frank C. Worrell
- Graduate School of Education, University of California, Berkeley
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31
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Georgiou GK, Guo K, Naveenkumar N, Vieira APA, Das J. PASS theory of intelligence and academic achievement: A meta-analytic review. INTELLIGENCE 2020. [DOI: 10.1016/j.intell.2020.101431] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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32
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Kranzler JH, Gilbert K, Robert CR, Floyd RG, Benson NF. Further Examination of a Critical Assumption Underlying the Dual-Discrepancy/Consistency Approach to Specific Learning Disability Identification. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2018-0008.v48-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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33
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Lockwood AB, Farmer RL. The cognitive assessment course: Two decades later. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22298] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Adam B. Lockwood
- Department of PsychologyWestern Kentucky UniversityBowling Green Kentucky
| | - Ryan L. Farmer
- College of Education, Health and AviationOklahoma State UniversityStillwater Oklahoma
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34
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Narrowing the achievement gap in low-achieving children by targeted executive function training. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2019. [DOI: 10.1016/j.appdev.2019.06.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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35
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Forthmann B, Jendryczko D, Scharfen J, Kleinkorres R, Benedek M, Holling H. Creative ideation, broad retrieval ability, and processing speed: A confirmatory study of nested cognitive abilities. INTELLIGENCE 2019. [DOI: 10.1016/j.intell.2019.04.006] [Citation(s) in RCA: 30] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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