tag:blogger.com,1999:blog-7348536734931849032024-02-22T08:10:51.554-08:00Intellectual Competence & the Death PenaltyAn attempt to provide understandable and up-to-date information regarding intelligence testing, intelligence theories, personal competence, adaptive behavior and intellectual disability (mental retardation) as they relate to death penalty (capital punishment) issues. A particular focus will be on psychological measurement, statistical and psychometric issues.Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comBlogger1953125tag:blogger.com,1999:blog-734853673493184903.post-6632254320190723542023-06-27T07:44:00.000-07:002023-06-27T07:45:12.229-07:00Generational intelligence tests score changes in Spain: Are we asking the right question? - ScienceDirect<div name="messageBodySection"> <div dir="auto"> Generational intelligence tests score changes in Spain: Are we asking the right question? - ScienceDirect <br /> https://www.sciencedirect.com/science/article/abs/pii/S0160289623000533<br /> <br /> <br /> <span style="color:#2e2e2e;font-family:ElsevierGulliver, Georgia, Times New Roman, STIXGeneral, Cambria Math, Arial, Helvetica, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif">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 (</span><em style="color:#2e2e2e;font-family:ElsevierGulliver, Georgia, Times New Roman, STIXGeneral, Cambria Math, Arial, Helvetica, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif">n</em><span style="color:#2e2e2e;font-family:ElsevierGulliver, Georgia, Times New Roman, STIXGeneral, Cambria Math, Arial, Helvetica, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif"> = 311) was assessed in 1991, whereas the second cohort (</span><em style="color:#2e2e2e;font-family:ElsevierGulliver, Georgia, Times New Roman, STIXGeneral, Cambria Math, Arial, Helvetica, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif">n</em><span style="color:#2e2e2e;font-family:ElsevierGulliver, Georgia, Times New Roman, STIXGeneral, Cambria Math, Arial, Helvetica, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif"> = 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 </span><a style="background-color:transparent;font-family:ElsevierGulliver, Georgia, Times New Roman, STIXGeneral, Cambria Math, Arial, Helvetica, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif" href="https://www.sciencedirect.com/topics/psychology/psychometric-models" target="_blank">psychometric models</a><span style="color:#2e2e2e;font-family:ElsevierGulliver, Georgia, Times New Roman, STIXGeneral, Cambria Math, Arial, Helvetica, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif">.</span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEjWrZtwGNy1_frMsI1Xz4AoECxHe0MImtw33bByHoNYbQn7f697M9lRQmDXp2qHZnBranL7QyPW7bP5m8nvKBcD4FicpqdFzwbJZxEV3bYIrGOBlnXba30JTB_lQS3RzsWl_gGu1-m6WBQmbTfrolIFPFxP3rPP4SJtS8Poo0Q6iI29wd1vARKlHdBpjuY"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEjWrZtwGNy1_frMsI1Xz4AoECxHe0MImtw33bByHoNYbQn7f697M9lRQmDXp2qHZnBranL7QyPW7bP5m8nvKBcD4FicpqdFzwbJZxEV3bYIrGOBlnXba30JTB_lQS3RzsWl_gGu1-m6WBQmbTfrolIFPFxP3rPP4SJtS8Poo0Q6iI29wd1vARKlHdBpjuY=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7249377002867984690" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-51476672172468214642023-05-10T09:29:00.001-07:002023-05-10T09:29:47.344-07:00Inmate convicted in 1981 Memphis murder moved off death row<div name="messageBodySection">Inmate convicted in 1981 Memphis murder moved off death row <br /> https://wreg.com/news/investigations/shelby-county-inmate-moves-off-death-row/?utm_source=TMP-Newsletter&utm_campaign=c18c273c09-EMAIL_CAMPAIGN_2023_05_10_11_13&utm_medium=email&utm_term=0_5e02cdad9d-c18c273c09-%5BLIST_EMAIL_ID%5D</div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************</div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-41124020780171210692023-03-03T07:38:00.001-08:002023-03-03T07:38:19.743-08:00Looking for Flynn effects in a recent online U.S. adult sample: Examining shifts within the SAPA Project - ScienceDirect<div name="messageBodySection"> <div dir="auto"> Looking for Flynn effects in a recent online U.S. adult sample: Examining shifts within the SAPA Project - ScienceDirect <br /> https://www.sciencedirect.com/science/article/pii/S0160289623000156?via%3Dihub<br /> <br /> Compared to European countries, research is limited regarding if the Flynn effect, or its reversal, is a current phenomenon in the United States. Though recent research on the United States suggests that a Flynn effect could still be present, or partially present, among child and adolescent samples, few studies have explored differences of cognitive ability scores among US adults. Thirteen years of cross-sectional data from a subsample of adults (n <br /> <br /> = 394,378) were obtained from the Synthetic Aperture Personality Assessment Project (SAPA Project) to examine if cognitive ability scores changed within the United States from 2006 to 2018. Responses to an overlapping set of 35 (collected 2006–2018) and 60 (collected 2011–2018) items from the open-source multiple choice intelligence assessment International Cognitive Ability Resource (ICAR) were used to examine the trends in standardized average composite cognitive ability scores and domain scores of matrix reasoning, letter and number series, verbal reasoning, and three-dimensional rotation. Composite ability scores from 35 items and domain scores (matrix reasoning; letter and number series) showed a pattern consistent with a reversed Flynn effect from 2006 to 2018 when stratified across age, education, or gender. Slopes for verbal reasoning scores, however, failed to meet or exceed an annual threshold of |0.02| SD. A reversed Flynn effect was also present from 2011 to 2018 for composite ability scores from 60 items across age, education, and gender. Despite declining scores across age and demographics in other domains of cognitive ability, three-dimensional rotation scores showed evidence of a Flynn effect with the largest slopes occurring across age stratified regressions.</div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEimf32694qRG__4kq_dLARAoLLNJDb9b7109w60NThyU3KHrJVFaw3WYftp2vXn6msGc1mDVJpkKjGPpQWSq9OGAjVAHKtfdY77FgLMKkBvYNecHSgaA4gP1N3am1Q_0jnqXjgkBn65msqe41zV_nQX81Xasg6YIvIlmY9Cvag6ytBHOx4-pVbLuED4"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEimf32694qRG__4kq_dLARAoLLNJDb9b7109w60NThyU3KHrJVFaw3WYftp2vXn6msGc1mDVJpkKjGPpQWSq9OGAjVAHKtfdY77FgLMKkBvYNecHSgaA4gP1N3am1Q_0jnqXjgkBn65msqe41zV_nQX81Xasg6YIvIlmY9Cvag6ytBHOx4-pVbLuED4=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7206344810012027442" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-86707762344056320312023-02-21T09:11:00.001-08:002023-02-21T09:11:28.510-08:00Reframing the clouded scientific spectacles of the Flynn effect: A view through two lenses - ScienceDirect<div name="messageBodySection"> <div dir="auto"> Reframing the clouded scientific spectacles of the Flynn effect: A view through two lenses - ScienceDirect <br /> https://www.sciencedirect.com/science/article/abs/pii/S0160289623000168?via%3Dihub<br /> <br /> Flynn argued that the Flynn effect was due to an increasing use of "scientific spectacles" among the general population (Flynn, 2010), yet the Flynn effect itself has been viewed through clouded scientific spectacles. Most research has focused on Flynn's main finding: IQ scores have increased over time. Flynn (1987) presumed the effect was a cohort (generational) effect, yet a variety of within- and between-person processes could give rise to the observed secular changes. Many theories have been put forth as to the fundamental cause of the Flynn effect. Frequently ignored is what a specific cause implies the Flynn effect would look like at different levels of analysis and in the context of different research designs. In this paper we present two 'lenses' with which to view a potential causal model of the Flynn effect, in the hopes of closing some of the current gaps emerging from past research. First, we propose an examination of within- versus between-person processes. Relatedly, we propose that the exclusive focus on normed measures of intelligence has hampered understanding of what functional form the Flynn effect might take, particularly during development. Consideration of "raw" intelligence is likely to be fruitful. For our second lens, we consider the framework of age-period-cohort modeling to categorize what kind of effect a given model implies. We examine several causal theories of the Flynn effect through these lenses. Viewed through our lenses, we find that certain causal theories are, perhaps, somewhat incomplete in their specification of all the relevant processes.</div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEh0SpU1ZkCgiH-khXVRlz1WPmcjUs6m42BG2j30tBMBtHH0bSwcH9xa8TQwpNJcESgAjEda9F_RB6hDVe4epRw5UqjNLgsCenGhMKyZLPdoEzr2QRkRXX0MAgiZ0jHuojCqBlEKCx93OkzT-elr397AHvBnRxpWr_Vt6Gtdnzh1iY1GTFCoX4vJ6Iow"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEh0SpU1ZkCgiH-khXVRlz1WPmcjUs6m42BG2j30tBMBtHH0bSwcH9xa8TQwpNJcESgAjEda9F_RB6hDVe4epRw5UqjNLgsCenGhMKyZLPdoEzr2QRkRXX0MAgiZ0jHuojCqBlEKCx93OkzT-elr397AHvBnRxpWr_Vt6Gtdnzh1iY1GTFCoX4vJ6Iow=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7202657963345463218" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-90948859692581398152023-01-17T21:26:00.001-08:002023-01-17T21:26:44.221-08:00Law and psychology must think critically about effect sizes | SpringerLink<div name="messageBodySection"> <div dir="auto"> Law and psychology must think critically about effect sizes | SpringerLink <br /> https://link.springer.com/article/10.1007/s44202-022-00062-2<br /> <br /> <strong style="color:#333333;font-family:Georgia, Palatino, serif;font-size: 1.5rem">Abstract</strong><span style="font-size: 1.5rem"><br /></span><span style="color:#333333;font-family:Georgia, Palatino, serif;font-size: 18px">This comment examines a threat to the development of law and psychology as a "public science" (i.e., one that goes beyond theory to address important issues in society), a failure to think critically about effect sizes. Effect sizes estimate the strength or magnitude of the relationship between variables and therefore can help decision makers understand whether scientific results are relevant to some legal or policy outcome. Accordingly, I suggest that those conducting and reporting law and psychology research should: (1) justify why observed effect sizes are meaningful and report them candidly and transparently, (2) scrutinize effect sizes to determine if they are plausible, and (3) plan studies such that they fit with the researchers' inferential goals. I explore these points by way of case studies on influential law and psychology studies, such as implicit bias in the courtroom. I end with suggestions for implementing my recommendations, including a metaresearch agenda for law and psychology</span><span style="font-size: 18px"><br /></span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEiO7jDfAXmHLwntibilIUrAlGDROEAMd3pFzjvhjP_v_e9MO_Img0cd1rDmuSyQaw7hLa9XbNngVJOc3Ik8lYgzxukLdtQXMbJ_r4oRNmwzsXu-kwBwZSAI8xEK44CZnXLrsnKm5w9_kr1313dKTv55yzZbM2Fg5cNeEy8EEXHPiypTRS_YNZso1-7E"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEiO7jDfAXmHLwntibilIUrAlGDROEAMd3pFzjvhjP_v_e9MO_Img0cd1rDmuSyQaw7hLa9XbNngVJOc3Ik8lYgzxukLdtQXMbJ_r4oRNmwzsXu-kwBwZSAI8xEK44CZnXLrsnKm5w9_kr1313dKTv55yzZbM2Fg5cNeEy8EEXHPiypTRS_YNZso1-7E=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7189859454688754610" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-75625194436128931882022-12-19T17:53:00.001-08:002022-12-19T17:53:41.378-08:00Psychological Testing in Forensic Contexts Conducted Remotely | Journal of the American Academy of Psychiatry and the Law<div name="messageBodySection"> <div dir="auto"> Psychological Testing in Forensic Contexts Conducted Remotely | Journal of the American Academy of Psychiatry and the Law <br /> https://jaapl.org/content/50/4/529.abstract?etoc<br /> <br /> <span style="color:#1e2848;font-family:Helvetica Neue, Helvetica, Arial, sans-serif;font-size: 18px">Abstract</span><span style="font-size: 18px"><br /></span><span style="font-family:Helvetica Neue, Helvetica, Arial, sans-serif;font-size: 18px">The use of videoconferencing technology to conduct forensic psychiatric and forensic psychological evaluations remotely has grown considerably in the last decade. This commentary addresses a number of points made by Recupero regarding the use of remote technology to conduct forensic psychiatric evaluations. These points include the research supporting telepsychiatry and its generalizability to forensic assessment, the error rate associated with remote forensic assessment, and its general acceptance in the field. The commentary also considers the inclusion of psychological testing and specialized forensic measures in forensic assessment and describes criteria for considering tests and measures that can reasonably be included in a remotely conducted forensic assessment.</span><span style="font-size: 18px"><br /></span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEgiC3a60CBfnAq_2FYr0yxBFBpYmZmL-W9qoZ_bDRV6yE2tVQbAm3bZoGQAncDwyDSvk13LRKWgCH7pJtM9cCp7QbTb1NrppUuetrPot1YelvzH54XWofM-ZKWP8qwmhZ-8aoMFdnjspVNwfHtqYL-nNChALPvGRYBB63M6Vm2TSD0X-Hh6miY0eYI3"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEgiC3a60CBfnAq_2FYr0yxBFBpYmZmL-W9qoZ_bDRV6yE2tVQbAm3bZoGQAncDwyDSvk13LRKWgCH7pJtM9cCp7QbTb1NrppUuetrPot1YelvzH54XWofM-ZKWP8qwmhZ-8aoMFdnjspVNwfHtqYL-nNChALPvGRYBB63M6Vm2TSD0X-Hh6miY0eYI3=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7179043084963340866" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-86141272821454957452022-12-01T18:53:00.001-08:002022-12-01T18:53:58.143-08:00Ongoing trends of human intelligence - ScienceDirect<div name="messageBodySection"> <div dir="auto"> Ongoing trends of human intelligence - ScienceDirect <br /> https://www.sciencedirect.com/science/article/abs/pii/S0160289622000897?via%3Dihub<br /> <br /> <strong style="color:#505050;font-family:NexusSerif, Georgia, Times New Roman, Times, STIXGeneral, Cambria Math, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif;font-size: 1.2rem">Abstract</strong><span style="font-size: 1.2rem"><br /></span><span style="color:#2e2e2e;font-family:NexusSerif, Georgia, Times New Roman, Times, STIXGeneral, Cambria Math, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif;font-size: 18px">The aim of the study is to estimate the most recent trends of intelligence world-wide. We find that the most recent studies report mainly positive Flynn effects in economically less developed countries, but trivial and frequently negative Flynn effects in the economically most advanced countries. This is confirmed by an analysis of 48 countries in the 2000–2018 PISA tests, showing that high pre-existing IQ and school achievement are the best predictors of declining test scores. IQ gaps between countries are still large (e.g., 19 IQ points in PISA between East Asia and South Asia) but are diminishing world-wide. We predict that these trends, observed in adolescents today, will reduce cognitive gaps between the working-age populations of countries and world regions during coming decades. As is predicted by the well-established relationship between intelligence and economic growth, there is already evidence that the ongoing cognitive convergence is paralleled by global economic convergence. These developments raise questions as to how long this cognitive and economic convergence will continue, whether it will eliminate cognitive and economic gaps between countries entirely, and whether a condition with high levels of cognitive ability and economic prosperity is sustainable long-term.</span><span style="font-size: 18px"><br /></span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEg8cdLFKICuXvhIWmcsYUQmbVeiFJ6yZFvdSdQDD2mIqvyPucM9jilXIKCyxUROIWCzSD1CZaAWzb_iqkI0O-mrbCklDDR4K9EBeHFqGNVFgNFs4gRYehXkaxsriAffbqsE4F5I3OD7B5nnAAb4zqZpmbekKQ5KxDj1712LR4Urv8jo2nzTbZUpxuvr"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEg8cdLFKICuXvhIWmcsYUQmbVeiFJ6yZFvdSdQDD2mIqvyPucM9jilXIKCyxUROIWCzSD1CZaAWzb_iqkI0O-mrbCklDDR4K9EBeHFqGNVFgNFs4gRYehXkaxsriAffbqsE4F5I3OD7B5nnAAb4zqZpmbekKQ5KxDj1712LR4Urv8jo2nzTbZUpxuvr=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7172379086285419554" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-19307850274442693732022-11-15T07:49:00.001-08:002022-11-15T07:49:29.865-08:00Domain-specificity of Flynn effects in the CHC-model: Stratum II test score changes in Germanophone samples (1996–2018) - ScienceDirect<div name="messageBodySection"> <div dir="auto"> Domain-specificity of Flynn effects in the CHC-model: Stratum II test score changes in Germanophone samples (1996–2018) - ScienceDirect <br /> https://www.sciencedirect.com/science/article/pii/S0160289622000885<br /> <br /> <span style="color:#2e2e2e;font-family:NexusSerif, Georgia, Times New Roman, Times, STIXGeneral, Cambria Math, Lucida Sans Unicode, Microsoft Sans Serif, Segoe UI Symbol, Arial Unicode MS, serif;font-size: 18px">Generational IQ test score changes (the Flynn effect) were globally positive over large parts of the 20th century. However, accumulating evidence of recent studies shows a rather inconsistent pattern in past decades. Patterns of recently observed test score changes appeared to be markedly different in strength and even signs between countries and domains. Because of between-study design differences and data availability in terms of differing IQ domains, it is so far unclear if these inconsistencies represent a consequence of differences in Flynn effect trajectories between countries, covered time-spans, or investigated IQ domains. Here, we present data from 36 largely population-representative Germanophone standardization samples from 12 well-established psychometric tests (17 subtests) of 10 stratum II domains from 1996 to 2018, thus providing a comprehensive assessment of domain-specific changes according to the Cattell-Horn-Carroll intelligence model. Examination of both raw score and measurement-invariant latent mean changes yielded positive (comprehension-knowledge, learning-efficiency, domain-specific knowledge), negative (working memory capacity), stagnating (processing speed, reading and writing), and ambiguous (fluid reasoning, reaction and decision speed, quantitative knowledge, visual processing) stratum II Flynn effects. This means that in the present sample, the Flynn effect is surprisingly differentiated on domain level and does not conform to the frequently observed IQ test score gains in crystallized and fluid intelligence. These findings could be attributed to either (i) a so far undetected domain-specificity of the Flynn effect due to an unavailability of test data beyond crystallized and fluid domains or (ii) a symptom for an impending stagnation of the Flynn effect.</span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEgCFG0UpHjom0E_tAm2WoslAntGk4bnfKz3OcMXjjf-LrHWY7qaM3G8Sio4AZqPeGyaQxT5ySY21ZzLZ80InFrV5MYwhiyFlvbF43vXs_22I5BHEnWXpk7nt9-3fEFuyBTtx7_vCPyDWJrwSHICK1d6SaXTqcqA2KfKSdbALkEDD7c_Xe9UldPjTUnw"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEgCFG0UpHjom0E_tAm2WoslAntGk4bnfKz3OcMXjjf-LrHWY7qaM3G8Sio4AZqPeGyaQxT5ySY21ZzLZ80InFrV5MYwhiyFlvbF43vXs_22I5BHEnWXpk7nt9-3fEFuyBTtx7_vCPyDWJrwSHICK1d6SaXTqcqA2KfKSdbALkEDD7c_Xe9UldPjTUnw=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7166270487162291026" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-49162559408382950612022-11-01T22:21:00.001-07:002022-11-01T22:21:42.412-07:00Following up after Moore and Hall: A national survey of state legislation defining intellectual disability. - PsycNET<div name="messageBodySection"> <div dir="auto"> Following up after Moore and Hall: A national survey of state legislation defining intellectual disability. - PsycNET <br /> https://psycnet.apa.org/record/2023-13777-001<br /> <br /> <strong style="color:#5e5e5e;font-family:inherit;font-size: 1.44em">Citation</strong><span style="font-size: 1.44em"><br /></span><span style="color:#333333;font-family:sans-serif;font-size: 14px">Flack, D., Fishel, S., Wiltsie, K., Kudatzky, A., & DeMatteo, D. (2022). Following up after Moore and Hall: A national survey of state legislation defining intellectual disability. </span><em style="color:#333333;font-family:sans-serif;font-size: 14px">Psychology, Public Policy, and Law.</em><span style="color:#333333;font-family:sans-serif;font-size: 14px">Advance online publication. </span><a style="background-color:transparent;font-family:sans-serif;font-size: 14px" href="https://psycnet.apa.org/doi/10.1037/law0000372" target="_blank">https://doi.org/10.1037/law0000372</a><span style="font-size: 14px"><br /></span> <hr /> <strong style="color:#5e5e5e;font-family:inherit;font-size: 1.44em">Abstract</strong><span style="font-size: 1.44em"><br /></span><span style="color:#333333;font-family:sans-serif;font-size: 14px">Since the Supreme Court's decision in </span><em style="color:#333333;font-family:sans-serif;font-size: 14px">Atkins v. Virginia</em><span style="color:#333333;font-family:sans-serif;font-size: 14px"> (2002), state legislatures have struggled to define intellectual disability as it relates to death penalty eligibility. In </span><em style="color:#333333;font-family:sans-serif;font-size: 14px">Hall and Moore</em><span style="color:#333333;font-family:sans-serif;font-size: 14px">, the Court rejected bright-line cutoffs based on IQ score and suggested that medical definitions of intellectual disability should be consulted. With limited guidance from the Supreme Court, state definitions of intellectual disability can vary considerably. This study identified the legislative definitions of intellectual disability in all 50 states and reviewed relevant case law when applicable. Results show that definitions of intellectual disability significantly vary by state, and few states with active death penalty statutes comply with the accepted medical definitions for intellectual disability. These results have significant clinical and policy implications for defendants with intellectual disability, as well as practical implications for forensic mental health professionals who conduct evaluations of individuals facing the death penalty. (PsycInfo Database Record (c) 2022 APA, all rights reserved)</span><span style="font-size: 14px"><br /></span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************</div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-27203442166815646912022-10-28T21:13:00.001-07:002022-10-28T21:13:43.790-07:00Assessment: The power and potential of psychological testing, educational measurement, and program evaluation around the world. - PsycNET<div name="messageBodySection"> <div dir="auto"> Assessment: The power and potential of psychological testing, educational measurement, and program evaluation around the world. - PsycNET <br /> https://psycnet.apa.org/doiLanding?doi=10.1037%2F0000311-003<br /> <br /> <span style="color:#333333;font-family:sans-serif;font-size: 14px">Assessment is a broad, globally relevant, and much-needed area of inquiry and practice—with tremendous power and potential. Psychologists are leaders and experts in assessment, with specialized knowledge in research design; statistics; and, of course, psychological testing, measurement, and evaluation. This chapter discusses assessment broadly, focusing on its centrality to psychology and research. It also discusses contemporary national assessment practices considering the "big four" specialties: clinical, counseling, school, and industrial/organizational psychology. The chapter presents basic competencies, including what applied psychologists do in the United States. It discusses three important international assessment topics: psychological testing, educational measurement, and program evaluation. The chapter explains cross-cultural issues in assessment, including test translation and adaptation. It highlights challenges, opportunities, and cutting edge exemplars, including therapeutic assessment, formative educational testing and item development, and transformative program evaluation. The chapter offers practical suggestions for developing global assessment competencies and participating in the international assessment community. (PsycInfo Database Record (c) 2022 APA, all rights reserved)</span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEgKaaJj8NONte0Ns70zXd0iehXsNJ-bXm0uW-jD8VmRFmNwr0KQIKJ2OZKpHkYSIrn50cbWzVlNSoqvlmg20-4BbKRbEN4bwThGS5E2rpOLco0GhcQIa8_AZ8CmjHVaQygV9o3ja-WJa4q4TY26c2CY6MKmKHkaqPg-5KMLDYM4vFSnwW7j_9TpTk4B"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEgKaaJj8NONte0Ns70zXd0iehXsNJ-bXm0uW-jD8VmRFmNwr0KQIKJ2OZKpHkYSIrn50cbWzVlNSoqvlmg20-4BbKRbEN4bwThGS5E2rpOLco0GhcQIa8_AZ8CmjHVaQygV9o3ja-WJa4q4TY26c2CY6MKmKHkaqPg-5KMLDYM4vFSnwW7j_9TpTk4B=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7159782742615553954" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-78468396416124203012022-09-02T11:48:00.000-07:002022-09-02T11:49:16.929-07:00Neurodevelopmental Disorders, Criminality, and Criminal Responsibility | Journal of the American Academy of Psychiatry and the Law<div name="messageBodySection"> <div dir="auto"> Neurodevelopmental Disorders, Criminality, and Criminal Responsibility | Journal of the American Academy of Psychiatry and the Law <br /> http://jaapl.org/content/50/3/358.abstract?etoc<br /> <br /> <strong style="color:#1e2848;font-family:Helvetica Neue, Helvetica, Arial, sans-serif;font-size: 1em">Abstract</strong><span style="font-size: 1em"><br /></span><span style="font-family:Helvetica Neue, Helvetica, Arial, sans-serif;font-size: 14px">Although individuals with neurodevelopmental disorders (ND), such as intellectual disability (ID) and autism, are overrepresented in the criminal justice system, most psychiatry training is limited regarding NDs, and forensic psychiatry training tends to focus on psychotic and mood disorders. This article explores the complex interactions between NDs and criminality, including direct etiological explanations and potential mediating variables (e.g., trauma), to address common training gaps. We compare and contrast current laws relevant to assessing NDs in criminal responsibility evaluations. Not guilty by reason of insanity (NGRI) criteria vary by jurisdiction, with some specifying ID as one possible insanity defense prerequisite while most jurisdictions are nonspecific. NDs in the absence of psychosis or mania often involve impaired cognition (e.g., comprehension, reasoning, social cognition) and behavioral dysregulation. This article provides potential scenarios by which those with NDs might be competent to stand trial but qualify for one or more NGRI prongs. Suggestions for assessment methods (including for malingering) are addressed for this unique population.</span><span style="font-size: 14px"><br /></span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEipuBG5Fz3Ufo3bPpM2FvhFU3tL8G_UkujxMpuh9qktleJtHhbHFGccxTj_ME8c87Uz4tnTlhH4dHnCJVPOUsfCV8QWVRSegoDRAY-UkrWo87qJ4sWva9wGM_UPiZbLkL-ADXcOEWVqu_aA-h9leUQXkKOIsu_y8N7ILNlujwBY3RbZ7pv-R1Wn8ys1"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEipuBG5Fz3Ufo3bPpM2FvhFU3tL8G_UkujxMpuh9qktleJtHhbHFGccxTj_ME8c87Uz4tnTlhH4dHnCJVPOUsfCV8QWVRSegoDRAY-UkrWo87qJ4sWva9wGM_UPiZbLkL-ADXcOEWVqu_aA-h9leUQXkKOIsu_y8N7ILNlujwBY3RbZ7pv-R1Wn8ys1=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7138856518546064546" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-86125940442094369432022-08-29T18:16:00.001-07:002022-08-29T18:16:57.926-07:00J. Intell. | Special Issue : Assessment of Human Intelligence—State of the Art in the 2020s<div name="messageBodySection">J. Intell. | Special Issue : Assessment of Human Intelligence—State of the Art in the 2020s <br /> https://www.mdpi.com/journal/jintelligence/special_issues/LRE0G69EF7</div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/a/AVvXsEir9d_AjbDCEpV1jMRkImznyibedOBQa1XS2Xl5kknFJrxnFHbyfZkmUngTdsfdEQGc3m8W3Za1kpMaeiW4Rdt1VD7GnBs6g3ug8NYyVUOgXrSQIqJFYprMjyZspPEuszEYjnLVe1wbe7ZGYB01zpT7e3fmjiIT1FshfhusykJFbioOip61bbzy65Lo"><img src="https://blogger.googleusercontent.com/img/a/AVvXsEir9d_AjbDCEpV1jMRkImznyibedOBQa1XS2Xl5kknFJrxnFHbyfZkmUngTdsfdEQGc3m8W3Za1kpMaeiW4Rdt1VD7GnBs6g3ug8NYyVUOgXrSQIqJFYprMjyZspPEuszEYjnLVe1wbe7ZGYB01zpT7e3fmjiIT1FshfhusykJFbioOip61bbzy65Lo=s320" border="0" alt="" id="BLOGGER_PHOTO_ID_7137472088423684978" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-49544554838615423652022-02-03T10:05:00.000-08:002022-02-03T10:05:25.778-08:00Law Review Article: Broderick (2022). Executing defendents with intellectual disabilities: Unconstitutional in theory, persistent in practice<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhpk3Q5nFjBaTG5A6LIoL3BZQ4-oRrGIVsZEDxQsuSiVdrFlGg50B_qPl4r8bbKWTb4ZFqe-4J5dk1SA8eangin9nVK8H7UJiz8wZfC6b8_Xdu_WQCxu45Lv62I5yWt9lzk476Ls_iZh4aOi3gdlXdW4p_E5bPnhsAWyTq_vUTofLMEasiCn_uyNBbS=s200" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="200" data-original-width="200" height="320" src="https://blogger.googleusercontent.com/img/a/AVvXsEhpk3Q5nFjBaTG5A6LIoL3BZQ4-oRrGIVsZEDxQsuSiVdrFlGg50B_qPl4r8bbKWTb4ZFqe-4J5dk1SA8eangin9nVK8H7UJiz8wZfC6b8_Xdu_WQCxu45Lv62I5yWt9lzk476Ls_iZh4aOi3gdlXdW4p_E5bPnhsAWyTq_vUTofLMEasiCn_uyNBbS=w320-h320" width="320" /></a></div><br /><span class="markedContent" id="page1R_mcid1"><br role="presentation" /><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 266.475px; transform: scaleX(1.10509);">Abstract:</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 175.65px; top: 266.475px;"> </span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 179.409px; top: 266.475px; transform: scaleX(0.9865);"> </span></span><p></p><p><span class="markedContent" id="page1R_mcid1"><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 179.409px; top: 266.475px; transform: scaleX(0.9865);">In 2002, in</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 251.259px; top: 266.475px;"> </span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 255.017px; top: 266.475px; transform: scaleX(0.951872);">Atkins v. Virginia</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 368.002px; top: 266.475px; transform: scaleX(0.988116);">, the Supreme Court abolished the death</span></span><span class="markedContent" id="page1R_mcid1"><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 286.482px; transform: scaleX(0.961118);"> penalty for defendants with intellectual disabilities. The Court held that executing</span></span><span class="markedContent" id="page1R_mcid1"><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 306.488px; transform: scaleX(0.981689);"> individuals with intellectual disabilities is cruel and unusual punishment, violat</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 326.495px; transform: scaleX(0.970512);">ing the Eighth Amendment. The Court afforded the states the power to define in</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 346.501px; transform: scaleX(0.977314);">tellectual disability for the purpose of death penalty eligibility. Post-</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 552.988px; top: 346.501px; transform: scaleX(0.9363);">Atkins</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 594.685px; top: 346.501px;"> </span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 597.794px; top: 346.501px; transform: scaleX(0.984471);">cases</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 366.508px; transform: scaleX(0.968306);"> reveal that the states have composed superficial and oversimplified definitions of</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 386.515px; transform: scaleX(0.988019);"> intellectual disability. State definitions lack consistency and include nonclinical</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 406.521px; transform: scaleX(1.00585);"> standards. As a result, courts continue to sentence defendants with intellectual</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 426.528px; transform: scaleX(0.987915);"> disabilities to death. This Note argues that states should adopt a uniform defini</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 446.534px; transform: scaleX(0.980134);">tion of intellectual disability for the purpose of death penalty eligibility and pro</span><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 466.541px; transform: scaleX(0.997987);">poses a model standard in line with clinical standard</span></span></p><p><a href="http://iapsych.com/iqmr/broderick2022.pdf"><span class="markedContent" id="page1R_mcid1"><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 466.541px; transform: scaleX(0.997987);"> </span></span></a><span class="markedContent" id="page1R_mcid1"><span dir="ltr" role="presentation" style="font-family: serif; font-size: 16.7px; left: 108px; top: 466.541px; transform: scaleX(0.997987);"><a href="http://iapsych.com/iqmr/broderick2022.pdf">Article link</a>. <br /></span></span></p>Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-35128452458438014402022-01-27T09:06:00.001-08:002022-01-27T09:06:25.419-08:00J. Intell. | Free Full-Text | Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics<div name="messageBodySection">J. Intell. | Free Full-Text | Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics <br /> https://www.mdpi.com/2079-3200/10/1/8</div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitQjDd8yBsWBFI_TmUiQnq6NIOpnV6HaECHCS9suQV0sRqQ6q_h7pkvWjjeKgXjrHFHS32HCDkFB7zQB8qXGIFhY7JhXJ4jH3snQCzMzxOHZAYM4lZ2Flqkaz60Vp70ArI5VSldXguYUM/s1600/3B8872434455490A8193A628E31903CE-785433.jpeg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitQjDd8yBsWBFI_TmUiQnq6NIOpnV6HaECHCS9suQV0sRqQ6q_h7pkvWjjeKgXjrHFHS32HCDkFB7zQB8qXGIFhY7JhXJ4jH3snQCzMzxOHZAYM4lZ2Flqkaz60Vp70ArI5VSldXguYUM/s320/3B8872434455490A8193A628E31903CE-785433.jpeg" border="0" alt="" id="BLOGGER_PHOTO_ID_7057933443668027314" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-69013130469061453132022-01-04T09:41:00.000-08:002022-01-04T09:42:09.432-08:00SCOTUS to hear Georgia’s Atkins ID death penalty “beyond reasonabledoubt” law<div name="messageBodySection"> <div dir="auto"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1aRN1VSF9IpqejfRxTC8oOKCnrygHj_XqapN2xjWV8D5K2rBHm2SCnkuWPJvEGLBh5bOlH2jRJ4lJgTIbwSVgE6YIBvZT7Hvm03y63Dhv4-ldrGqaynoDy8_-D_P-XNaW60MdA-LUv4w/s1600/Attachment-729455.jpeg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1aRN1VSF9IpqejfRxTC8oOKCnrygHj_XqapN2xjWV8D5K2rBHm2SCnkuWPJvEGLBh5bOlH2jRJ4lJgTIbwSVgE6YIBvZT7Hvm03y63Dhv4-ldrGqaynoDy8_-D_P-XNaW60MdA-LUv4w/s320/Attachment-729455.jpeg" border="0" alt="" id="BLOGGER_PHOTO_ID_7049407692400944402" /></a><br /> https://www.nytimes.com/2022/01/03/us/politics/supreme-court-death-penalty-intellectual-disability.html?referringSource=articleShare</div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0pG_n0eDXCaOtKZkOHXZN4ElwK0oyikHDXAVcKEQ3omKVbXrqUm_Cp6p29Xhzpaxz1jRBdVzc5AW0SBRaCkWgjt_cIL8N-eyVOblaLtMqYHjBzUAuVBvBbICy6YT1_ubKCcUDwjaTQOw/s1600/53C7EA88E0FF44CEB0B8BAFA9D1E0EFB-732084.jpeg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh0pG_n0eDXCaOtKZkOHXZN4ElwK0oyikHDXAVcKEQ3omKVbXrqUm_Cp6p29Xhzpaxz1jRBdVzc5AW0SBRaCkWgjt_cIL8N-eyVOblaLtMqYHjBzUAuVBvBbICy6YT1_ubKCcUDwjaTQOw/s320/53C7EA88E0FF44CEB0B8BAFA9D1E0EFB-732084.jpeg" border="0" alt="" id="BLOGGER_PHOTO_ID_7049407699495115506" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-24545508254492867642021-12-13T21:05:00.001-08:002021-12-13T21:08:05.666-08:00The secular trend of intelligence test scores: The Danish experience for young men born between 1940 and 2000<div name="messageBodySection"> <div dir="auto"> The secular trend of intelligence test scores: The Danish experience for young men born between 1940 and 2000 <br /><a href="https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0261117"> https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0261117</a><br /> <br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggl3IavY3Y08dklweFKDTuRpUtPdfvFraPIbeOF2uu_4JfWUmptqnuH6wMOMlFnfYVurlE5xWnCZMF4hQbI7D8PyJG5IpCaHxNtxaMd4KIopWZiM-1iVnwPE-3PK45fmokgqZdSZVQpU4/s1600/Attachment-732969.png"><img alt="" border="0" id="BLOGGER_PHOTO_ID_7041419927097991506" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggl3IavY3Y08dklweFKDTuRpUtPdfvFraPIbeOF2uu_4JfWUmptqnuH6wMOMlFnfYVurlE5xWnCZMF4hQbI7D8PyJG5IpCaHxNtxaMd4KIopWZiM-1iVnwPE-3PK45fmokgqZdSZVQpU4/s320/Attachment-732969.png" /></a></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-1ZwL9-TK2BTsfYJaya-BbkY8HZoLkVZZEd5mdLNw58-oWgtfsX8XYjeSHcWkDXfCSYcStlJghX0wGcEh1JPJzZpH9l5ub2QYk9h_YpM2gdbtxE14QeeXTP9vILlS4zBLZJ-P0ZoZ_lY/s1600/E3F808D64AB54FB88442EE9481C4F207-735737.jpeg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_7041419938693983090" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-1ZwL9-TK2BTsfYJaya-BbkY8HZoLkVZZEd5mdLNw58-oWgtfsX8XYjeSHcWkDXfCSYcStlJghX0wGcEh1JPJzZpH9l5ub2QYk9h_YpM2gdbtxE14QeeXTP9vILlS4zBLZJ-P0ZoZ_lY/s320/E3F808D64AB54FB88442EE9481C4F207-735737.jpeg" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-57484311717205564882021-12-07T16:25:00.001-08:002021-12-07T16:28:46.653-08:00Greenspan & Brown (2021) on FASD as per AAIDD and DSM-5-TR approaches<div name="messageBodySection"> <div dir="auto" style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBD_L0JpDolcdyT8Nd9MglRl8emrkcRQC_1YUuMCJ3TfzeVWUHXVwwfUVczGbTEgCqUZ8nnHYL5Ck1GXFT66yZf8GcoXLnwyGyMtfRr1D_OJpI9KWwC349U5WkTVSslAt1eHvw2csOLJE/s1600/Attachment-737014.jpeg"><img alt="" border="0" height="400" id="BLOGGER_PHOTO_ID_7039121277720457986" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBD_L0JpDolcdyT8Nd9MglRl8emrkcRQC_1YUuMCJ3TfzeVWUHXVwwfUVczGbTEgCqUZ8nnHYL5Ck1GXFT66yZf8GcoXLnwyGyMtfRr1D_OJpI9KWwC349U5WkTVSslAt1eHvw2csOLJE/w314-h400/Attachment-737014.jpeg" width="314" /></a></div> </div> <div name="messageSignatureSection">Double click on image to enlarge</div><div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIxgpq4gFPKcoxzyREYCqUdWwDxQbYdIeVW-hk08ngd-lLta-jd2FIKmk2UU9AeasIFByFm1LrRysC0iwz8JdqF4Tf9kXi_hvsVbIs38tHzsCHmEXUbkmpOskSWf9CV7POp2BQETgCTH4/s1600/7D8F0E22909E4A11A1FD395D052C32AE-738693.jpeg"><img alt="" border="0" id="BLOGGER_PHOTO_ID_7039121286935331938" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIxgpq4gFPKcoxzyREYCqUdWwDxQbYdIeVW-hk08ngd-lLta-jd2FIKmk2UU9AeasIFByFm1LrRysC0iwz8JdqF4Tf9kXi_hvsVbIs38tHzsCHmEXUbkmpOskSWf9CV7POp2BQETgCTH4/s320/7D8F0E22909E4A11A1FD395D052C32AE-738693.jpeg" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-45388376211654218382021-11-13T09:23:00.000-08:002021-11-13T09:38:41.052-08:00Genetically informed, multilevel analysis of the Flynn Effect across four decades and three WISC versions - Giangrande - - Child Development - Wiley Online Library<div name="messageBodySection"> <div dir="auto">https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13675<br /> <br /> <strong style="color:#414246;font-family:Open Sans, sans-serif;font-size: 1.5625rem">Abstract</strong><span style="font-size: 1.5625rem"><br /></span><span style="font-size: 1.5625rem"><br /></span><span style="color:#1c1d1e;font-family:Open Sans, sans-serif;font-size: 1rem">This study investigated the systematic rise in cognitive ability scores over generations, known as the </span><em style="color:#1c1d1e;font-family:Open Sans, sans-serif;font-size: 1rem">Flynn Effect</em><span style="color:#1c1d1e;font-family:Open Sans, sans-serif;font-size: 1rem">, across middle childhood and early adolescence (7–15 years; 291 monozygotic pairs, 298 dizygotic pairs; 89% White). Leveraging the unique structure of the Louisville Twin Study (longitudinal data collected continuously from 1957 to 1999 using the Wechsler Intelligence Scale for Children [WISC], WISC–R, and WISC–III ed.), multilevel analyses revealed between-subjects Flynn Effects—as both decrease in mean scores upon test re-standardization and increase in mean scores across cohorts—as well as within-child Flynn Effects on cognitive growth across age. Overall gains equaled approximately three IQ points per decade. Novel genetically informed analyses suggested that individual sensitivity to the Flynn Effect was moderated by an interplay of genetic and environmental factors.</span><span style="font-size: 1rem"><br /></span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9ZXDjrgooAsXAVCSyUQW1ZqAghDUaCaWUJndFp7VvGxRU5_sz7Idhvhs-46o79hwKKRfmd2Z0XFr6CezCk0HF9pecqcsG4dvN1qqyOplArj1fCfmi-WP9qzwrbP1aMzKeFPd_sKPjRfc/s1600/48395399F2B649E3991A9C5B5F1981BA-721077.jpeg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9ZXDjrgooAsXAVCSyUQW1ZqAghDUaCaWUJndFp7VvGxRU5_sz7Idhvhs-46o79hwKKRfmd2Z0XFr6CezCk0HF9pecqcsG4dvN1qqyOplArj1fCfmi-WP9qzwrbP1aMzKeFPd_sKPjRfc/s320/48395399F2B649E3991A9C5B5F1981BA-721077.jpeg" border="0" alt="" id="BLOGGER_PHOTO_ID_7030110365114086898" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-84780318977061969752021-10-20T10:23:00.001-07:002021-10-20T10:23:11.711-07:00Intellectually Disabled Alabama Death-Row Prisoner Appeals Denial of Stay of Execution, Arguing Designation of Lethal Injection Violated Americans With Disabilities Act https://deathpenaltyinfo.org/news/intellectually-disabled-alabama-death-row-prisoner-appeals-denial-of-stay-of-execution-arguing-designation-of-lethal-injection-violated-americans-with-disabilities-act<div name="messageBodySection">Intellectually Disabled Alabama Death-Row Prisoner Appeals Denial of Stay of Execution, Arguing Designation of Lethal Injection Violated Americans With Disabilities Act https://deathpenaltyinfo.org/news/intellectually-disabled-alabama-death-row-prisoner-appeals-denial-of-stay-of-execution-arguing-designation-of-lethal-injection-violated-americans-with-disabilities-act </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-85516371816623625192021-10-20T10:21:00.001-07:002021-10-20T10:21:48.125-07:00Pervis Payne (an Atkins case) Seeks Hearing on Whether Shelby County Prosecutors Should be Recused From His Case Based on Trial Prosecutor’s Possible Conflict of Interest https://deathpenaltyinfo.org/news/pervis-payne-seeks-hearing-on-whether-shelby-county-prosecutors-should-be-recused-from-his-case-based-on-trial-prosecutors-possible-conflict-of-interest<div name="messageBodySection">Pervis Payne Seeks Hearing on Whether Shelby County Prosecutors Should be Recused From His Case Based on Trial Prosecutor's Possible Conflict of Interest https://deathpenaltyinfo.org/news/pervis-payne-seeks-hearing-on-whether-shelby-county-prosecutors-should-be-recused-from-his-case-based-on-trial-prosecutors-possible-conflict-of-interest </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-47176400442002076072021-10-03T08:17:00.001-07:002021-10-03T08:17:07.900-07:00‘Race-norming’ kept former NFL players from dementia diagnoses. Their families want answers.<div name="messageBodySection"> <div dir="auto"> 'Race-norming' kept former NFL players from dementia diagnoses. Their families want answers. <br /> https://www.washingtonpost.com/sports/2021/09/29/nfl-concussion-settlement-race-norming/<br /> <br /> I believe this refers to demographically adjusted or Heaton neuropsych norms…which have occasionally been used inappropriately in Atkins ID death penalty cases.</div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5o8_F8s4LUsByXzB8_K4iVSdug8YBfMEV1zufLLO9VtR4d0vYRIra4sAY_FA3cFbYh_qdCbxwOpaEg5THffDs-dt9ktayW4UndPhFw9bLGuCbq0U8uT4iIxEZdER2FAyQhL9POzA0ylM/s1600/D65F6DEFB04A4CD2AC5663171F46D9B1-727917.jpeg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5o8_F8s4LUsByXzB8_K4iVSdug8YBfMEV1zufLLO9VtR4d0vYRIra4sAY_FA3cFbYh_qdCbxwOpaEg5THffDs-dt9ktayW4UndPhFw9bLGuCbq0U8uT4iIxEZdER2FAyQhL9POzA0ylM/s320/D65F6DEFB04A4CD2AC5663171F46D9B1-727917.jpeg" border="0" alt="" id="BLOGGER_PHOTO_ID_7014859396303278050" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-57600707822791690552021-09-06T18:42:00.001-07:002021-09-06T18:42:55.585-07:00Professional Pitfalls in Malingering Determinations | Journal of the American Academy of Psychiatry and the Law<div name="messageBodySection">Professional Pitfalls in Malingering Determinations | Journal of the American Academy of Psychiatry and the Law <br /> http://jaapl.org/content/49/3/296?etoc</div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimAlZctHKEiNiYel_iIDLDu1Ogo07S55u4WLmYqNAfSSKKfSjx6mS_VUhn7ccQDMRoHTjOQ-MPEyRJs46BUAH0L_I4SD8jp7vgB44ZD_oavthUiiIMuaqDCvNA2GjA1R-Dr2eYLKQfUtc/s1600/00A300447EB043B8A57C126574BD51DF-775623.jpeg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimAlZctHKEiNiYel_iIDLDu1Ogo07S55u4WLmYqNAfSSKKfSjx6mS_VUhn7ccQDMRoHTjOQ-MPEyRJs46BUAH0L_I4SD8jp7vgB44ZD_oavthUiiIMuaqDCvNA2GjA1R-Dr2eYLKQfUtc/s320/00A300447EB043B8A57C126574BD51DF-775623.jpeg" border="0" alt="" id="BLOGGER_PHOTO_ID_7005001363466967842" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-17515170602086171982021-09-02T11:52:00.001-07:002021-09-02T11:52:59.803-07:00Ernest Johnson eligible for death penalty, Missouri Supreme Court says<a href="https://themissouritimes.com/ernest-johnson-eligible-for-death-penalty-missouri-supreme-court-says/">https://themissouritimes.com/ernest-johnson-eligible-for-death-penalty-missouri-supreme-court-says/</a>
<br>
<br>
<br>******************************************************
<br>Kevin McGrew, PhD
<br>Educational Psychologist
<br>Director, Institute for Applied Psychometrics
<br>IAP
<br><a href="http://www.themindhub.com">www.themindhub.com</a>
<br>******************************************************Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-84480351923298240902021-08-27T08:54:00.001-07:002021-08-27T08:54:15.828-07:00Forensic evaluators’ opinions on the use of videoconferencing technology for competency to stand trial evaluations after the onset of COVID-19. - PsycNET<div name="messageBodySection"> <div dir="auto"> Forensic evaluators' opinions on the use of videoconferencing technology for competency to stand trial evaluations after the onset of COVID-19. - PsycNET <br /> https://psycnet.apa.org/record/2021-77667-001<br /> <br /> <span style="color:#333333;font-family:sans-serif;font-size: 14px">Trupp, G. F., Ricardo, M. M., Boccaccini, M. T., & Murrie, D. C. (2021). Forensic evaluators' opinions on the use of videoconferencing technology for competency to stand trial evaluations after the onset of COVID-19. </span><em style="color:#333333;font-family:sans-serif;font-size: 14px">Psychology, Public Policy, and Law.</em><span style="color:#333333;font-family:sans-serif;font-size: 14px"> Advance online publication. </span><a style="background-color:transparent;font-family:sans-serif;font-size: 14px" href="https://psycnet.apa.org/doi/10.1037/law0000322" target="_blank">https://doi.org/10.1037/law0000322</a><span style="font-size: 14px"><br /></span> <hr /> <strong style="color:#5e5e5e;font-family:inherit;font-size: 1.44em">Abstract</strong><span style="font-size: 1.44em"><br /></span><span style="color:#333333;font-family:sans-serif;font-size: 14px">We surveyed practicing forensic psychologists (</span><em style="color:#333333;font-family:sans-serif;font-size: 14px">N</em><span style="color:#333333;font-family:sans-serif;font-size: 14px"> = 176) in the United States after the onset of the coronavirus disease 2019 (COVID-19) pandemic to obtain their opinions about using videoconferencing for competence to stand trial evaluations. The survey included a broad range of questions to identify perceived concerns about, and benefits of, videoconferencing. Many of the evaluators who reported having conducted a competence evaluation using videoconferencing had done so only after the start of the COVID-19 pandemic (79.7%). Evaluators expressed concerns that the results of videoconferencing evaluations were slightly less reliable (</span><em style="color:#333333;font-family:sans-serif;font-size: 14px">M</em><span style="color:#333333;font-family:sans-serif;font-size: 14px"> = 73.6% agreement) than in-person evaluations (</span><em style="color:#333333;font-family:sans-serif;font-size: 14px">M</em><span style="color:#333333;font-family:sans-serif;font-size: 14px"> = 79.2%, </span><em style="color:#333333;font-family:sans-serif;font-size: 14px">d</em><span style="color:#333333;font-family:sans-serif;font-size: 14px"> = .57 [.43, .70]), but agreed that videoconferencing has the potential to make the evaluation process more efficient for evaluators (77.2%) and to reduce evaluation wait times for defendants (83.8%). The most common concerns were about the ability to assess general mental health symptoms (42.7%) and feigning (68.1%), as opposed to specific psycholegal abilities (10% to 30%). Overall, those who had used videoconferencing for a competence evaluation or had received training related to videoconferencing were less likely to endorse concerns about its use. Findings represent a first step in providing data to inform ongoing discussions about professional standards for using videoconferencing for competence evaluations. (PsycInfo Database Record (c) 2021 APA, all rights reserved)</span><span style="font-size: 14px"><br /></span></div> </div> <div name="messageSignatureSection"><br /> <div dir="auto">******************************************<br /> Kevin S. McGrew, PhD<br /> Educational & School Psychologist<br /> Director<br /> Institute for Applied Psychometrics (IAP)<br /> <a href="https://www.themindhub.com" target="_blank">https://www.themindhub.com</a><br /> ******************************************<br /> <br /> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy0hxbZz02RIrYcXt_VlHA8N9Ii9MurPHHpPrGrv4gA9E0taJcJ35nm7piFWSDz6-veq5vL6TZQxyNi4ZFEdIu6LiEygOxqqLTpqC-4Y8YBxaQA68tNAZn9OujU1O_URFlPueHpHlAFVE/s1600/0DE04D49BA8A426081DA514DC543334F-755848.jpeg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhy0hxbZz02RIrYcXt_VlHA8N9Ii9MurPHHpPrGrv4gA9E0taJcJ35nm7piFWSDz6-veq5vL6TZQxyNi4ZFEdIu6LiEygOxqqLTpqC-4Y8YBxaQA68tNAZn9OujU1O_URFlPueHpHlAFVE/s320/0DE04D49BA8A426081DA514DC543334F-755848.jpeg" border="0" alt="" id="BLOGGER_PHOTO_ID_7001138815666143682" /></a></div> </div> Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.comtag:blogger.com,1999:blog-734853673493184903.post-31432601713257077832021-08-04T10:02:00.001-07:002021-08-04T10:02:12.417-07:00Discontinuing the Flynn effect reference archive project.<p>Due to the lack of use of this resource by others, and time constraints on the blog master, the <b>Flynn effect reference archive project </b>is now terminated. <a href="https://iqmrdeathpenalty.blogspot.com/2021/06/flynn-effect-reference-project-06-21-21.html">The last update was 6-21-21.</a><br /></p>Kevin McGrewhttp://www.blogger.com/profile/07945625852793502565noreply@blogger.com