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Assessing intelligence in children and adolescents : a practical guide
\"Featuring reproducible forms, sample scripts, and other clinical tools, this indispensable book shows how to select, administer, and interpret evidence-based intelligence tests for a variety of purposes. It provides quick-reference guidelines for comprehensively assessing an individual K-12 student and sharing the results through effective written reports and in-person meetings. Basic concepts in intellectual assessment are concisely explained and the role of testing in a response-to-intervention framework is addressed. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series. See also the comprehensive reference Contemporary Intellectual Assessment: Theories, Tests, and Issues, edited by Dawn P. Flanagan and Patti L. Harrison\"-- Provided by publisher.
Book
Exploring the Development and Research Focus of Cognitive Load Theory, as Described by Its Founders: Interviewing John Sweller, Fred Paas, and Jeroen van Merriënboer
This manuscript presents an interview with John Sweller, Fred Paas, and Jeroen van Merrienboer about cognitive load theory. It presents the views of these main founders of the theory on the progress from the first major publication on the theory in 1998 (Sweller, Van Merrienboer, & Paas, Educational Psychology Review, 10(3% 251-296, 1998) to the current publication, 20 years later in 2018 (Sweller, Van Merrienboer, & Paas, Educational Psychology Review, https://doi.org/10.1007/s10648-019-09465-5, 2019). More specifically, the interview focuses on challenges and opportunities of cognitive load theory and the associated instructional design research, the role of measurement of cognitive load and mental efficiency, as well as the instructional control of cognitive load in the cognitive load research. The interview is concluded with suggestions and advice for young researchers.
Journal Article
Differentiating Different Types of Cognitive Load: a Comparison of Different Measures
Recent studies about learning and instruction use cognitive load measurement to pay attention to the human cognitive resources and to the consumption of these resources during the learning process. In order to validate different measures of cognitive load for different cognitive load factors, the present study compares three different methods of objective cognitive load measurement and one subjective method. An experimental three-group design (N = 78) was used, with exposure to seductive details (extraneous cognitive load factor), mental animation tasks (germane cognitive load factor), or the basic learning instruction (control group). Cognitive load was measured by the rhythm method (Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), and the subjective ratings of mental effort and task difficulty (Paas 1992). Eye-tracking data were used to analyze the attention allocation and as an indicator for cognitive activity. The results show a significantly higher cognitive load for the mental animation group in contrast to the control and the seductive detail group, indicated by rhythm method and subjective ratings, as well as a higher cognitive activity, indicated by eye tracking. Furthermore, the mental animation group shows significantly higher comprehension performance in contrast to the seductive detail group and significantly higher transfer performance in contrast to the control group. The ICA values showed no significant differences in cognitive load. The results provide evidence for the benefits of combining eye-tracking analysis and the results of cognitive load ratings or secondary task performance for a direct and continuous cognitive load assessment and for a differentiating access to the single cognitive load factors.
Journal Article
Short-Term Exposure to Nature and Benefits for Students’ Cognitive Performance: a Review
There is growing interest recently in the outdoor environment surrounding schools where students spent time during breaks, in-school activities, and after-school programs. Several reviews have examined the impact of long-term exposures to nearby nature on students’ academic achievement, but none has focused on the effects of short-term contacts with nature on students’ cognitive performance. The aim of this review is to understand the context in which short-term passive exposures to greenness occur, how cognitive performance is measured, and the conditions under which cognitive benefits emerge at various educational levels. We reviewed 14 studies in the extant literature that report investigations involving students at different educational levels, from elementary school to university, in a short exposure to nature lasting from 10 to 90 min during a study day. The review shows that in 12 out of the 14 studies, across educational levels, cognitive benefits emerge in terms of directed attention restoration from mental fatigue due to contact with nature. A no-cost opportunity to sustain students’ cognition is a break in a green environment after mentally demanding activities.
Journal Article
Measuring Listening Effort: Convergent Validity, Sensitivity, and Links With Cognitive and Personality Measures
Purpose: Listening effort (LE) describes the attentional or cognitive requirements for successful listening. Despite substantial theoretical and clinical interest in LE, inconsistent operationalization makes it difficult to make generalizations across studies. The aims of this large-scale validation study were to evaluate the convergent validity and sensitivity of commonly used measures of LE and assess how scores on those tasks relate to cognitive and personality variables. Method: Young adults with normal hearing (N = 111) completed 7 tasks designed to measure LE, 5 tests of cognitive ability, and 2 personality measures. Results: Scores on some behavioral LE tasks were moderately intercorrelated but were generally not correlated with subjective and physiological measures of LE, suggesting that these tasks may not be tapping into the same underlying construct. LE measures differed in their sensitivity to changes in signal-to-noise ratio and the extent to which they correlated with cognitive and personality variables. Conclusions: Given that LE measures do not show consistent, strong intercorrelations and differ in their relationships with cognitive and personality predictors, these findings suggest caution in generalizing across studies that use different measures of LE. The results also indicate that people with greater cognitive ability appear to use their resources more efficiently, thereby diminishing the detrimental effects associated with increased background noise during language processing.
Journal Article
The Feeling of Me Feeling for You: Interoception, Alexithymia and Empathy in Autism
Following recent evidence for a link between interoception, emotion and empathy, we investigated relationships between these factors in autism spectrum disorder (ASD). 26 adults with ASD and 26 healthy participants completed tasks measuring interoception, alexithymia and empathy. ASD participants with alexithymia demonstrated lower cognitive and affective empathy than ASD participants without alexithymia. ASD participants showed reduced interoceptive sensitivity (IS), and also reduced interoceptive awareness (IA). IA was correlated with empathy and alexithymia, but IS was related to neither. Alexithymia fulfilled a mediating role between IA and empathy. Our findings are suggestive of an alexithymic subgroup in ASD, with distinct interoceptive processing abilities, and have implications for diagnosis and interventions.
Journal Article
The Distorting Influence of Primacy Effects on Reporting Cognitive Load in Learning Materials of Varying Complexity
In research practice, it is common to measure cognitive load after learning using self-report scales. This approach can be considered risky because it is unclear on what basis learners assess cognitive load, particularly when the learning material contains varying levels of complexity. This raises questions that have yet to be answered by educational psychology research: Does measuring cognitive load during and after learning lead to comparable assessments of cognitive load depending on the sequence of complexity? Do learners rely on their first or last impression of complexity of a learning material when reporting the cognitive load of the entire learning material after learning? To address these issues, three learning units were created, differing in terms of intrinsic cognitive load (low, medium, or high complexity) as verified by a pre-study (
N
= 67). In the main-study (
N
= 100), the three learning units were studied in two sequences (increasing vs. decreasing complexity) and learners were asked to report cognitive load after each learning unit and after learning as an overall assessment. The results demonstrated that the first impression of complexity is the most accurate predictor of the overall cognitive load associated with the learning material, indicating a primacy effect. This finding contrasts with previous studies on problem-solving tasks, which have identified the most complex task as the primary determinant of the overall assessment. This study suggests that, during learning, the assessment of the overall cognitive load is influenced primarily by the timing of measurement.
Journal Article
Improving Computer-Assisted Language Learning Through the Lens of Cognitive Load
A contemporary review (over a 10-year period) was conducted into studies that used computer-assisted language learning (CALL) strategies to learn a second language (L2) by considering the impact of cognitive load. Twelve affordances were identified that led to enhanced learning, namely, online annotations and glosses, captioning, digital game-based language learning, videoconferencing and video feedback, visualization-based learning approaches, online instructional content and features, online machine translation tools, online interactive collaborative learning, (meta)cognitive learning strategies argument mapping, computer-mediated dictionary assisted learning, and multiple display screens. Associated with these affordances were a number of conditions and learner characteristics that modified the effectiveness of the affordances such as L2 proficiency. Most learning strategies were used to reduce cognitive load, although a limited number fostered germane cognitive load through generative learning practices. A number of issues associated with measuring cognitive load, multimedia learning, and research designs are also discussed.
Journal Article
Investigating construct validity of cognitive load measurement using single-item subjective rating scales
Cognitive load studies are mostly centered on information on perceived cognitive load. Single-item subjective rating scales are the dominant measurement practice to investigate overall cognitive load. Usually, either invested mental effort or perceived task difficulty is used as an overall cognitive load measure. However, the extent to which the results of these two single-items differ has not yet been sufficiently investigated. Although subjective rating scales are widely used, they are criticized and questioned as their validity is doubted. This study examines construct validity of both cognitive load rating scales (invested mental effort, perceived task difficulty) using relative task difficulty and task demands (cognitive processes and availability of possible answer options) as criteria, adds further evidence supporting the validity of single-item subjective ratings as an indicator for overall cognitive load, and shows how ratings of cognitive load differ when the invested mental effort or the perceived task difficulty item is used. The results indicate that self-ratings might be influenced by the availability of possible answer options as well as cognitive processes necessary to work on a task. The findings also confirm the idea that self-ratings for perceived task difficulty and invested mental effort do not measure the same but different aspects of overall cognitive load. Furthermore, our findings clearly advise to precisely examine at which point and how frequently cognitive load is measured as delayed ratings are closely related to more demanding items within a set of items. Considering advantages of single-item subjective ratings (easy to implement even in huge samples, low time exposure, and suitableness for repeated measures) and disadvantages of alternative ways to measure cognitive load (regarding cost and time efficiency and problem of additional load), current results confirm the use of these items to get an impression of the overall cognitive load. However, the results also suggest that both items do not measure the same thing and researchers should therefore discuss carefully which item they use and how this may limit the results of their study.
Journal Article
Minds Under Siege: Cognitive Signatures of Poverty and Trauma in Refugee and Non-Refugee Adolescents
The impacts of war and displacement on executive function (EF)—what we might call the cognitive signatures of minds under siege—are little known. We surveyed a gender-balanced sample of 12- to 18-year-old Syrian refugees (n = 240) and Jordanian non-refugees (n = 210) living in Jordan. We examined the relative contributions of poverty, trauma exposure, posttraumatic stress, and insecurity to variance in inhibitory control and working memory. We observed associations between poverty and WM, suggesting that, even in populations exposed to substantial violence and fear, poverty is a specific pathway to WM deficit. We did not, however, find associations between EFs and exposures to trauma. Careful distinction between childhood adversities may illuminate which neurocognitive pathways matter for measures of cognitive function.
Journal Article