STUDY ALERT: What No Child Left Behind Leaves Behind + Bonus

by Scott Barry Kaufman, January 12, 2012 in Study Alerts

TITLE: What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades

AUTHORS: Angela L. Duckworth, Patrick D. Quinn, Eli Tsukayama


The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. Read More

STUDY ALERT: Role of test motivation in intelligence testing

by Scott Barry Kaufman, January 11, 2012 in Study Alerts

TITLE: Role of test motivation in intelligence testing

AUTHORS: Angela Lee Duckwortha,1, Patrick D. Quinnb, Donald R. Lynamc, Rolf Loeberd, and Magda Stouthamer-Loeberd


Intelligence tests are widely assumed to measure maximal intellectual performance, and predictive associations between intelligence quotient (IQ) scores and later-life outcomes are typically interpreted as unbiased estimates of the effect of intellectual ability on academic, professional, and social life outcomes. The current investigation critically examines these assumptions and finds evidence against both. Read More

STUDY ALERT: How Smart Do You Think You Are?

by Scott Barry Kaufman, January 10, 2012 in Study Alerts

TITLE: How Smart Do You Think You Are? A Meta-Analysis on the Validity of Self-Estimates of Cognitive Ability

AUTHORS: Philipp Alexander Freund and Nadine Kasten


Individuals’ perceptions of their own level of cognitive ability are expressed through self-estimates. They play an important role in a person’s self-concept because they facilitate an understanding of how one’s own abilities relate to those of others. People evaluate their own and other persons’ abilities all the time, but self-estimates are also used in formal settings, such as, for instance, career counseling. Read More

STUDY ALERT: Training the Brain: Practical Applications of Neural Plasticity

by Scott Barry Kaufman, January 9, 2012 in Study Alerts

Title: Practical Applications of Neural Plasticity From the Intersection of Cognitive Neuroscience, Developmental Psychology, and Prevention Science

Author: Richard L. Bryck and Philip A. Fisher


Prior researchers have shown that the brain has a remarkable ability for adapting to environmental changes. The positive effects of such neural plasticity include enhanced functioning in specific cognitive domains and shifts in cortical representation following naturally occurring cases of sensory deprivation; however, maladaptive changes in brain function and development owing to early developmental adversity and stress have also been well documented. Researchers examining enriched rearing environments in animals have revealed the potential for inducing positive brain plasticity effects and have helped to popularize methods for training the brain to reverse early brain deficits or to boost normal cognitive functioning. Read More

STUDY ALERT: High-Stakes Testing: Does It Increase Achievement?

by Scott Barry Kaufman, in Study Alerts

TITLE: High-Stakes Testing: Does It Increase Achievement?

AUTHOR: Sharon L. Nichols


I review the literature on the impact on student achievement of high-stakes testing. Its popularity as a mechanism for holding educators accountable has triggered studies to examine whether its promise to increase student learning has been fulfilled. The review concludes there is no consistent evidence to suggest high-stakes testing leads to increases in student learning*. Read More

STUDY ALERT: Intelligence: New Findings and Theoretical Developments

by Scott Barry Kaufman, January 8, 2012 in Study Alerts

This is an important update to Ulric Neisser et al.’s seminal 1996 article Intelligence: Knowns and unknowns. Read More

Must One Risk Madness to Achieve Genius?

by Scott Barry Kaufman, in Blog

“There is only one difference between a madman and me. I am not mad.” — Salvador Dali Must one risk getting lost in the sea of madness in order to reach the lone island of genius? While not necessarily mad, creative minds are often chaotic, untethered and unhinged. These thought processes enable a creative person […]

Introducing “STUDY ALERT”: Fluid insight moderates the relationship between psychoticism and crystallized intelligence

by Scott Barry Kaufman, January 7, 2012 in Study Alerts

Truth is: I’ve become increasingly agitated by most science reporting of psychological studies. Somewhere along the way, something usually gets misrepresented. Maybe it’s the sensational title. Maybe it’s the misquoting. Maybe it’s a misunderstanding of what a correlation means or what constitutes a large or meaningful effect size or the equating of a gene with […]

Educational Psychologist Kevin McGrew: An IQ Test Maker Who Goes Beyond IQ

by Scott Barry Kaufman, in Blog

Dr. Kevin McGrew is the Director of the Institute for Applied Psychometrics (IAP).  He received a masters degree in school psychology at Moorhead State University and his doctoral degree in Educational Psychology at the University of Minnesota.  He was a practicing school psychologist for 12 years.  He spent 10 years as a Professor of Applied […]

Who Is Currently Identified as Gifted in the United States?

by Scott Barry Kaufman, in Blog

Today, lots of different definitions of giftedness exist. This wasn’t always the case. Prior to 1972, practically every school used one criterion and one criterion only to identify giftedness: an IQ cut-off of 130. This criterion was heavily influenced by the pioneering work of Lewis Terman, who equated high IQ with genius. Read More

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