ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effects of Using Partial or Uncorrected Correlation Matrices When Comparing Network and Latent Variable Models
Author: McFarland, Dennis
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Matrices,Adults,Intelligence Tests,Networks,Network Analysis,Models,Scores,Psychometrics,Cognitive Processes

Network models of the WAIS-IV based on regularized partial correlation matrices have been reported to outperform latent variable models based on uncorrected correlation matrices. The present study sought to compare network and latent variable models using both partial and uncorrected correlation matrices with both types of models. The results show that a network model provided better fit to matrices of partial correlations but latent variable models provided better fit to matrices of full correlations. This result is due to the fact that the use of partial correlations removes most of the covariance common to WAIS-IV tests. Modeling should be based on uncorrected correlations since these represent the majority of shared variance between WAIS-IV test scores.
Disentangling the Effects of Processing Speed on the Association between Age Differences and Fluid Intelligence
Author: Schubert, Anna-Lena
Date: 2020-00-00
Type: Journal Articles
Subjects: Intelligence,Aging (Individuals),Age Differences,Individual Differences,Cognitive Processes,Psychometrics,Brain,Brain Hemisphere Functions,Reaction Time,Adults,Foreign Countries,Memory,Task Analysis,Intelligence Tests

Several studies have demonstrated that individual differences in processing speed fully mediate the association between age and intelligence, whereas the association between processing speed and intelligence cannot be explained by age differences. Because measures of processing speed reflect a plethora of cognitive and motivational processes, it cannot be determined which specific processes give rise to this mediation effect. This makes it hard to decide whether these processes should be conceived of as a cause or an indicator of cognitive aging. In the present study, we addressed this question by using a neurocognitive psychometrics approach to decompose the association between age differences and fluid intelligence. Reanalyzing data from two previously published datasets containing 223 participants between 18 and 61 years, we investigated whether individual differences in diffusion model parameters and in ERP latencies associated with higher-order attentional processing explained the association between age differences and fluid intelligence. We demonstrate that individual differences in the speed of non-decisional processes such as encoding, response preparation, and response execution, and individual differences in latencies of ERP components associated with higher-order cognitive processes explained the negative association between age differences and fluid intelligence. Because both parameters jointly accounted for the association between age differences and fluid intelligence, age-related differences in both parameters may reflect age-related differences in anterior brain regions associated with response planning that are prone to be affected by age-related changes. Conversely, age differences did not account for the association between processing speed and fluid intelligence. Our results suggest that the relationship between age differences and fluid intelligence is multifactorially determined.
Analysing Standard Progressive Matrices (SPM-LS) with Bayesian Item Response Models
Author: Bürkner, Paul-Christian
Date: 2020-00-00
Type: Journal Articles
Subjects: Intelligence Tests,Matrices,Bayesian Statistics,Item Response Theory,Cognitive Ability,Models,Robustness (Statistics)

Raven's Standard Progressive Matrices (SPM) test and related matrix-based tests are widely applied measures of cognitive ability. Using Bayesian Item Response Theory (IRT) models, I reanalyzed data of an SPM short form proposed by Myszkowski and Storme (2018) and, at the same time, illustrate the application of these models. Results indicate that a three-parameter logistic (3PL) model is sufficient to describe participants dichotomous responses (correct vs. incorrect) while persons' ability parameters are quite robust across IRT models of varying complexity. These conclusions are in line with the original results of Myszkowski and Storme (2018). Using Bayesian as opposed to frequentist IRT models offered advantages in the estimation of more complex (i.e., 3-4PL) IRT models and provided more sensible and robust uncertainty estimates.
How Approaches to Animal Swarm Intelligence Can Improve the Study of Collective Intelligence in Human Teams
Author: O'Bryan, Lisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Intelligence,Animals,Animal Behavior,Group Behavior,Teamwork,Measurement,Models,Social Behavior,Interaction

Researchers of team behavior have long been interested in the essential components of effective teamwork. Much existing research focuses on examining correlations between team member traits, team processes, and team outcomes, such as collective intelligence or team performance. However, these approaches are insufficient for providing insight into the dynamic, causal mechanisms through which the components of teamwork interact with one another and impact the emergence of team outcomes. Advances in the field of animal behavior have enabled a precise understanding of the behavioral mechanisms that enable groups to perform feats that surpass the capabilities of the individuals that comprise them. In this manuscript, we highlight how studies of animal swarm intelligence can inform research on collective intelligence in human teams. By improving the ability to obtain precise, time-varying measurements of team behaviors and outcomes and building upon approaches used in studies of swarm intelligence to analyze and model individual and group-level behaviors, researchers can gain insight into the mechanisms underlying the emergence of collective intelligence. Such understanding could inspire targeted interventions to improve team effectiveness and support the development of a comparative framework of group-level intelligence in animal and human groups.
Are People-Centered Intelligences Psychometrically Distinct from Thing-Centered Intelligences? A Meta-Analysis
Author: Bryan, Victoria M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Culture Fair Tests,Intelligence Tests,Intelligence,Models,Emotional Intelligence,Interpersonal Competence,Social Cognition,Abstract Reasoning,Visual Acuity,Spatial Ability,Cognitive Ability,Meta Analysis,Effect Size,Psychometrics,Prediction,Multiple Intelligences

The Cattell-Horn-Carroll (CHC) or three-stratum model of intelligence envisions human intelligence as a hierarchy. General intelligence (g) is situated at the top, under which are a group of broad intelligences such as verbal, visuospatial processing, and quantitative knowledge that pertain to more specific areas of reasoning. Some broad intelligences are people-centered, including personal, emotional, and social intelligences; others concern reasoning about things more generally, such as visuospatial and quantitative knowledge. In the present research, we conducted a meta-analysis of 87 studies, including 2322 effect sizes, to examine the average correlation between people-to-people intelligences relative to the average correlation between people-to-thing-centered intelligences (and similar comparisons). Results clearly support the psychometric distinction between people-centered and thing-centered mental abilities. Coupled with evidence for incremental predictions from people-centered intelligences, our findings provide a secure foundation for continued research focused on people-centered mental abilities.
Intelligence Can Be Used to Make a More Equitable Society but Only When Properly Defined and Applied
Author: Holden, LaTasha R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Social Problems,Social Differences,Achievement Gap,Environmental Influences,Definitions,Scientific Concepts,Misconceptions,Stereotypes,Learning Disabilities,Standardized Tests,Cognitive Ability

In the US, undeniable evidence shows that socioeconomic inequities explain a high proportion of individual differences in school achievement. Although not all countries show this same effect due to socioeconomic status, it is consistently found that social inequities lead to achievement gaps. These achievement gaps then manifest into trajectories that set some individuals on a path of lower incomes, poorer health and higher mortality, lower wellbeing, and other poor adult outcomes. Like James Flynn so handily reminded the scientific literature that achievement gaps are explainable by environmental factors, the inequities we see around the world are based on environments some children are exposed to. In his work, Flynn stated his belief that the suppression of scientific work on intelligence would continue to lead to social inequities. We wish to take this idea and move it forward. We believe that the scientific construct of intelligence plays a key role in helping create a more equitable society through science. We also believe that the poor perception of intelligence, rooted in historical realities, means that it will continue to be misunderstood, feared, and misused, limiting how effective it could be in helping to close gaps in achievement and in creating a more equitable society.
How to Get Better: Taking Notes Mediates the Effect of a Video Tutorial on Number Series
Author: Schneider, Benedikt
Date: 2021-00-00
Type: Journal Articles
Subjects: Notetaking,Lecture Method,Video Technology,Technology Uses in Education,Tutorial Programs,Scores,Intelligence,Number Concepts,Sequential Learning,Intelligence Tests,Correlation,College Students,Foreign Countries

In recent studies, test-score increases have been shown in rule-based intelligence test tasks, such as number series, after watching a corresponding video tutorial. An open question remains regarding the mechanisms involved. Specifically, taking notes to describe the relations between numbers might be linked to test scores, and is hypothesized to mediate the effect of a number series video tutorial on number series test scores. Therefore, an experimental group (EG) watching a number series video tutorial (n = 58) was compared with a control group (CG) watching an irrelevant tutorial (n = 52) before working on number series items. Results revealed higher number series scores in the EG than the CG (d = 0.48), more items with provided notes in the EG than in the CG (d = 0.41), and substantial correlations between the number of items with notes and the number series sum scores in both groups (EG: r = 0.66; CG: r = 0.75). The effect of the video tutorial on the number series sum score was mediated by the number of items with notes (indirect effect = 3.41, SE = 1.74). Theoretical and practical implications as well as future research directions are discussed.
Evaluation of Self-Concept in the Project for People with Intellectual Disabilities: &quot;We Are All Campus&quot;
Author: Belmonte Almagro, María Luisa
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Concept,Intellectual Disability,Inclusion,Universities,Students with Disabilities,College Students,Foreign Countries,Expectation,Research Methodology,Barriers,Accessibility (for Disabled),College Programs,Training

The inclusion of people with disabilities, intellectual in the case that concerns this research, has been one of the main concerns of society in recent years. The University of Murcia has launched the &quot;We are all Campus&quot; program in order to facilitate the inclusion of this group from a training perspective. Being aware of the influence of self-concept in such inclusion, this research aims to analyze the influence of the self-concept of people with intellectual disabilities in their expectations of inclusion. For this purpose, 18 subjects were asked to carry out a SWOT analysis, assessing the situation in which they find themselves through a qualitative perspective and a phenomenological design. The research reveals, among other conclusions, how important personal development is to them, especially by generating autonomy in their daily routines, and also the relevance of their relationships to feel socially included.
Effective Makerspaces in STEAM Secondary Education: What Do the Professionals Think?
Author: Lee, Cheun-Yeong
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Middle School Students,High School Students,Shared Resources and Services,Faculty Development,Teacher Attitudes,Middle School Teachers,High School Teachers,Teaching Methods,Technology Uses in Education,Educational Resources,Design,Educational Innovation,Space Utilization

Makerspaces have the potential to improve the learning outcomes of students in both middle and high schools. They support science, technology, engineering, arts, and mathematics (STEAM) style initiatives, as well as promote natural creativity among students who tend to struggle in expressing it. This study aims to gain significant insight from professionals who are involved in the Makerspaces movement within STEAM secondary education. The findings of the study highlight the critical strategies, effects, and issues behind the implementation of Makerspaces in support of STEAM education at secondary schools. These findings suggest that, for instance, Makerspaces provide students who struggle with school with a means to demonstrate their true knowledge in a way that appeals to them. In addition, in order to utilize Makerspaces properly and effectively, secondary school teachers need professional development experiences that are specific to their needs.
School Counselors and Special Education Teachers Involvement in Leadership Activities at Their School Sites
Author: Tang, Kimmie S.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Special Education Teachers,Role,Leadership,Principals,Elementary Secondary Education,Teacher Administrator Relationship,Cooperation,Participative Decision Making,Transformational Leadership,Leadership Responsibility,Responsibility,Success

Effective leadership comes from different educators on school campuses, including school counselors (SCs) and special education (SE) teachers. Recent studies showed how important and effective school counselor and special education teacher leaders can be at school sites. Having a shared or collaborative leadership model supports diversity and equity in schools. To better support the collaborative nature of school leadership, this project focused on: What levels of leadership do special education teachers and school counselors exert at their school sites? This study explored both the effectiveness and importance of special education teachers and school counselor leaders through a literature review and qualitative semi-structured survey. The participants surveyed were currently working in K-12 schools as counselors, special education teachers, and principals. Findings showed how school counselors and special education teacher leaders work with principals to help increase the culture of success at schools.
The Differential Latinx Attainment Rate: A Comparative Analysis of Recent Trends in Educational Achievements
Author: Pumar, Enrique S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Racial Differences,Ethnicity,African American Students,Asian American Students,Educational Attainment,Graduation Rate,Achievement Gap,Barriers,College Attendance,High School Graduates,White Students,Academic Degrees,Economic Impact,Academic Persistence,Racial Bias

This paper examines data from the Digest of Educational Statistics and other sources to investigate Latinx educational achievement rates between 2005 and 2019. After comparing educational attainment rates from white, Black, Latinx, and Asian students, the paper documents the improvement in education among Latinx students in recent years despite falling behind other groups. The data suggests that the educational transition rate from secondary school to postsecondary school is an urgent concern to be addressed by educational leaders. To further analyze differential attainment rates, the paper discusses preliminary findings from an ongoing within-group study comparing the eleven largest Latinx communities residing in the United States. Finally, the paper tries to demonstrate that the legacy of national development and a structuration theoretical framework could potentially be useful to explain different rates of educational achievement.
Assessment Perspectives on the Sports Values and Role of the Higher Education Institution Head for Sports Development in the School
Author: Viet, Nguyen My
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,College Administration,Administrator Role,Athletics,Exercise,Physical Activity Level,College Students,Health Promotion,Individual Development,Physical Health,Mental Health

Physical exercise is good for health, both physical and morale for every human being, leading to a happy life. Sports training have an important place in schools activities. Higher education institutions usually have good human and facilities resources to support learners to increase physical exercise, athletes train, serve the community, thereby improving the quality of training. In this context, the head of the higher education institutions has an important role in leading and organizing sports activities inside and outside the school. The universities need to institutionalize extracurricular activities, especially to encourage sports exercise.
Position of the Board of Directors in Higher Education Institutions in Mongolia -- Focusing on Analysis of Founder&apos;s Representatives
Author: Jargalsaikhan, Jargalmaa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Boards of Education,Governing Boards,Administrator Attitudes,Higher Education,College Administration,Diversity (Institutional),Governance,Educational Change,Global Approach,Commercialization

In 1995, during the process of democratization, Mongolia established a Law on Education and a Law on Higher Education. These laws positioned the board of directors as the ultimate decision-making body within each university and stipulated that the board's membership include the representatives of the university's founder, faculty members, students, parents, and alumni, enabling a wide range of people to participate in university governance. At the same time, it was stipulated that the representatives nominated by the founder would account for 51-60% of the board's membership, giving them a majority that runs counter to the principle of introducing greater diversity into the board. This article examines the positioning of the board of directors in Mongolian higher education institutions through reviews of documents and the websites of existing higher education institutions. In particular, this article clarifies the position of the board of directors as the mainstay of governance systems in both national and private universities in Mongolia. These findings are expected not only to further understanding of Mongolian higher education but also to furnish new insights into the board of directors as an organ for both internal control and external connection. This study offers implications for future research in the field of comparative education on higher education's governance reform in line with globalization and marketization.
Reinforcement and Application of the Pharmacists&apos; Patient Care Process Using Educational Simulation
Author: Hilas, Olga
Date: 2021-00-00
Type: Journal Articles
Subjects: Reinforcement,Pharmaceutical Education,Patients,Medical Services,Computer Simulation,Experiential Learning,Instructional Effectiveness,Doctoral Students,Student Satisfaction,Evidence Based Practice,Interprofessional Relationship,Electronic Learning,Records (Forms),Self Efficacy

Objective: To determine the value of a simulated electronic health record (EHR) as learning tool to reinforce and apply principles of the Pharmacists' Patient Care Process (PPCP) among Doctor of Pharmacy students in their first professional (P1) year of study. Methods: An online survey was developed to assess students' perceptions of a simulated EHR as a PPCP learning tool, and to determine student confidence levels in identifying health- and medication-related problems after completing a Transitions of Care educational module. Results: A total of 153 of 230 students (67%) voluntarily and anonymously completed the electronic survey distributed among P1 students. More than 90% of students strongly agreed or agreed that a simulated EHR is an important, realistic and valuable learning tool for P1 pharmacy students to perform and document pharmacist activities, communicate with other healthcare professionals, and recommended the continued use of a simulated EHR for applying principles of the PPCP during the P1 year. Over 80% of students also reported increased confidence in identifying health-related problems and medication-related problems. Recommendations: Evidence supporting the use of technology in early coursework as a learning tool for the reinforcement and application of the principles of PPCP is lacking. The results of this study support early curricular exposure to a simulated EHR as a valuable learning tool for the PPCP is demonstrated in this study. This supports the development of additional educational activities during the P1 year as a foundation to deliberate PPCP practice in subsequent coursework and experiences.
Preliminary Investigation of Think Tank Groups to Improve University Department Work Culture
Author: Behrens, Timothy K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Departments,Universities,Organizational Culture,Work Environment,Faculty Development,College Faculty,Health Sciences,Teacher Collaboration,Discussion Groups,Brainstorming,Collegiality,Interdisciplinary Approach,Peer Relationship

Purpose: Little is known about the use of think tanks in higher education to support faculty growth and organizational culture. The purpose of this study is to explore potential benefits of think tanks within a health sciences department at a large regional university. Methods: Seven qualitative interviews of faculty that participated in at least one think tank session during the preceding year were conducted by a trained researcher. Interview questions were designed to be succinct, conversational, and open-ended. Audio recordings of interviews were transcribed, then two researchers coded responses according to recurring themes; a third researcher resolved discrepancies. Results: Central themes to emerge from the interviews include benefits for relationships, personal/professional development, and the generation of research ideas. Participants also shared barriers to attending think tanks, such as scheduling. Conclusions: Overall, think tank sessions provide a flexible environment that can encourage collaboration, promote discussion, and encourage the advancement of teaching practices and research projects. Recommendations: Universities should consider offering think tank sessions to faculty in order to forge relationships and promote collaborative work, especially within multidisciplinary departments where faculty tend to isolate into their respective disciplines.