All Stories

  1. Learning from students: An inquiry into Charles Spearman’s research agenda.
  2. Roger Kirk (1930–2023).
  3. Towards solving psychology’s fundamental problem
  4. Exploratory factor analysis of the NEPSY‑II conceptual template: Acting on evidence.
  5. Exploratory Factor Analysis of the NEPSY-II Conceptual Template: Acting on Evidence
  6. Online cognitive assessment in the era of COVID-19: Examining the validity of the MEZURE.
  7. Financial Conflicts of Interest in School Psychology: A Continuing Problem
  8. Evaluation of the Wechsler Individual Achievement Test-Fourth Edition as a Measurement Instrument
  9. A Meta-Analysis of Graduate School Enrollment from Students in the Ronald E. McNair Post-Baccalaureate Program
  10. Using Exploratory Bifactor Analysis to Understand the Latent Structure of Multidimensional Psychological Measures: An Example Featuring the WISC-V
  11. The One and the Many: Enduring Legacies of Spearman and Thurstone on Intelligence Test Score Interpretation
  12. Propensity Score Matching for Education Data: Worked Examples
  13. Revisiting Carroll’s survey of factor-analytic studies: Implications for the clinical assessment of intelligence.
  14. A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities
  15. Theoretically-Consistent Cognitive Ability Test Development and Score Interpretation
  16. Commentary on “Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder” (Toffalini et al., 2017)
  17. Predicting Faculty Integration of Faith and Learning
  18. Simulating Data for Clinical Research: A Tutorial
  19. W Scores: Background and Derivation
  20. The Emotional Eating Scale adapted for children and adolescents: Factorial invariance across adolescent males and females
  21. Psychometric Properties of the Shipley Block Design Task: A Study With Jamaican Young Adults
  22. Reproducing the Wechsler Intelligence Scale for Children–Fifth Edition
  23. Is Physical Activity Self-Efficacy for Patients With End-Stage Renal Disease Meaningful?
  24. Exploratory bifactor analysis of the Wechsler Intelligence Scale for Children—Fifth Edition with the 16 primary and secondary subtests
  25. John Carroll’s Views on Intelligence: Bi-Factor vs. Higher-Order Models
  26. Using Score Equating and Measurement Invariance to Examine the Flynn Effect in the Wechsler Adult Intelligence Scale
  27. Testing Spearman's hypotheses using a bi-factor model with WAIS-IV/WMS-IV standardization data
  28. Individual Differences in Affective States During Meditation
  29. Comparing Test Scores Using Information From Criterion-Related Validity Studies
  30. Assessing the Flynn Effect in the Wechsler Scales
  31. Bifactor structure of the Wechsler Preschool and Primary Scale of Intelligence—Fourth Edition.
  32. Comparing Cattell–Horn–Carroll factor models: Differences between bifactor and higher order factor models in predicting language achievement.
  33. Invariance in the Reynolds Intellectual Assessment Scales for Black and White referred students.
  34. Parental bonds, attachment anxiety, media susceptibility, and body dissatisfaction: A mediation model.
  35. Using the social cognitive theory to understand physical activity among dialysis patients.
  36. An item-level examination of the Flynn effect on the National Intelligence Test in Estonia
  37. Commentary on strengthening the assessment of factorial invariance across population subgroups: a commentary on Varni et al. (2013)
  38. The relationship between cognitive ability and depression: a longitudinal data analysis
  39. Factorial invariance of pediatric patient self-reported fatigue across age and gender: a multigroup confirmatory factor analysis approach utilizing the PedsQL™ Multidimensional Fatigue Scale
  40. The use of an anti-inflammatory supplement in patients with chronic kidney disease
  41. The Effects of Fish Oil Supplementation on Markers of Inflammation in Chronic Kidney Disease Patients
  42. The effects of Wechsler Intelligence Scale for Children—Fourth Edition cognitive abilities on math achievement
  43. Using personality and cognitive ability to predict academic achievement in a young adult sample
  44. Reverse Epidemiology of Lipid-Death Associations in a Cohort of End-Stage Renal Disease Patients
  45. Higher order factors of personality in Jamaican young adults
  46. The Structure of Cognitive Abilities in Youths With Manic Symptoms
  47. LDL particle size and number compared with LDL cholesterol and risk categorization in end-stage renal disease patients
  48. Measuring Personality in Wave I of the National Longitudinal Study of Adolescent Health
  49. Add Health Personality Inventory
  50. Pass the Globe: Teaching Bootstrapping Without Using a Computer
  51. Examining the Flynn Effect in the General Social Survey Vocabulary test using item response theory
  52. Factorial validity of the Reynolds Intellectual Assessment Scales for referred students
  53. Using Item Response Theory to assess the Flynn Effect in the National Longitudinal Study of Youth 79 Children and Young Adults data
  54. Mediation, Moderation, and the Study of Individual Differences
  55. Predictive Ability of the Reynolds Intellectual Assessment Scales Index Scores
  56. Factor and Predictive Validity of the Reynolds Intellectual Assessment Scales in a Collegiate Sample
  57. Validation of the Frey and Detterman (2004) IQ prediction equations using the Reynolds Intellectual Assessment Scales
  58. Does Chronometry Have a Place in Assessing Math Disorders?
  59. The Lynn-Flynn Effect and School Psychology: A Call for Research
  60. Bayesian Approach to Predicting Math Performance From Chronometric Tasks
  61. Math-Based Chronometric Tasks
  62. Heritability of cognitive abilities as measured by mental chronometric tasks: A meta-analysis
  63. Book Review: g, Jensen, and the Science of Mental Ability.
  64. Intelligence, Race, and Genetics: Conversations with Arthur R. Jensen
  65. Galton Redux. Review of Davidson, J., & Davidson, B. (2004). Genius denied: How to stop wasting our brightest young minds. (New York: Simon & Schuster)
  66. School psychology graduate students' knowledge of suicide: A pilot study