Sex differential item functioning in the Raven's Advanced Progressive Matrices: evidence for bias

Abad, Francisco; Colom, Roberto; Rebollo, Irene; Escorial, Sergio

doi:10.1016/s0191-8869(03)00241-1

Cited by 58 publications

(46 citation statements)

References 29 publications

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“…Thus, the use of a unidimensional Rasch model leads to only very limited bias. There are also indications that the Standard Raven is biased across gender (Abad, Colom, Rebollo, & Escorial, 2004;Mackintosh & Bennett, 2005) and that there are sex by age interactions (Lynn et al, 2004). Despite these indications of suboptimal fit of the Rasch model, imperfect scaling is to be preferred over no scaling at all.…”

Section: Zygosity Determinationmentioning

confidence: 99%

A twin-family study of general IQ

Leeuwen

Berg

Boomsma

2008

Learning and Individual Differences

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Section: Zygosity Determinationmentioning

confidence: 99%

A twin-family study of general IQ

Leeuwen

Berg

Boomsma

2008

Learning and Individual Differences

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“…Traditional analyses have examined mean and variance differences in scores on tests of general and specific abilities (Feingold, 1995). More sophisticated statistical analyses have addressed sex differences in factor structures, g-loadings, and differential functioning of test items that might explain the observed mean differences (Abad, Colom, Rebollo, & Escorial, 2004;Halpern, 2000;Jensen, 1998). Laboratory-based studies have made use of magnetic resonance imaging (MRI) and other techniques to investigate differences in sizes of structural brain components and physiological and neurological activity levels in various brain regions (Gur, Gunning-Dixon, Bilker, & Gur;Kimura, 1999;Sommer, Aleman, Bouma, & Kahn, 2004).…”

mentioning

confidence: 99%

Sex differences in mental abilities: g masks the dimensions on which they lie

2007

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“…Although it is not entirely true that transfer is only observed in the visuo-spatial domain for all kinds of trained tasks (Carretti et al, 2013;Loosli et al, 2012;von Bastian & Oberauer, 2013) it is pertinent to speculate that the effectiveness of WM training registered in some studies could be narrowly connected to the inclusion of visual-spatial tasks, mostly when matrix reasoning tests are used as transfer tasks (Stephenson & Halpern, 2013). For instance, cognitive instrument items, such as SPM and BOMAT and the WM tasks (employed in these studies), are of a visual-spatial nature (Abad, Colom, Rebollo, & Escorial, 2004).…”

Section: Discussionmentioning

confidence: 95%

“…On the other hand, other authors identifi ed that the practice distribution during the sessions could be more important than the duration of training, per se. Cepeda, Pashler, Vul, and Wixted (2006) speculate that it is important to leave suffi cient time to consolidate the skills the participants acquired with a fi xed interval between sessions, and at the same time, remain suffi ciently condensed in order to minimize the risk that the participants will lose the benefi cial effects of having practiced the task. Morrison and Chein (2011) propose alternative interpretations for the few intellectual gains found in reports.…”

Section: Discussionmentioning

confidence: 99%

Working Memory Training does not Improve Intelligence: Evidence from Brazilian Children

Mansur‐Alves¹,

Flores-Mendoza²

2015

Psicol. Reflex. Crit.

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Recent investigations applying working memory training have indicated that it is possible to train intelligence. This work aimed to verify the effectiveness of a cognitive training program aimed at increasing children's intelligence. Fifty-three Brazilian children, enrolled in the sixth year of elementary school (M=11.17 years, SD=.37), were selected from a larger original group. This selected sample was randomly assigned into the experimental group/EG (n=27) and the control group/CG (n=26). All children were evaluated by cognitive measures in the pre-test and post-test phase. Three working memory tasks encompassed the cognitive training program. The cognitive training was administered to the EG twice a week for eight weeks. The post-test assessment was administered two weeks following the conclusion of the training program. The statistical analysis indicated no signifi cant differences between EG and CG after training for cognitive measurements. These results demonstrate partial support of the selective literature that indicates the diffi culty of achieving signifi cant intellectual changes through specifi c intervention programs. Keywords: Training, intelligence, working memory, Brazilian children. ResumoInvestigações recentes utilizando a memória de trabalho tem mostrado que é possível treinar a inteligência. Este trabalho teve como objetivo verifi car a efetividade de um programa de treinamento de memória de trabalho para melhorar a inteligência de crianças. Participaram do estudo cinquenta e três crianças brasileiras do sexto ano do ensino fundamental (M= 11,17 anos, DP= 0,37), as quais foram aleatoriamente designadas para compor o grupo experimental/GE (n=27) e o grupo controle/ GC (n = 26). No pré-teste e no pós-teste, as crianças foram avaliadas com medidas cognitivas e de desempenho escolar. Para o programa de treinamento foram utilizadas três tarefas de memória de trabalho. O treinamento cognitivo foi administrado ao GE duas vezes por semana por oito semanas. O pós-teste foi realizado duas semanas após o fi nal do treinamento. Não foram encontradas diferenças signifi cativas entre o grupo de treinamento e controle no pós-teste para nenhuma das medidas cognitivas e de desempenho escolar. Os resultados encontrados encontram suporte parcial na literatura e apontam para difi culdade de se encontrar mudanças intelectuais genuínas com programas de intervenção de curta duração. Palavras-chave: Treinamento, inteligência, memória de trabalho, crianças brasileiras.

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Sex differential item functioning in the Raven's Advanced Progressive Matrices: evidence for bias

Cited by 58 publications

References 29 publications

A twin-family study of general IQ

A twin-family study of general IQ

Sex differences in mental abilities: g masks the dimensions on which they lie

Working Memory Training does not Improve Intelligence: Evidence from Brazilian Children

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