Cognitive Assessment: A Multidisciplinary Perspective PDF
Preview Cognitive Assessment: A Multidisciplinary Perspective
Cognitive Assessment A Multidisciplinary Perspective PERSPECTIVES ON INDIVIDUAL DIFFERENCES CECIL R. REYNOLDS, Texas A&M University, College Station ROBERT T. BROWN, University ofN orth Carolina, Wilmington Current Volumes in This Series COGNITIVE ASSESSMENT A Multidisciplinary Perspective Edited by Cecil R. Reynolds DEMENTIA Allen Jack Edwards EXPLORATIONS IN TEMPERAMENT Edited by Jan Strelau and Alois Angleitner FIFIY YEARS OF PERSONALITY PSYCHOLOGY Edited by Kenneth H. Craik, Robert Hogan, and Raymond N. Wolfe HANDBOOK OF CREATIVITY Assessment, Research, and Theory Edited by John A. Glover, Royce R. Ronning, and Cecil R. Reynolds HANDBOOK OF MULTIVARIATE EXPERIMENTAL PSYCHOLOGY Second Edition Edited by John R. Nesselroade and Raymond B. Cattell INDIVIDUAL DIFFERENCES IN CARDIOVASCULAR RESPONSE TO STRESS Edited by J. Rick Turner, Andrew Sherwood, and Kathleen C. Light LEARNING STRATEGIES AND LEARNING STYLES Edited by Ronald R. Schmeck PERSONALITY, SOCIAL SKILLS, AND PSYCHOPATHOLOGY An Individual Differences Approach Edited by David G. Gilbert and James J. Connolly SCHIZOPHRENIC DISORDERS Sense and Nonsense in Conceptualization, Assessment, and Treatment Leighton C. Whitaker THEORETICAL FOUNDATIONS OF BEHAVIOR THERAPY Edited by Hans J. Eysenck and Irene Martin A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment. For further information please contact the publisher. Cognitive Assessment A Multidisciplinary Perspective Edited by Cecil R. Reynolds Texas A&M University College Station, Texas SPRINGER SCIENCE+BUSINESS MEDIA, LLC Llbrary of Congress Cata1og1ng-ln-Pub11catlon Data Cognitive assessment a multldlsclpllnary perspective / edlted by Cecl1 R. Reynolds. ~. cm. -- (Perspectlves on Individual dlfferences) Papers presented at a conference. held Dct. 1991. at Texas A&M Unlverslty. Includes blb110graphlcal references and Index. ISBN 978-1-4757-9732-9 ISBN 978-1-4757-9730-5 (eBook) DOI 10.1007/978-1-4757-9730-5 1. Cognltlon--Testlng--Congresses. 2. Psychometrlcs--Congresses. 3. Neuropsychologlcal tests--Congresses. 4. Individual dlfferences- -Congresses. 1. Reynolds. Cecll R. • 1952- II. Serles. BF311.C55117 1993 153.9'3--dc20 93-34142 CIP ISBN 978-1-4757-9732-9 © 1994 Springer Science+ Business Media New York Originally published by Plenum Press, New York in 1994 Softcover reprint of the hardcover 1s t edition 1994 AII rights reserved No part of this book may be reproduced, stored in a retrieval system, or tran5mitted in any fonn or by any means, electronic, mechanical, photocopying, microfiIming, recording, or otheIWise, without written permission from the Publisher Contributors Patricia A. Alexander, Department of Educational Psychology, Texas A&M University, Harrington Tower, College Station, Texas 77843-4225 Peter M. Bentler, Department of Psychology, University of California, Los Angeles, California 90024-1563 Erin D. Bigler, Department of Psychology, Brigham Young University, Provo, Utah 84602 Robert L. Brennan, Research Division, American College Testing, Iowa City, Iowa 52243 D. S. Calkins, Krug Life Sciences, Houston, Texas 77058 J. F. DeFrance, University of Texas Medical School at Houston, Houston, Texas 77025; HCA Gulf Pines Hospital, Houston, Texas 77090 J. Degioanni, National Aeronautics and Space Administration, Houston, Texas 77058 Susan Embretson, Department of Psychology, University of Kansas, Lawrence, Kansas 66045 S. Estes, HCA Gulf Pines Hospital, Houston, Texas 77090 Robert C. Graf, Motor Behavior Laboratory, Pennsylvania State Univer sity, Pennsylvania 16802 C. Hymel, Graduate School of Biomedical Sciences, University of Texas at Houston, Houston, Texas 77025 v vi CONTRIBUTORS R. Hymel, HCA Gulf Pines Hospital, Houston, Texas 77090 Jonna M. Kulikowich, Department of Educational Psychology, Univer sity of Connecticut, Storrs, Connecticut 06269 Stanley A. Mulaik, School of Psychology, Georgia Institute of Technolo gy, Atlanta, Georgia 30332 J. N. Rutledge, Austin Radiological Associates, Austin, Texas 78756 Robert Schultz, Child Study Center, Yale University, New Haven, Con necticut 06520 F. C. Schweitzer, HCA Gulf Pines Hospital, Houston, Texas 77090 Charles H. Shea, Human Performance Laboratories, Texas A&M Uni versity, College Station, Texas 77843-4243 John B. Shea, College of Human Sciences, Florida State University, Tallahassee, Florida 32306-2033 Lee Willerman, Department of Psychology, University ofTexas, Austin, Texas 78712 Victor L. Willson, Department of Educational Psychology, Texas A&M University, Harrington Tower, College Station, Texas 77843-4225 David L. Wright, Human Performance Laboratories, Texas A&M Uni versity, College Station, Texas 77843-4243 Preface This volume is an outgrowth of an invitational conference held in October 1991 on the main campus of Texas A&M University and sponsored by a grant from the Dean's Office of the College of Education. The expressed purpose of the conference was to allow researchers from too often dispa rate areas of research related to individual differences to come together and discuss their approaches to the topic, share ideas, and critique their differing paradigms to shorten the time it takes for researchers in parallel disciplines to discover advances that may aid their own work. We sought to bring together world-class psychometricians and statis ticians, cognitive scientists, and neuroscientists focused on the common theme of individual differences. Each reviewed advances in his or her own work that has clear implications for enhancing our understanding of indi vidual differences - from defining and partitioning variance components to modeling individual differences to structural and functional cortical variations that produce individual differences. The Chair of the Department of Educational Psychology at Texas A&M University, Bruce Thompson, took a lead role along with Victor L. Willson in organizing and conceptualizing the conference. The support of the Dean of the College of Education, Jane A. Stallings, was central to its success. Rebecca Kocurek of the Department of Educational Psychology assisted the editor as well in tracking the progress of the volume and its contributors as the work was under way. Appreciation is also due Eliot Werner, Plenum's Executive Editor, for his continued faith and interest in our work. CECIL R. REYNOLDS vii Contents Chapter 1 Neuroimaging and Neuropsychological Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Erin D. Bigler The Lack of Use of N euroimaging Data as IVs in Neuropsychological Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 The "Brain-Damaged" Model in Neuropsychology as Represented by Neuroimaging in TBI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Utilizing Neuroimaging Data as Independent Variables . . . . . . . . . 15 The Integration of Neuroimaging Data with Neuropsychological Test Findings: Importance Function Analysis . . . . . . . . . . . . . . . . 18 Quantitative Regional Analysis of Brain Function . . . . . . . . . . . . . . . 21 Estimation of Importance Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Prediction of Lesion Locus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Problematic Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Chapter 2 Brain Structure and Cognitive Function . . . . . . . . . . 35 Lee Willerman, Robert Schultz, J. N. Rutledge, and Erin D. Bigler The Human Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Brain Size and Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Magnetic Resonance Imaging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Sex Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Nature of g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 ix X CONTENTS Chapter 3 Assessment of Cognitive Function: Exploration of Memory Processing by Topographical Mapping Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 J. F. DeFrance, C. Hymel, J. Degioanni, D. S. Calkins, S. Estes, F. C. Schweitzer, and R. Hymel Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Behavioral Probe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Recording Scheme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Chapter 4 A Model for Contextual Interference Effects in Motor Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 John B. Shea and Robert C. Graf Contextual Interference Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 The Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Model Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Simulated Experiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Chapter 5 Cognition and Motor Skill Acquisition: Contextual Dependencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 David L. Wright and Charles H. Shea Context and Human Verbal Learning.......................... 90 Context in the Motor Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 How Should the Context in Which the Motor Skill Acquisition Occurs Be Categorized? . . . . . . . . . . . . . . . . . . . . . . . 93 Does Task Difficulty Mediate the Influence of the Context During the Motor Skill Acquisition? . . . . . . . . . . . . . . . . . . . . . . . 95 Can Response Latencies Reveal Additional Insight Into the Contextual Dependency Phenomenon? . . . . . . . . . . . . . . . . . . . . . 98
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