SlideShare a Scribd company logo
1 of 73
The Flynn Effect in Atkins MR/ID cases,[object Object],To adjust or not to adjust?—that is the question,[object Object],Kevin S. McGrew, Ph.D.,[object Object],Educational Psychologist,[object Object],Director,[object Object],Institute for Applied Psychometrics,[object Object],Presentation as part of invited symposium:  Perspectives on Intellectual Disability and the Death Penalty—Toward More Effective Contributions of Psychologists in Atkins Cases.  Aug, 4, 2011. American Psychological Association Annual Convention, Washington, DC..,[object Object]
Presenting in role as Director of  IAP,[object Object],…..not…..,[object Object],[object Object]
Woodcock-Munoz Foundation (WMF Research Director)
Measurement Learning Consultants (MLC Associate Director)
WJ III author team (co-author with financial interest) or Riverside Publishing
AAIDD Death Penalty Task Force (member),[object Object]
(n = 143 references/articles),[object Object]
For more information,[object Object]
The Flynn Effect in Atkins MR/ID death penalty cases.  Adjust or not to adjust--that is the question
[object Object]
 Is the Flynn Effect a Scientifically Accepted Fact?  Is it Real?
 Should a Flynn Effect “Adjustment” be made in Atkins Cases?
 Commentary—Bright lines and shades of gray
 Recommended readings(Primary focus of presentation today),[object Object]
Flynn Effect Definition,[object Object],“a gradual rise of IQ level that has been observed since the time when records of IQ first were kept. Although the average IQ remains 100 due to periodic renorming of IQ tests, raw scores have been rising.  These increases have been roughly 9 points per generation (i.e., 30 years). ”,[object Object]
Flynn Effect Definition,[object Object],“Softening" of IQ tests norms with the passage of time.  ,[object Object],Norm obsolescenceis a more descriptive recommended label,[object Object],One of the primary reasons why authors and publishers of IQ tests must provide "freshened" norms via the collection of new nationally representative sample data for intelligence test batteries approximately every 10 years,[object Object],[object Object],[object Object]
Sometimes a different example or perspective helps others understand the concept of norm obsolescence (aka, FE),[object Object]
 Figure 2.  Smoothed Frequency Distributions of Body Mass Index for Men Aged 40 to 59 Years in 1999-2000 and 2007-2008,[object Object],Data from 2007-2008 NHANES reports,[object Object],Comparing a 45 year old male’s BMI index to 1999-2000 male BMI norms, and in turn deciding whether to prescribe or not prescribe a particular set of treatments, might be considered (by some) medical malpractice.  ,[object Object],If a doctor only had old BMI statistical graphs and charts (based on the 1999-2000 data), one would expect that a prudent and reasonable medical professional would recognize that his or her normative reference information is dated, and knowing the average BMI for 2007-2008, would either:,[object Object],[object Object]
 (b) subtract the same constant value from the patients current BMI and then evaluate that “adjusted” BMI against the BMI normative data from 1999-2000. Flegal, K. M. et al. JAMA 2010;303:235-241.,[object Object],Copyright restrictions may apply.,[object Object]
[object Object]
 Is the Flynn Effect a Scientifically Accepted Fact?  Is it Real?
 Should a Flynn Effect “Adjustment” be made in Atkins Cases?
 Commentary—Bright lines and shades of gray
 Recommended readings,[object Object]
 09 (8.0%) not supportive ("no"),
 04 (3.5%) mixed or neutral
 14 (12.4%) not relevantOf relevant papers (n = 99):,[object Object], 86.9 % yes,[object Object], 09.1 % no,[object Object], 04.0 % mixed,[object Object]
(2010),[object Object],“The consensus of most (but not all) intelligence scholars is that the Flynn effect (FE), at the,[object Object],level of the global IQ score, is real…”,[object Object]
(2010),[object Object],“The Flynn effect (FE) is well known” and the “rate of increase in the United States has apparently remained a fairly constant 3 points per decade since the 1930s.” ,[object Object], “The Flynn Effect (FE) is real” and “The FE has been shown to be near 3 points per decade on average across a large number of studies, countries, and tests.” ,[object Object],(2010),[object Object]
(2010),[object Object], “We agree that mean IQ scores shift over time, that psychologists should use the most current appropriate IQ tests, and that test developers should update norms.  We also agree with McGrew (2010) that ‘the consensus of most (but not all) intelligence scholars is that the Flynn Effect (FE), at the level of the global IQ score, is real’ “ ,[object Object]
(1999),[object Object],“ Even with a healthy dose of skepticism, the effect rises above purely methodological interpretation, and appears to have substantive import.”  ,[object Object]
[object Object]
 Is the Flynn Effect a Scientifically Accepted Fact?  Is it Real?
Should a Flynn Effect “Adjustment” be made in Atkins Cases?
 Commentary—Bright lines and shades of gray
 Recommended readings,[object Object]
Greenspan (2006, 2007),[object Object]
Moore (2006)..in response to Greenspan (2006),[object Object]
Point/Counterpoint of 5 major FE (norm obsolescence) issues in professional(not legal) literature,[object Object]
5 major FE (norm obsolescence) professional issues,[object Object],# 1. Is norm obsolescence (aka, Flynn Effect) an established scientific fact or has it only become a  significant issue post-Atkins primarily for agenda-driven legal outcome purposes ?,[object Object],#2.  What do the test manuals (publishers) say about the adjustment of an individual IQ score for norm obsolescence ?,[object Object],#3.  Can a group statistical phenomena (norm obsolescence) be applied to scores of an individual?,[object Object],#4.  Is the adjustment of an individual IQ score for norm obsolescence consistent with established professional standards of practice?,[object Object],#5.  Is there sufficient scientific evidence upon which to base a norm obsolescence adjustment rule-of-thumb?,[object Object]
# 1,[object Object],Is norm obsolescence (aka, Flynn Effect) a real established scientific fact or has it only become a  significant issue post-Atkins primarily for agenda-driven legal outcome purposes?,[object Object]
Point:  FE adjustment was given birth by Atkins more for advocacy/legal reasons ,[object Object],#1,[object Object],(2010),[object Object],“For the 18 years between Flynn (1984) and the Atkins v. Virginia (2002) decision, the discourse about score shifts over time was not about the death penalty (DP). The Atkins decision changed the conversation. Scientific methods and the data did not change appreciably, although there was more of the latter. The way practitioners reported scores did not change noticeably.What changed was the opportunity to impact the outcome of DP sentencing proceedings.”,[object Object],“The fact that so many practice-focused publications on the score shifts over time have almost exclusively addressed DP cases strongly suggests that this is an outcome-focused issue. There is no voice calling for the reduction of obtained IQ scores in the high end or mid-range”,[object Object]
Counterpoint:  FE adjustment recommendations pre-dates Atkins and is not MR/ID-specific,[object Object],#1,[object Object],(1985),[object Object],“Flynn proposed an IQ score of 70 on a “reference” IQ test (i.e., WAIS-R) be set in as the absolute criterion for mental retardation. Whenever a new test was published, it would be given together with the established reference test (e.g., WAIS-R), and the average mean IQ difference between the new test and the reference test would be used to “derive a new score equivalent to the old cutting line.” ,[object Object],Flynn has been the canary in the coal mine since 1985 – proposed a form of an “adjustment” in 1985,[object Object]
Counterpoint:  FE adjustment recommendations pre-dates Atkins and is not MR/ID-specific,[object Object],#1,[object Object],(2000),[object Object],“It is certain that over the past 50 years, literally millions of Americans evaded the label of mentally retarded designed for them by the test manuals. Whether this was good or bad depends on what one thinks of the label. Some will say millions avoided stigma. Others will say that millions missed out on needed assistance and classroom teachers were left unaided to cope with pupils for whom aid was needed.” ,[object Object],Flynn sounds the canary alarm again in 2000---pre-Atkins.,[object Object]
Counterpoint:  FE adjustment recommendations pre-dates Atkins and is not MR/ID-specific,[object Object],#1,[object Object],Truscott and colleagues sounded the FE alarm for LD IQ-Achievement identification in two articles—one prior to Atkins and neither that mention Atkins DP cases,[object Object],(2001),[object Object],(2003),[object Object]
Counterpoint:  FE adjustment recommendations pre-dates Atkins and is not MR/ID-specific,[object Object],#1,[object Object],“Recency of norms” or FE had been mentioned in many IQ interpretation books prior to Atkins as a reason for score differences in general—not specific to MR/ID,[object Object],Just three select examples,[object Object],(1986),[object Object],(1998),[object Object],(1994),[object Object]
Yes—but….,[object Object],#1,[object Object],(2010),[object Object],“Most (79%) contemporary applied textbooks cite Flynn’s research and mention the FE by name or as a concept. In contrast to the claim in Walker v. True (2005), none recommend adjusting (italics in original)scores or recalculating norm means as generally accepted practice.,[object Object]
# 2,[object Object],What do the test manuals (publishers) say about the adjustment of individual IQ scores for norm obsolescence ?,[object Object]
Point:  IQ test manuals don’t mention it, which is an indicator that it is not customary best practice,[object Object],#2,[object Object],(2008),[object Object],“Six IQ tests met the inclusion criteria…We examined each test manual for citations of Flynn’s publications, references to the FE, and any specific recommendation for dealing with the increase in scores,[object Object],over time...The Stanford–Binet Intelligence Scales and the Kaufman Adolescent and Adult Intelligence Test manuals cite Flynn (1987) but,[object Object],make no specific recommendation for dealing with this statistical,[object Object],observation beyond the general admonition to follow the scoring rules strictly. The Reynolds Intellectual Assessment Scales, the,[object Object],Multidimensional Aptitude Battery, and the Woodcock–Johnson,[object Object],test do not reference the FE, either conceptually or by name.”,[object Object]
Point  IQ test manuals don’t mention it, which is an indicator that it is not customary best practice,[object Object],#2,[object Object],(2010),[object Object],Examined test manuals from 6 major IQ batteries with adult norms,[object Object],“…it is well established that psychologists should follow the test manual instructions or risk violating the standardization. None of the test manuals … directs psychologists to engage in post-hoc score revisions”,[object Object]
Counterpoint:  IQ test manuals don’t mention it due to context and vested interests.  ,[object Object],#2,[object Object],(2011),[object Object], “…context and vested interests likely make a difference. Moreover, test publishers have a vested interest in ignoring the Flynn Effect in test manuals because of the tacit admission attendant to discussing this phenomenon that tests have a limited shelf life and need to be updated frequently (Kaufman, 2010; Weiss, 2007, 2010). One exception is the following content from the WAIS-III Manual (Wechsler, 1997).,[object Object]
Counterpoint:  Decreasing IQ test revision interval is implied recognition by test publishers,[object Object],#2,[object Object],Notice the obvious trend towards shorter re-norming/revisions,[object Object]
# 3,[object Object],Can a group statistical phenomena (norm obsolescence) be applied to the score of an individual?,[object Object]
Point:  The FE is a group finding and should not be applied to the adjustment of an individual scores,[object Object],#3,[object Object],(2008),[object Object],“Of particular importance to the evaluating psychologist is,[object Object],whether the observed changes in group mean scores over time,[object Object],apply reliably to a specific individual. The question here is whether,[object Object],the FE’s broad construct applies to a specific evaluee’s IQ test,[object Object],scores, particularly when the individual’s obtained score is offered,[object Object],as evidence in support of a theory to prove a legal fact. Specifically,,[object Object],is it the generally accepted practice in the field of psychological,[object Object],testing to adjust a particular person’s earned IQ scores or to,[object Object],recalculate norm means on the basis of the FE?”,[object Object]
Counterpoint:  The application of group data to individual IQ test performance constitutes virtually the entire field of psychometrics,[object Object],#3,[object Object],(2010),[object Object],“This is a curious point of contention, at best. The interpretation of any IQ score involves utilizing information from the standardization group (which almost never contained the individual being assessed) to interpret the performance of a specific individual. Indeed, this application of group data to the individual constitutes virtually the entirety of the field of psychometrics, as well as being the scientific foundation for the practice of medicine and mental health sciences.,[object Object],Gresham & Reschly (2011) make similar point – “a specious argument”.  So do Reynolds, Niland, Wright & Rosenn (2010) – “This is really a straw man argument.”,[object Object]
Counterpoint:  The application of group data to individual IQ test performance constitutes virtually the entire field of psychometrics,[object Object],#3,[object Object],(2011),[object Object],This is, frankly, a specious argument simply because any individual's IQ is entirely dependent upon group mean scores of the standardization sample. If the group mean has shifted upward, then the score that meets the intellectual disability standard has likewise increased by the same amount (Flynn, 1985). If this standardization sample is obsolete, then any individual score calculated in reference to the obsolete norms will be inflated by a factor of 0.3 points per year, or 3 points per decade from when the test was standardized.,[object Object]
Counterpoint:  The application of group data to individual IQ test performance constitutes virtually the entire field of psychometrics,[object Object],#3,[object Object],(2010),[object Object],First, nearly all effects in psychology are based on aggregated data and groups and subsequent probability estimations from groups to individuals. Any prediction formula, and these are used often by most all psychologists involved in forensic cases, in employment decisions, prediction of achievement levels, diagnosis of specific learning disabilities, college admissions, and so on to name a few, is based on groups and then the formulae are applied to individual cases. However, to argue the FE should not be applied to individuals belies the fact that all IQs, obtained or otherwise, are to a significant extent based on a group effect and derived from aggregated data.,[object Object]
Yes—but….,[object Object],#3,[object Object],(2010),[object Object],“An all-inclusive declaration about ‘every individual’ does not, however, adequately acknowledge the probabilistic nature of group data and potential inconsistency when applied to individuals”,[object Object]
# 4,[object Object],Is the adjustment of an individual IQ score for norm obsolescence consistent with established professional standards of practice?,[object Object]
Point:  Adjusting scores is not the accepted standard of practice,[object Object],#4,[object Object],(2008),[object Object],“… adjusting obtained scores and recalculating norm means on the basis of the FE do not represent the convention and custom in psychology. Adjusting obtained IQ scores for this purpose is not the standard of practice”,[object Object],2008 position based on:   ,[object Object],[object Object]
Survey of Diplomates in School Psychology
 Systematic review of IQ test manuals (#2) , contemporary textbooks on IQ testing (#1), federally regulated IQ testing protocols, and various sources of legal and ethical guidance.,[object Object]
Counterpoint:  Standards of practice are set by professional association consensus reports written by experts,[object Object],#4,[object Object],(2010),[object Object],“Taken to its logical conclusion, tying the standard of practice (or even “best practice”) to prevailing convention may impose a veritable straightjacket of circularity on the ability of professional psychology to remain scientifically abreast. To illustrate the circularity problem of anchoring “standards of practice” to prevailing convention:,[object Object],1. Prevailing convention defines standards of practice.,[object Object],2. Practice outside of prevailing convention is pejoratively inconsistent with the standard.,[object Object],3. Scientific advancements cannot be legitimately incorporated into professional practice until they become the prevailing convention.,[object Object],4. The standard of practice does not allow the adoption of scientific advancements until they are the prevailing convention.”,[object Object]
Counterpoint:  Standards of practice are set by professional association consensus reports written by experts,[object Object],#4,[object Object],(2011),[object Object],Hagan et al. (2008) concluded that adjusting IQ scores and recalculating scores based on the Flynn Effect do not represent custom or standard of practice in professional psychology based on a survey with a participation rate among those surveyed. This so-called standard of practice, however, was based on a survey in which over one third of the sample responding was fundamentally unfamiliar with the concept at issue—namely, the Flynn Effect.,[object Object]
Counterpoint:  Standards of practice are set by consensus reports written by experts,[object Object],#4,[object Object],(2010),[object Object],However, standards of practice are set by consensus reports written by experts. The most prominent guidelines for the assessment of ID represent the 11 editions of the manual for diagnosis by the American Association of Intellectual and Developmental Disabilities (Schalock et al., 2010), not cited by Hagan et al. (2008). Since 2002, this manual has explicitly recommended correcting IQ scores for norms obsolescence, with other researchers agreeing (e.g., Gresham, 2009; Kanaya & Ceci, 2007; Widaman, 2007).,[object Object]
Counterpoint:  Standards of practice are set by consensus reports written by experts,[object Object],#4,[object Object],“As discussed in the Users Guide (Schalock et al., 2007) that accompanies the 10th edition of this Manual, best practices require recognition of a potential Flynn Effect when older editions of an intelligence test (with corresponding older norms) are used in the assessment or interpretation of an IQ score.” ,[object Object],“The main recommendation resulting from this work [regarding the Flynn Effect] is that all intellectual assessment must use a reliable and appropriate individually administered intelligence test.  In cases of tests with multiple versions, the most recent version with the most current norms should be used at all times.  In cases where a test with aging norms is used, a correction for the age of the norms is warranted.”,[object Object]
Yes—but….,[object Object],#4,[object Object],(2010),[object Object],A national survey of American Board of Professional Psychology school psychologists and training directors of American Psychological Association–accredited clinical, counseling, and school psychology doctoral programs showed that most report or teach the practice of reporting obtained scores and—consistent with the dictates of test manuals—do not train future psychologists to alter IQ scores due to the FE (Hagan, Drogin, & Guilmette, 2008).,[object Object],Comment:  Note shift away from citing Hagan et al. (2008) as establishing “standards”,[object Object]
Yes—but….,[object Object],#4,[object Object],(2010),[object Object],“Our disagreement lies in how psychologists should convey IQ scores in light of the observation that mean scores drift over time….Our earlier contention that ‘adjusting the numerical scores”’ is inappropriate (Hagan et al., 2008, p. 623) remains unchanged (Hagan, Drogin, & Guilmette, 2010), and we appreciate this opportunity to state plainly that since research scientists are unable to agree on how much the FE might have affected an examinee's obtained score…” ,[object Object],Comment:  Again note shift away from interpretation of Hagan et al. (2008) as evidence of “standard.”  Their last comment leads directly into probably the most salient scientific issue at this time - #5,[object Object]
# 5,[object Object],Is there sufficient scientific evidence upon which to base a norm obsolescence adjustment rule-of-thumb?,[object Object]
Point:  Extant norm obsolescence (FE) research does not provide a solid scientific basis for prescribing an agreed upon adjustment rule-of-thumb,[object Object],#5,[object Object],(2010),[object Object],“The drift in mean scores has not been shown to be reliable in degree or direction. For almost a quarter century, studies have repeatedly demonstrated a wide range of score shifts. The data for at least eight IQ tests across 13 countries showed per-year shifts from 1.250 to 0.133 (Flynn, 1987….Recent data continue to substantiate a wide range of per-year shifts from 0.917 to  0.117 (Flynn, 2009a), which is triple the proposed adjustment, even when the field is limited to U.S. scores on the Wechsler and Stanford-Binet tests.,[object Object]
Counterpoint:  Scholars who have reviewed the literature have generally reached a professional consensus re: the FE 3/decade rule-of-thumb ,[object Object],#5,[object Object],(2010),[object Object],“The Flynn effect (FE) is well known” and the “rate of increase in the United States has apparently remained a fairly constant 3 points per decade since the 1930s.” ,[object Object], “The Flynn Effect (FE) is real” and “The FE has been shown to be near 3 points per decade on average across a large number of studies, countries, and tests.” ,[object Object],(2010),[object Object]
Counterpoint:  Approximately true is preferable to the certainly false,[object Object],#5,[object Object],(2010),[object Object],Admittedly, debate and varied perspectives continue on precisely what score correction should be made to the WAIS-III in light of norms that were contemporaneous at the time of any particular administration. This variation in correction makes a strange argument, however, for making no correction at all to WAIS-III scores, or other tests in the Wechsler series for that matter (see Flynn, 2009). In agreement with Flynn, we would argue that the approximately true is preferable to the certainly false.,[object Object]
Counterpoint:  Approximately true is preferable to the certainly false,[object Object],#5,[object Object],(2008),[object Object],(2008).  In L. M. Glidden (Ed.), International Review of Mental Retardation (Vol. 35, pp. 121- 149). Boston: Elsevier,[object Object],“Some might complain about the lack of precision in our formula, but this formula is clearly better than having no adjustment of any kind.  Proceeding without an adjustment formula during a time of enhanced normative performance ensures that persons, perhaps many persons, who deserve the label of MR will fail to receive it.”,[object Object]

More Related Content

Similar to The Flynn Effect in Atkins MR/ID death penalty cases. Adjust or not to adjust--that is the question

Hlt 362 v Effective Communication / snaptutorial.com
Hlt 362 v  Effective Communication / snaptutorial.comHlt 362 v  Effective Communication / snaptutorial.com
Hlt 362 v Effective Communication / snaptutorial.comHarrisGeorg26
 
HLT 362V Education Organization - snaptutorial.com
HLT 362V  Education Organization - snaptutorial.comHLT 362V  Education Organization - snaptutorial.com
HLT 362V Education Organization - snaptutorial.comdonaldzs199
 
Analyzing And Interpreting Data From Likert-Type Scales
Analyzing And Interpreting Data From Likert-Type ScalesAnalyzing And Interpreting Data From Likert-Type Scales
Analyzing And Interpreting Data From Likert-Type ScalesSherri Cost
 
Hlt 362 v Exceptional Education / snaptutorial.com
Hlt 362 v Exceptional Education / snaptutorial.comHlt 362 v Exceptional Education / snaptutorial.com
Hlt 362 v Exceptional Education / snaptutorial.comBaileya62
 
Bilingualism And Bilingualism
Bilingualism And BilingualismBilingualism And Bilingualism
Bilingualism And BilingualismAngela Garcia
 
Hlt 362 v Believe Possibilities / snaptutorial.com
Hlt 362 v  Believe Possibilities / snaptutorial.comHlt 362 v  Believe Possibilities / snaptutorial.com
Hlt 362 v Believe Possibilities / snaptutorial.comStokesCope25
 
HLT 362V Inspiring Innovation/tutorialrank.com
 HLT 362V Inspiring Innovation/tutorialrank.com  HLT 362V Inspiring Innovation/tutorialrank.com
HLT 362V Inspiring Innovation/tutorialrank.com jonhson133
 
Hlt 362 v Enhance teaching-snaptutorial.com
Hlt 362 v  Enhance teaching-snaptutorial.comHlt 362 v  Enhance teaching-snaptutorial.com
Hlt 362 v Enhance teaching-snaptutorial.comrobertleew24
 
Improving Comprehensive Carefor OEF and OIF Vetsby Aslie.docx
Improving Comprehensive Carefor OEF and OIF Vetsby Aslie.docxImproving Comprehensive Carefor OEF and OIF Vetsby Aslie.docx
Improving Comprehensive Carefor OEF and OIF Vetsby Aslie.docxbradburgess22840
 
psy199 final (1).pdf
psy199 final (1).pdfpsy199 final (1).pdf
psy199 final (1).pdfShannonlim19
 
The Assessment of Intelligence
The Assessment of  IntelligenceThe Assessment of  Intelligence
The Assessment of IntelligenceElla Mae Ayen
 
Rubric detail select grid view or list view to change the rubri
Rubric detail select grid view or list view to change the rubriRubric detail select grid view or list view to change the rubri
Rubric detail select grid view or list view to change the rubriaryan532920
 
Statistical Significance
Statistical SignificanceStatistical Significance
Statistical SignificanceNora Hernandez
 
A Theory Of Careers And Vocational Choice Based Upon...
A Theory Of Careers And Vocational Choice Based Upon...A Theory Of Careers And Vocational Choice Based Upon...
A Theory Of Careers And Vocational Choice Based Upon...Dana Boo
 
The Brigance Diagnostic Inventory Of Early Development II
The Brigance Diagnostic Inventory Of Early Development IIThe Brigance Diagnostic Inventory Of Early Development II
The Brigance Diagnostic Inventory Of Early Development IIKristen Wilson
 
1 Clinical Problem Social Anxiety is described by .docx
1  Clinical Problem  Social Anxiety is described by .docx1  Clinical Problem  Social Anxiety is described by .docx
1 Clinical Problem Social Anxiety is described by .docxcroftsshanon
 
1 Clinical Problem Social Anxiety is described by .docx
1  Clinical Problem  Social Anxiety is described by .docx1  Clinical Problem  Social Anxiety is described by .docx
1 Clinical Problem Social Anxiety is described by .docxjeremylockett77
 
Mental health
Mental healthMental health
Mental healthwusher
 

Similar to The Flynn Effect in Atkins MR/ID death penalty cases. Adjust or not to adjust--that is the question (20)

Hlt 362 v Effective Communication / snaptutorial.com
Hlt 362 v  Effective Communication / snaptutorial.comHlt 362 v  Effective Communication / snaptutorial.com
Hlt 362 v Effective Communication / snaptutorial.com
 
HLT 362V Education Organization - snaptutorial.com
HLT 362V  Education Organization - snaptutorial.comHLT 362V  Education Organization - snaptutorial.com
HLT 362V Education Organization - snaptutorial.com
 
Analyzing And Interpreting Data From Likert-Type Scales
Analyzing And Interpreting Data From Likert-Type ScalesAnalyzing And Interpreting Data From Likert-Type Scales
Analyzing And Interpreting Data From Likert-Type Scales
 
Hlt 362 v Exceptional Education / snaptutorial.com
Hlt 362 v Exceptional Education / snaptutorial.comHlt 362 v Exceptional Education / snaptutorial.com
Hlt 362 v Exceptional Education / snaptutorial.com
 
Bilingualism And Bilingualism
Bilingualism And BilingualismBilingualism And Bilingualism
Bilingualism And Bilingualism
 
Hlt 362 v Believe Possibilities / snaptutorial.com
Hlt 362 v  Believe Possibilities / snaptutorial.comHlt 362 v  Believe Possibilities / snaptutorial.com
Hlt 362 v Believe Possibilities / snaptutorial.com
 
HLT 362V Inspiring Innovation/tutorialrank.com
 HLT 362V Inspiring Innovation/tutorialrank.com  HLT 362V Inspiring Innovation/tutorialrank.com
HLT 362V Inspiring Innovation/tutorialrank.com
 
Hlt 362 v Enhance teaching-snaptutorial.com
Hlt 362 v  Enhance teaching-snaptutorial.comHlt 362 v  Enhance teaching-snaptutorial.com
Hlt 362 v Enhance teaching-snaptutorial.com
 
Improving Comprehensive Carefor OEF and OIF Vetsby Aslie.docx
Improving Comprehensive Carefor OEF and OIF Vetsby Aslie.docxImproving Comprehensive Carefor OEF and OIF Vetsby Aslie.docx
Improving Comprehensive Carefor OEF and OIF Vetsby Aslie.docx
 
psy199 final (1).pdf
psy199 final (1).pdfpsy199 final (1).pdf
psy199 final (1).pdf
 
The Assessment of Intelligence
The Assessment of  IntelligenceThe Assessment of  Intelligence
The Assessment of Intelligence
 
Rubric detail select grid view or list view to change the rubri
Rubric detail select grid view or list view to change the rubriRubric detail select grid view or list view to change the rubri
Rubric detail select grid view or list view to change the rubri
 
Statistical Significance
Statistical SignificanceStatistical Significance
Statistical Significance
 
DuncanReese2013
DuncanReese2013DuncanReese2013
DuncanReese2013
 
A Theory Of Careers And Vocational Choice Based Upon...
A Theory Of Careers And Vocational Choice Based Upon...A Theory Of Careers And Vocational Choice Based Upon...
A Theory Of Careers And Vocational Choice Based Upon...
 
The Brigance Diagnostic Inventory Of Early Development II
The Brigance Diagnostic Inventory Of Early Development IIThe Brigance Diagnostic Inventory Of Early Development II
The Brigance Diagnostic Inventory Of Early Development II
 
1 Clinical Problem Social Anxiety is described by .docx
1  Clinical Problem  Social Anxiety is described by .docx1  Clinical Problem  Social Anxiety is described by .docx
1 Clinical Problem Social Anxiety is described by .docx
 
1 Clinical Problem Social Anxiety is described by .docx
1  Clinical Problem  Social Anxiety is described by .docx1  Clinical Problem  Social Anxiety is described by .docx
1 Clinical Problem Social Anxiety is described by .docx
 
module 6 lesson 2
module 6 lesson 2module 6 lesson 2
module 6 lesson 2
 
Mental health
Mental healthMental health
Mental health
 

More from Kevin McGrew

The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...
The Model of Achievement Competence Motivation (MACM) Part E:  Crossing the R...The Model of Achievement Competence Motivation (MACM) Part E:  Crossing the R...
The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...Kevin McGrew
 
The Model of Achievement Competence Motivation (MACM): Part D: The volition ...
The Model of Achievement Competence Motivation (MACM): Part D:  The volition ...The Model of Achievement Competence Motivation (MACM): Part D:  The volition ...
The Model of Achievement Competence Motivation (MACM): Part D: The volition ...Kevin McGrew
 
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...
The Model of Achievement Competence Motivation (MACM) Part C:  The motivation...The Model of Achievement Competence Motivation (MACM) Part C:  The motivation...
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...Kevin McGrew
 
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...
The Model of Achievement Competence Motivation (MACM):  Part B - An overview ...The Model of Achievement Competence Motivation (MACM):  Part B - An overview ...
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...Kevin McGrew
 
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...
The Model of Achievement Competence Motivation (MACM):  Part A Introduction o...The Model of Achievement Competence Motivation (MACM):  Part A Introduction o...
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...Kevin McGrew
 
The WJ IV Cognitive GIA in iintellectual disability (ID) assessment
The WJ IV Cognitive GIA in iintellectual disability (ID) assessmentThe WJ IV Cognitive GIA in iintellectual disability (ID) assessment
The WJ IV Cognitive GIA in iintellectual disability (ID) assessmentKevin McGrew
 
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence:  Schne...The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence:  Schne...
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...Kevin McGrew
 
Beyond cognitive abilities: An integrative model of learning-related persona...
Beyond cognitive abilities:  An integrative model of learning-related persona...Beyond cognitive abilities:  An integrative model of learning-related persona...
Beyond cognitive abilities: An integrative model of learning-related persona...Kevin McGrew
 
What about executive functions and CHC theory: New research for discussion
What about executive functions and CHC theory:  New research for discussionWhat about executive functions and CHC theory:  New research for discussion
What about executive functions and CHC theory: New research for discussionKevin McGrew
 
"Intelligent" intelligence testing with the WJ IV COG: Why do some individua...
"Intelligent" intelligence testing with the WJ IV COG:  Why do some individua..."Intelligent" intelligence testing with the WJ IV COG:  Why do some individua...
"Intelligent" intelligence testing with the WJ IV COG: Why do some individua...Kevin McGrew
 
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...
CHC model of inteligence revised (v2.4).  Has Glr been incorrectly conceptual...CHC model of inteligence revised (v2.4).  Has Glr been incorrectly conceptual...
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...Kevin McGrew
 
What is "intelligent" intelligence testing
What is "intelligent" intelligence testingWhat is "intelligent" intelligence testing
What is "intelligent" intelligence testingKevin McGrew
 
"intelligent" intelligence testing: Why do some individuals obtain markedly ...
"intelligent" intelligence testing:  Why do some individuals obtain markedly ..."intelligent" intelligence testing:  Why do some individuals obtain markedly ...
"intelligent" intelligence testing: Why do some individuals obtain markedly ...Kevin McGrew
 
"intelligent" intelligence testing: Evaluating wihtin CHC domain test score ...
"intelligent" intelligence testing:  Evaluating wihtin CHC domain test score ..."intelligent" intelligence testing:  Evaluating wihtin CHC domain test score ...
"intelligent" intelligence testing: Evaluating wihtin CHC domain test score ...Kevin McGrew
 
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...Kevin McGrew
 
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshop
The WJ IV and Beyond CHC Theory:  Kevin McGrew's NASP mini-skills workshopThe WJ IV and Beyond CHC Theory:  Kevin McGrew's NASP mini-skills workshop
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshopKevin McGrew
 
The WJ IV Measurement of Auditory Processing (Ga)
The WJ IV Measurement of Auditory Processing (Ga)The WJ IV Measurement of Auditory Processing (Ga)
The WJ IV Measurement of Auditory Processing (Ga)Kevin McGrew
 
Overview of the WJ IV Cognitive Battery: GIA and CHC Clusters
Overview of the WJ IV Cognitive Battery: GIA and CHC ClustersOverview of the WJ IV Cognitive Battery: GIA and CHC Clusters
Overview of the WJ IV Cognitive Battery: GIA and CHC ClustersKevin McGrew
 
CHC Theory Codebook 2: Cognitive definitions
CHC Theory Codebook 2:  Cognitive definitionsCHC Theory Codebook 2:  Cognitive definitions
CHC Theory Codebook 2: Cognitive definitionsKevin McGrew
 
CHC Theory Codebook 1: Cognitive definitions
CHC Theory Codebook 1:  Cognitive definitionsCHC Theory Codebook 1:  Cognitive definitions
CHC Theory Codebook 1: Cognitive definitionsKevin McGrew
 

More from Kevin McGrew (20)

The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...
The Model of Achievement Competence Motivation (MACM) Part E:  Crossing the R...The Model of Achievement Competence Motivation (MACM) Part E:  Crossing the R...
The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...
 
The Model of Achievement Competence Motivation (MACM): Part D: The volition ...
The Model of Achievement Competence Motivation (MACM): Part D:  The volition ...The Model of Achievement Competence Motivation (MACM): Part D:  The volition ...
The Model of Achievement Competence Motivation (MACM): Part D: The volition ...
 
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...
The Model of Achievement Competence Motivation (MACM) Part C:  The motivation...The Model of Achievement Competence Motivation (MACM) Part C:  The motivation...
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...
 
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...
The Model of Achievement Competence Motivation (MACM):  Part B - An overview ...The Model of Achievement Competence Motivation (MACM):  Part B - An overview ...
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...
 
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...
The Model of Achievement Competence Motivation (MACM):  Part A Introduction o...The Model of Achievement Competence Motivation (MACM):  Part A Introduction o...
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...
 
The WJ IV Cognitive GIA in iintellectual disability (ID) assessment
The WJ IV Cognitive GIA in iintellectual disability (ID) assessmentThe WJ IV Cognitive GIA in iintellectual disability (ID) assessment
The WJ IV Cognitive GIA in iintellectual disability (ID) assessment
 
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence:  Schne...The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence:  Schne...
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...
 
Beyond cognitive abilities: An integrative model of learning-related persona...
Beyond cognitive abilities:  An integrative model of learning-related persona...Beyond cognitive abilities:  An integrative model of learning-related persona...
Beyond cognitive abilities: An integrative model of learning-related persona...
 
What about executive functions and CHC theory: New research for discussion
What about executive functions and CHC theory:  New research for discussionWhat about executive functions and CHC theory:  New research for discussion
What about executive functions and CHC theory: New research for discussion
 
"Intelligent" intelligence testing with the WJ IV COG: Why do some individua...
"Intelligent" intelligence testing with the WJ IV COG:  Why do some individua..."Intelligent" intelligence testing with the WJ IV COG:  Why do some individua...
"Intelligent" intelligence testing with the WJ IV COG: Why do some individua...
 
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...
CHC model of inteligence revised (v2.4).  Has Glr been incorrectly conceptual...CHC model of inteligence revised (v2.4).  Has Glr been incorrectly conceptual...
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...
 
What is "intelligent" intelligence testing
What is "intelligent" intelligence testingWhat is "intelligent" intelligence testing
What is "intelligent" intelligence testing
 
"intelligent" intelligence testing: Why do some individuals obtain markedly ...
"intelligent" intelligence testing:  Why do some individuals obtain markedly ..."intelligent" intelligence testing:  Why do some individuals obtain markedly ...
"intelligent" intelligence testing: Why do some individuals obtain markedly ...
 
"intelligent" intelligence testing: Evaluating wihtin CHC domain test score ...
"intelligent" intelligence testing:  Evaluating wihtin CHC domain test score ..."intelligent" intelligence testing:  Evaluating wihtin CHC domain test score ...
"intelligent" intelligence testing: Evaluating wihtin CHC domain test score ...
 
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...
 
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshop
The WJ IV and Beyond CHC Theory:  Kevin McGrew's NASP mini-skills workshopThe WJ IV and Beyond CHC Theory:  Kevin McGrew's NASP mini-skills workshop
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshop
 
The WJ IV Measurement of Auditory Processing (Ga)
The WJ IV Measurement of Auditory Processing (Ga)The WJ IV Measurement of Auditory Processing (Ga)
The WJ IV Measurement of Auditory Processing (Ga)
 
Overview of the WJ IV Cognitive Battery: GIA and CHC Clusters
Overview of the WJ IV Cognitive Battery: GIA and CHC ClustersOverview of the WJ IV Cognitive Battery: GIA and CHC Clusters
Overview of the WJ IV Cognitive Battery: GIA and CHC Clusters
 
CHC Theory Codebook 2: Cognitive definitions
CHC Theory Codebook 2:  Cognitive definitionsCHC Theory Codebook 2:  Cognitive definitions
CHC Theory Codebook 2: Cognitive definitions
 
CHC Theory Codebook 1: Cognitive definitions
CHC Theory Codebook 1:  Cognitive definitionsCHC Theory Codebook 1:  Cognitive definitions
CHC Theory Codebook 1: Cognitive definitions
 

Recently uploaded

EMEA What is ThousandEyes? Webinar
EMEA What is ThousandEyes? WebinarEMEA What is ThousandEyes? Webinar
EMEA What is ThousandEyes? WebinarThousandEyes
 
Novo Nordisk's journey in developing an open-source application on Neo4j
Novo Nordisk's journey in developing an open-source application on Neo4jNovo Nordisk's journey in developing an open-source application on Neo4j
Novo Nordisk's journey in developing an open-source application on Neo4jNeo4j
 
AI Workshops at Computers In Libraries 2024
AI Workshops at Computers In Libraries 2024AI Workshops at Computers In Libraries 2024
AI Workshops at Computers In Libraries 2024Brian Pichman
 
SIM INFORMATION SYSTEM: REVOLUTIONIZING DATA MANAGEMENT
SIM INFORMATION SYSTEM: REVOLUTIONIZING DATA MANAGEMENTSIM INFORMATION SYSTEM: REVOLUTIONIZING DATA MANAGEMENT
SIM INFORMATION SYSTEM: REVOLUTIONIZING DATA MANAGEMENTxtailishbaloch
 
Design and Modeling for MySQL SCALE 21X Pasadena, CA Mar 2024
Design and Modeling for MySQL SCALE 21X Pasadena, CA Mar 2024Design and Modeling for MySQL SCALE 21X Pasadena, CA Mar 2024
Design and Modeling for MySQL SCALE 21X Pasadena, CA Mar 2024Alkin Tezuysal
 
2024.03.12 Cost drivers of cultivated meat production.pdf
2024.03.12 Cost drivers of cultivated meat production.pdf2024.03.12 Cost drivers of cultivated meat production.pdf
2024.03.12 Cost drivers of cultivated meat production.pdfThe Good Food Institute
 
March Patch Tuesday
March Patch TuesdayMarch Patch Tuesday
March Patch TuesdayIvanti
 
TrustArc Webinar - How to Live in a Post Third-Party Cookie World
TrustArc Webinar - How to Live in a Post Third-Party Cookie WorldTrustArc Webinar - How to Live in a Post Third-Party Cookie World
TrustArc Webinar - How to Live in a Post Third-Party Cookie WorldTrustArc
 
IT Service Management (ITSM) Best Practices for Advanced Computing
IT Service Management (ITSM) Best Practices for Advanced ComputingIT Service Management (ITSM) Best Practices for Advanced Computing
IT Service Management (ITSM) Best Practices for Advanced ComputingMAGNIntelligence
 
UiPath Studio Web workshop series - Day 2
UiPath Studio Web workshop series - Day 2UiPath Studio Web workshop series - Day 2
UiPath Studio Web workshop series - Day 2DianaGray10
 
UiPath Studio Web workshop Series - Day 3
UiPath Studio Web workshop Series - Day 3UiPath Studio Web workshop Series - Day 3
UiPath Studio Web workshop Series - Day 3DianaGray10
 
Extra-120324-Visite-Entreprise-icare.pdf
Extra-120324-Visite-Entreprise-icare.pdfExtra-120324-Visite-Entreprise-icare.pdf
Extra-120324-Visite-Entreprise-icare.pdfInfopole1
 
LF Energy Webinar - Unveiling OpenEEMeter 4.0
LF Energy Webinar - Unveiling OpenEEMeter 4.0LF Energy Webinar - Unveiling OpenEEMeter 4.0
LF Energy Webinar - Unveiling OpenEEMeter 4.0DanBrown980551
 
Planetek Italia Srl - Corporate Profile Brochure
Planetek Italia Srl - Corporate Profile BrochurePlanetek Italia Srl - Corporate Profile Brochure
Planetek Italia Srl - Corporate Profile BrochurePlanetek Italia Srl
 
The Importance of Indoor Air Quality (English)
The Importance of Indoor Air Quality (English)The Importance of Indoor Air Quality (English)
The Importance of Indoor Air Quality (English)IES VE
 
Scenario Library et REX Discover industry- and role- based scenarios
Scenario Library et REX Discover industry- and role- based scenariosScenario Library et REX Discover industry- and role- based scenarios
Scenario Library et REX Discover industry- and role- based scenariosErol GIRAUDY
 
Technical SEO for Improved Accessibility WTS FEST
Technical SEO for Improved Accessibility  WTS FESTTechnical SEO for Improved Accessibility  WTS FEST
Technical SEO for Improved Accessibility WTS FESTBillieHyde
 
The Zero-ETL Approach: Enhancing Data Agility and Insight
The Zero-ETL Approach: Enhancing Data Agility and InsightThe Zero-ETL Approach: Enhancing Data Agility and Insight
The Zero-ETL Approach: Enhancing Data Agility and InsightSafe Software
 
Patch notes explaining DISARM Version 1.4 update
Patch notes explaining DISARM Version 1.4 updatePatch notes explaining DISARM Version 1.4 update
Patch notes explaining DISARM Version 1.4 updateadam112203
 
My key hands-on projects in Quantum, and QAI
My key hands-on projects in Quantum, and QAIMy key hands-on projects in Quantum, and QAI
My key hands-on projects in Quantum, and QAIVijayananda Mohire
 

Recently uploaded (20)

EMEA What is ThousandEyes? Webinar
EMEA What is ThousandEyes? WebinarEMEA What is ThousandEyes? Webinar
EMEA What is ThousandEyes? Webinar
 
Novo Nordisk's journey in developing an open-source application on Neo4j
Novo Nordisk's journey in developing an open-source application on Neo4jNovo Nordisk's journey in developing an open-source application on Neo4j
Novo Nordisk's journey in developing an open-source application on Neo4j
 
AI Workshops at Computers In Libraries 2024
AI Workshops at Computers In Libraries 2024AI Workshops at Computers In Libraries 2024
AI Workshops at Computers In Libraries 2024
 
SIM INFORMATION SYSTEM: REVOLUTIONIZING DATA MANAGEMENT
SIM INFORMATION SYSTEM: REVOLUTIONIZING DATA MANAGEMENTSIM INFORMATION SYSTEM: REVOLUTIONIZING DATA MANAGEMENT
SIM INFORMATION SYSTEM: REVOLUTIONIZING DATA MANAGEMENT
 
Design and Modeling for MySQL SCALE 21X Pasadena, CA Mar 2024
Design and Modeling for MySQL SCALE 21X Pasadena, CA Mar 2024Design and Modeling for MySQL SCALE 21X Pasadena, CA Mar 2024
Design and Modeling for MySQL SCALE 21X Pasadena, CA Mar 2024
 
2024.03.12 Cost drivers of cultivated meat production.pdf
2024.03.12 Cost drivers of cultivated meat production.pdf2024.03.12 Cost drivers of cultivated meat production.pdf
2024.03.12 Cost drivers of cultivated meat production.pdf
 
March Patch Tuesday
March Patch TuesdayMarch Patch Tuesday
March Patch Tuesday
 
TrustArc Webinar - How to Live in a Post Third-Party Cookie World
TrustArc Webinar - How to Live in a Post Third-Party Cookie WorldTrustArc Webinar - How to Live in a Post Third-Party Cookie World
TrustArc Webinar - How to Live in a Post Third-Party Cookie World
 
IT Service Management (ITSM) Best Practices for Advanced Computing
IT Service Management (ITSM) Best Practices for Advanced ComputingIT Service Management (ITSM) Best Practices for Advanced Computing
IT Service Management (ITSM) Best Practices for Advanced Computing
 
UiPath Studio Web workshop series - Day 2
UiPath Studio Web workshop series - Day 2UiPath Studio Web workshop series - Day 2
UiPath Studio Web workshop series - Day 2
 
UiPath Studio Web workshop Series - Day 3
UiPath Studio Web workshop Series - Day 3UiPath Studio Web workshop Series - Day 3
UiPath Studio Web workshop Series - Day 3
 
Extra-120324-Visite-Entreprise-icare.pdf
Extra-120324-Visite-Entreprise-icare.pdfExtra-120324-Visite-Entreprise-icare.pdf
Extra-120324-Visite-Entreprise-icare.pdf
 
LF Energy Webinar - Unveiling OpenEEMeter 4.0
LF Energy Webinar - Unveiling OpenEEMeter 4.0LF Energy Webinar - Unveiling OpenEEMeter 4.0
LF Energy Webinar - Unveiling OpenEEMeter 4.0
 
Planetek Italia Srl - Corporate Profile Brochure
Planetek Italia Srl - Corporate Profile BrochurePlanetek Italia Srl - Corporate Profile Brochure
Planetek Italia Srl - Corporate Profile Brochure
 
The Importance of Indoor Air Quality (English)
The Importance of Indoor Air Quality (English)The Importance of Indoor Air Quality (English)
The Importance of Indoor Air Quality (English)
 
Scenario Library et REX Discover industry- and role- based scenarios
Scenario Library et REX Discover industry- and role- based scenariosScenario Library et REX Discover industry- and role- based scenarios
Scenario Library et REX Discover industry- and role- based scenarios
 
Technical SEO for Improved Accessibility WTS FEST
Technical SEO for Improved Accessibility  WTS FESTTechnical SEO for Improved Accessibility  WTS FEST
Technical SEO for Improved Accessibility WTS FEST
 
The Zero-ETL Approach: Enhancing Data Agility and Insight
The Zero-ETL Approach: Enhancing Data Agility and InsightThe Zero-ETL Approach: Enhancing Data Agility and Insight
The Zero-ETL Approach: Enhancing Data Agility and Insight
 
Patch notes explaining DISARM Version 1.4 update
Patch notes explaining DISARM Version 1.4 updatePatch notes explaining DISARM Version 1.4 update
Patch notes explaining DISARM Version 1.4 update
 
My key hands-on projects in Quantum, and QAI
My key hands-on projects in Quantum, and QAIMy key hands-on projects in Quantum, and QAI
My key hands-on projects in Quantum, and QAI
 

The Flynn Effect in Atkins MR/ID death penalty cases. Adjust or not to adjust--that is the question