This is the second in a series. Please view the first ("intelligent" intelligence testing: Evaluating wihtin CHC domain test score differences) to better appreciate this module
Data and theory-based hypotheses for evaluating differences between scores on the different WJ IV tests of Gwm
The WJ IV Measurement of Auditory Processing (Ga)Kevin McGrew
The WJ IV Cognitive and Oral Language include new measures of auditory processing (Ga) that are much more cognitively complex auditory measures of intelligence. This short presentation provides an overview of the WJ IV Ga tests and presents evidence supporting the importance of Ga as a major component of human intelligence.
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshopKevin McGrew
This presentation represents the slides Dr. Kevin McGrew presented at his WJ IV and Beyond CHC theory mini-skills workshop at the 2015 NASP convention in Orlando, Florida. The show includes more and newer slides than were presented at the live session.
WJ IV Battery Introduction and OverviewKevin McGrew
A brief introduction to the WJ IV Battery revision. This does include some slides posted previously in the three WJ IV NASP presentation slides I posted.
Overview of the WJ IV Cognitive Battery: GIA and CHC ClustersKevin McGrew
This slideshow provides an overview of the composition of the WJ IV Cognitive clusters. It outlines the design principles used to assign tests to the GIA and CHC clusters, and also presents summary statistics as per the primary design principles used in constructing the COG clusters.
What about executive functions and CHC theory: New research for discussionKevin McGrew
This module contains a subset of slides that were only briefly touched on as part of a larger "Beyond CHC" presentation at the Australian Psychological Society (APS) 2016 Annual Congress. Time was limited. Thus, the complete subset of slides are presented here for FYI and discussion purposes.
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...Kevin McGrew
This presentation contains a historical overview of the derivation of the Glr ability domain in contemporary CHC theory. It then presents new data, as well as historical conclusions of the CHC masters, that makes a strong case for replacing the stratum II broad ability domain of Glr with two separate broad ability domains of Gl (learning efficiency) and Gr (retrieval fluency). How to obtain WJ IV scores for these two broad abilities is presented, as well as other possible Gl and Gr tests indicators from the CHC cross-battery literature.
The WJ IV Measurement of Auditory Processing (Ga)Kevin McGrew
The WJ IV Cognitive and Oral Language include new measures of auditory processing (Ga) that are much more cognitively complex auditory measures of intelligence. This short presentation provides an overview of the WJ IV Ga tests and presents evidence supporting the importance of Ga as a major component of human intelligence.
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshopKevin McGrew
This presentation represents the slides Dr. Kevin McGrew presented at his WJ IV and Beyond CHC theory mini-skills workshop at the 2015 NASP convention in Orlando, Florida. The show includes more and newer slides than were presented at the live session.
WJ IV Battery Introduction and OverviewKevin McGrew
A brief introduction to the WJ IV Battery revision. This does include some slides posted previously in the three WJ IV NASP presentation slides I posted.
Overview of the WJ IV Cognitive Battery: GIA and CHC ClustersKevin McGrew
This slideshow provides an overview of the composition of the WJ IV Cognitive clusters. It outlines the design principles used to assign tests to the GIA and CHC clusters, and also presents summary statistics as per the primary design principles used in constructing the COG clusters.
What about executive functions and CHC theory: New research for discussionKevin McGrew
This module contains a subset of slides that were only briefly touched on as part of a larger "Beyond CHC" presentation at the Australian Psychological Society (APS) 2016 Annual Congress. Time was limited. Thus, the complete subset of slides are presented here for FYI and discussion purposes.
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...Kevin McGrew
This presentation contains a historical overview of the derivation of the Glr ability domain in contemporary CHC theory. It then presents new data, as well as historical conclusions of the CHC masters, that makes a strong case for replacing the stratum II broad ability domain of Glr with two separate broad ability domains of Gl (learning efficiency) and Gr (retrieval fluency). How to obtain WJ IV scores for these two broad abilities is presented, as well as other possible Gl and Gr tests indicators from the CHC cross-battery literature.
The WJ IV Cognitive GIA in iintellectual disability (ID) assessmentKevin McGrew
This is a brief presentation that explains why the WJ IV (and WJ III) GIA IQ score is an appropriate and valid indicator of general intelligence that can be used in possible intellectual disability (ID) determinations
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...Kevin McGrew
This presentation is based on Schneider, W. J., & McGrew, K. S. (in press). The Cattell-Horn-Carroll Theory of Cognitive Abilities. This presentation includes a portion of key material to be published in a forthcoming CHC update/revision chapter-->In D. P. Flanagan & Erin M .McDonough (Eds.), Contemporary intellectual assessment: Theories, tests and issues (4thed.,) New York: Guilford Press.
This is only a small amount of the chapter. Also, I have inserted some new material related to test interpretation that is not included in the to-be-published chapter. The tentative date for publication of the Flanagan book is spring 2018.
A presentation on deciding when the scores from two tests, which are from the same CHC domain (e.g., Gwm), and which may have the same narrow CHC classifications, are different enough to warrant clinical interpretation.
CHC Theory Codebook 1: Cognitive definitionsKevin McGrew
A presentation of the most up-to-date CHC broad and narrow ability definitions as adapted from McGrew & Schneider (2012) and McGrew, LaForte and Schrank (2014). One of two. See CHC Codebook 2 for additional information
MDS Analysis of the CHC-based WJ III Battery: Implications for possible refin...Kevin McGrew
The WJ III Battery is comprised of both cognitive (intelligence) and achievement components. As reported in the technical manual, the Cattell-Horn-Carroll (CHC) theory of cognitive abilities organizational structure of the WJ III has been validated. The current investigation analyzed the cognitive and achievement tests for all WJ III norm subjects from ages 6-18 years of age. Multidimensional scaling (MDS—Guttman Radex model) of the 50 WJ III tests suggested new facets from which to interpret the WJ III. The results suggested three to four higher-order intermediate CHC model stratum abilities that varied along the dimensions of (a) controlled vs automatic cognitive processing and (b) product- vs process-dominant abilities. The results, together with recent similar analysis of the WAIS-IV, support Woodcock’s Cognitive Performance Model (CPM). Implications for possible minor changes in the CPM model are suggested. More importantly, the WJ III and WAIS-IV results collectively suggest hypothesized refinements and extensions of the CHC intelligence framework. Research focused on exploring the compatibility of a combined CHC and Berlin Model of Intelligence Structure (BIS) theory is recommended.
Contradiction in Reviews: is it Strong or Low?Ismail BADACHE
Analysis of opinions (reviews) generated by users becomes increasingly exploited by a variety of applications. It allows to follow the evolution of the opinions or to carry out investigations on web resource (e.g. courses, movies, products). The detection of contradictory opinions is an important task to evaluate the latter. This paper focuses on the problem of detecting and estimating contradiction intensity based on the sentiment analysis around specific aspects of a resource. Firstly, certain aspects are identified, according to the distributions of the emotional terms in the vicinity of the most frequent names in the whole of the reviews. Secondly, the polarity of each review segment containing an aspect is estimated using the state-of-the-art approach SentiNeuron. Then, only the resources containing these aspects with opposite polarities (positive, negative) are considered. Thirdly, a measure of the intensity of the contradiction is introduced. It is based on the joint dispersion of the polarity and the rating of the reviews containing the aspects within each resource. The evaluation of the proposed approach is conducted on the Massive Open Online Courses collection containing 2244 courses and their 73,873 reviews, collected from Coursera. The results revealed the effectiveness of the proposed approach to detect and quantify contradictions.
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...Kevin McGrew
The WJ IV provides two primary methods for comparing tests or cluster scores. One is based on a predictive model (the variation and comparison procedures) and the other allows comparisons of SEM confidence bands, which takes into account each measures reliability. A third method for comparing scores, one that takes into account the correlation between compared measures (ability cohesion model) is not provided, but is frequently used by assessment professionals. The three types of score comparison methods are described and new information, via a "rule of thumb" summary slide and nomograph, are provided to allow WJ IV users to evaluate scores via all three methods.
Beyond cognitive abilities: An integrative model of learning-related persona...Kevin McGrew
For centuries educational psychologists have highlighted the importance of "non-cognitive" variables in school learning. The presentation is a "big picture" overview of how cognitive abilities and non-cognitive factors can be integrated into an over-arching conceptual framework. The presentation also illustrates how the big picture framework can be used to conceptualize a number of contemporary "buzz word" initiatives related to building 21st century educationally important skills (social-emotional learning, critical thinking, creativity, complex problem solving, etc.)
IQ Score Interpretation in Atkins MR/ID Death Penalty Cases: The Good, Bad a...Kevin McGrew
I presented this at the 2012 Habeas Assistance Training Seminar in Washington DC, Aug, 2012. It reviews a number of psychometric issues in Atkins MR/ID death penalty cases using examples from a recent completed case and other cases as well.
CHC theory 101: From general intelligence (g) to CHC theoryKevin McGrew
The second in the CHC Theory 101 series. This brief module traces, in broad strokes, the history of psychometric theories of intelligence from Spearman's g to contemporary Cattell-Horn-Cattell (CHC) theory
The WJ IV Cognitive GIA in iintellectual disability (ID) assessmentKevin McGrew
This is a brief presentation that explains why the WJ IV (and WJ III) GIA IQ score is an appropriate and valid indicator of general intelligence that can be used in possible intellectual disability (ID) determinations
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...Kevin McGrew
This presentation is based on Schneider, W. J., & McGrew, K. S. (in press). The Cattell-Horn-Carroll Theory of Cognitive Abilities. This presentation includes a portion of key material to be published in a forthcoming CHC update/revision chapter-->In D. P. Flanagan & Erin M .McDonough (Eds.), Contemporary intellectual assessment: Theories, tests and issues (4thed.,) New York: Guilford Press.
This is only a small amount of the chapter. Also, I have inserted some new material related to test interpretation that is not included in the to-be-published chapter. The tentative date for publication of the Flanagan book is spring 2018.
A presentation on deciding when the scores from two tests, which are from the same CHC domain (e.g., Gwm), and which may have the same narrow CHC classifications, are different enough to warrant clinical interpretation.
CHC Theory Codebook 1: Cognitive definitionsKevin McGrew
A presentation of the most up-to-date CHC broad and narrow ability definitions as adapted from McGrew & Schneider (2012) and McGrew, LaForte and Schrank (2014). One of two. See CHC Codebook 2 for additional information
MDS Analysis of the CHC-based WJ III Battery: Implications for possible refin...Kevin McGrew
The WJ III Battery is comprised of both cognitive (intelligence) and achievement components. As reported in the technical manual, the Cattell-Horn-Carroll (CHC) theory of cognitive abilities organizational structure of the WJ III has been validated. The current investigation analyzed the cognitive and achievement tests for all WJ III norm subjects from ages 6-18 years of age. Multidimensional scaling (MDS—Guttman Radex model) of the 50 WJ III tests suggested new facets from which to interpret the WJ III. The results suggested three to four higher-order intermediate CHC model stratum abilities that varied along the dimensions of (a) controlled vs automatic cognitive processing and (b) product- vs process-dominant abilities. The results, together with recent similar analysis of the WAIS-IV, support Woodcock’s Cognitive Performance Model (CPM). Implications for possible minor changes in the CPM model are suggested. More importantly, the WJ III and WAIS-IV results collectively suggest hypothesized refinements and extensions of the CHC intelligence framework. Research focused on exploring the compatibility of a combined CHC and Berlin Model of Intelligence Structure (BIS) theory is recommended.
Contradiction in Reviews: is it Strong or Low?Ismail BADACHE
Analysis of opinions (reviews) generated by users becomes increasingly exploited by a variety of applications. It allows to follow the evolution of the opinions or to carry out investigations on web resource (e.g. courses, movies, products). The detection of contradictory opinions is an important task to evaluate the latter. This paper focuses on the problem of detecting and estimating contradiction intensity based on the sentiment analysis around specific aspects of a resource. Firstly, certain aspects are identified, according to the distributions of the emotional terms in the vicinity of the most frequent names in the whole of the reviews. Secondly, the polarity of each review segment containing an aspect is estimated using the state-of-the-art approach SentiNeuron. Then, only the resources containing these aspects with opposite polarities (positive, negative) are considered. Thirdly, a measure of the intensity of the contradiction is introduced. It is based on the joint dispersion of the polarity and the rating of the reviews containing the aspects within each resource. The evaluation of the proposed approach is conducted on the Massive Open Online Courses collection containing 2244 courses and their 73,873 reviews, collected from Coursera. The results revealed the effectiveness of the proposed approach to detect and quantify contradictions.
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...Kevin McGrew
The WJ IV provides two primary methods for comparing tests or cluster scores. One is based on a predictive model (the variation and comparison procedures) and the other allows comparisons of SEM confidence bands, which takes into account each measures reliability. A third method for comparing scores, one that takes into account the correlation between compared measures (ability cohesion model) is not provided, but is frequently used by assessment professionals. The three types of score comparison methods are described and new information, via a "rule of thumb" summary slide and nomograph, are provided to allow WJ IV users to evaluate scores via all three methods.
Beyond cognitive abilities: An integrative model of learning-related persona...Kevin McGrew
For centuries educational psychologists have highlighted the importance of "non-cognitive" variables in school learning. The presentation is a "big picture" overview of how cognitive abilities and non-cognitive factors can be integrated into an over-arching conceptual framework. The presentation also illustrates how the big picture framework can be used to conceptualize a number of contemporary "buzz word" initiatives related to building 21st century educationally important skills (social-emotional learning, critical thinking, creativity, complex problem solving, etc.)
IQ Score Interpretation in Atkins MR/ID Death Penalty Cases: The Good, Bad a...Kevin McGrew
I presented this at the 2012 Habeas Assistance Training Seminar in Washington DC, Aug, 2012. It reviews a number of psychometric issues in Atkins MR/ID death penalty cases using examples from a recent completed case and other cases as well.
CHC theory 101: From general intelligence (g) to CHC theoryKevin McGrew
The second in the CHC Theory 101 series. This brief module traces, in broad strokes, the history of psychometric theories of intelligence from Spearman's g to contemporary Cattell-Horn-Cattell (CHC) theory
This is the second half of the a mini-skills workshop made at NASP 2009 in Boston (CHC COG-ACH Relations Research Synthesis: What We've Learned From 20 Years of Research". The first half of this presentation is also available at Kevin McGrew’s SlideShare space and is called “CHC-Cog-Ach Relations Research Synthesis” ---- the current module is an attempt to demonstrate selective testing (branching-tree) referral-focused testing scenarios based on the results of the CHC Cog-Ach relations research synthesis, using the WJ III battery as the illustrative instrument. The viewer should first view the CHC Cog-Ach Relations Research Synthesis module prior to viewing this module.
Golden Helix’s SNP & Variation Suite (SVS) has been used by researchers around the world to do trait analysis and association testing on large cohorts of samples in both humans and other species. As Next-Generation Sequencing of whole genomes becomes more affordable, large cohorts of Whole Genome Sequencing (WGS) samples are available to search for additional trait association signals that were not found in array-based testing. In fact, recent papers have shown that WGS analysis using advanced GREML (Genomic Relatedness Restricted Maximum Likelihood) techniques is able to outperform micro-array based GWAS methods in the analysis of complex traits and proportion of the trait heritability explained.
Our latest update release of SVS has expanded the exiting maximum likelihood and GRM methods to support these new techniques. We have also enhanced various other association testing and prediction methodologies. This webcast showcases:
- Newly supported analysis workflow for whole genome variants using LD binning and enhanced GBLUP analysis
- Enhanced gender correction using REML
- Additional capabilities for genomic prediction and phenotype prediction
We are continually improving our products based on our customer’s feedback. We hope you enjoy this recording highlighting the exciting new features and select enhancements we have made.
SGS Biopharm Day 2016 - Modeling & simulation in Phase 1Ruben Faelens
This slidedeck shows how Model-Informed Drug Development can be applied in a Phase 1 first-in-human trial, informing starting dose, dose escalation as well as stop dose.
In this presentation I will show a set of important topics about Software Engineering Empirical Studies that can be useful for increasing quality on your thesis and monographs in general. You can read this presentation and to think about how to do a good experimentation by apply its objectives, validation methods, questions, answers expected, define metrics and measuring it.I will exhibit how the researchers selected the data for avoid case studies in a biased way using a GQM methodology to sort the study in a simpler view as well.
Learning Effect and Test-Retest Variability in Healthy Subjects and Patients ...inventionjournals
Aim: To study learning effect (LE) and test retest variability (TRV) in healthy subjects and patients with primary open angle glaucoma (POAG) using Rarebit perimetry (RBP). To determine normative ranges of RBP. Methods: 61 eyes of 35 subjects underwent visual field testing with standard automated perimetry (SAP) and RBP. TRV and LE were assessed in repeated examinations conducted in 3 different days. First two examinations were conducted within 3 days and the last one within one month. LE was assessed by comparing results from the three sessions. TRV was evaluated by calculating differences between retest for each combination of single tests. To determine normative ranges of RBP were included 34 eyes of 21 healthy subjects and 62 eyes of 47 subjects with preperimetric and early POAG. Cut off value was determined between the two groups using ROC analysis. Results: No significant LE was observed in POAG group. There was a significant LE in the control group but only in the visual field zones with eccentric location. TRV was higher in POAG group and in central visual field zone. The mean MHR in control group was 94.88 (SD 2.21) and 83.56 (SD 6.95) in POAG group. Cut off value for discriminating between healthy subjects and patient with POAG was 91.50% with AUROC 0.985 (p<0.001, ROC analysis). Conclusion: RBP is fast and easy to perform test. RBP testing did not show a significant LE in glaucoma group, however, TRV was consistent. MHR can be successfully used for differentiation of healthy eye from those with early glaucoma changes.
Open Source Pharma: Crowd computing: A new approach to predictive modelingOpen Source Pharma
Presentation about "Predictive in silico models," given by Joerg Bentzien at the Open Source Pharma Conference. The event took place at Rockefeller Foundation Bellagio Center in July 2014.
Joerg Bentzien Bio:
http://www.opensourcepharma.net/participants/jorg-bentzien
Conference Agenda (see Day 1, Session 2):
http://www.opensourcepharma.net/agenda.html
Evidence Synthesis for Sparse Evidence Base, Heterogeneous Studies, and Disco...InsideScientific
Standard models in evidence synthesis work well in settings characterized by a large evidence base, the absence of effect modifiers, and connected networks. Handling sparse data, substantial between-study heterogeneity and disconnected studies, however, poses challenges to researchers and requires advanced methodology.
In the absence of head-to-head studies, evidence synthesis is a well-established technique to indirectly compare novel and established interventions in various disease areas. In standard settings, the most established methods for various outcome types work well and result in realistic effect estimates. However, there are a variety of situations when standard methods may no longer be sufficient:
- if there is only a sparse network of evidence
- if there is a large amount of between-study heterogeneity
- if the network is disconnected
Key Topics Include:
- General introduction into the objectives of conducting evidence synthesis
- Description of typical situations of “non-standard” data, including sparse networks of evidence, a large amount of between-study heterogeneity, or disconnected networks
- Advanced methods to address non-standard data, including the use of informative priors, subgroup analyses, meta-regression and multi-level meta regression, and matching-adjusted indirect comparisons (MAICs)
- Case studies illustrating how these advanced methods of evidence synthesis are applied on actual data
The Cogstate Schizophrenia Battery (CSB) has been developed as a computerized cognitive test battery, meeting consensus and regulatory requirements for clinical trials.
The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fifth (Part E) in the series. It is brief...only 11 slides. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part D: The volition ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fourth (Part D) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the third (Part C) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the second (Part B) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the first (Part A) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
Implications of 20 Years of CHC Cognitive-Achievement Research: Back-to-the...Kevin McGrew
Much has been learned about CHC CHC COG-ACH relations during the past 20 years (McGrew & Wendling’s, 2010). This presentation, made at the First Richard Woodcock Institute on Cognitive Assessment (Sept 29, 2012), built on this extant research by first clarifying the definitions of abilities, cognitive abilities, achievement abilities, and aptitudes. Differences between domain-general and domain-specific CHC predictors of school achievement were defined. The promise of Kafuman’s “intelligent” intelligence testing approach was illustrated with two approaches to CHC-based selective referral-focused assessment (SRFA). Next, a number of new intelligent test design (ITD) principles were described and demonstrated via a series of exploratory data analyses that employed a variety of data analytic tools (multiple regression, SEM causal modeling, multidimensional scaling). The ITD principles and analyses resulted in the proposal to construct developmentally-sensitive CHC-consistent scholastic aptitude clusters, measures that can play an important role in contemporary third method (pattern of strength and weakness) approaches to SLD identification.
The need to move beyond simplistic conceptualizations of COG COG-ACH relations and SLD identification models was argued and demonstrated via the presentation and discussion of CHC COG-ACH causal SEM models. Another example was the proposal to identify and quantify cognitive-aptitude-achievement trait complexes (CAATCs). A revision in current PSW third-method SLD models was proposed that would integrate CAATCs. Finally, the need to incorporate the degree of cognitive complexity of tests and composite scores within CHC domains in the design and organization of intelligence test batteries (to improve the prediction of school achievement) was proposed. The various proposals presented in this paper represented a mixture of (a) a call to return to old ideas with new methods (Back-to-the-Future) or (b) the embracing of new ideas, concepts and methods that require psychologists to move beyond the confines of the dominant CHC taxonomy of human cognitive abilities (i.e., Beyond CHC).
Kevin McGrew IM Keynote Oct 2012. Use of movement in slides is not present in this static SlideShare show ..the red circle bounces around in the live presentation.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
4. SENREP .19 secondary loading on Gc
NUMREV .39 secondary loading on Gq
CFA of WJ IV norm data (example here is for ages 9-13) supported a
single Gwm factor. Models with Gwm narrow factors, specified in
the model-development sample, were not possible to fit.
From WJ IV technical manual (McGrew et al., 2014)
11. Cluster analysis in same WJ
IV model development
sample (ages 9-13)
suggested possibly two
narrow Gwm dimensions
(McGrew et al., 2014)
12. MDS in same model
development sample also
suggested possibly two narrow
Gwm dimensions
(McGrew et al., 2014)
In MDS the magnitude of the
relationship between tests is
represented by spatial proximity.
Tests that are far apart or weakly
correlated. Test that are close
together are more highly
correlated.
25. The working memory literature is extensive and there is no consensus
model regarding the mechanisms of working memory. As a result, a
number of viable hypotheses should be entertained when trying to
explain test score differences on different working memory tests (Gwm
A and Gwm B in WJ IV)
26. Tasks that make greater use of the
articulatory rehearsal maintenance
mechanism
• A language production process mechanism
• Phonological effects research
• Covert/overt rehearsal
Tasks that make greater use the of
attentional refreshing maintenance
mechanism
• Reactivation memory trace mechanism
across stimulus domains (lang, visual, spatial)
• Increasing focus and inhibiting distractions
• Controlling and directing focus of attention
There may be two primary mechanisms of verbal working memory maintenance
(2015)
33. Levels of processing differences in Gwm tasks
Early memory models (e.g., Craik & Lockart, 1972) proposed that
the degree of transfer of information from immediate to long-
term memory may depend on whether the material was
processed at a surface or shallow level (Type 1) or, in contrast, at
a deeper level (Type 2)
Unusual differences between some working memory tests may
be due to the Gwm domain having a substructure where the
level of required cognitive processing demands differ between
the tests. It is possible these differential demands may recruit
different brain network mechanisms.
34. Differences in the primary components of Gwm tasks
Unsworth and Engle (Unworth, in press; Unsworth & Engle, 2007) have
proposed that Gwm consists of three major facets or components—
primary memory (PM), attentional control (AC), and secondary
memory (SM).
Individual differences as reflected by different Gwm test scores may
“…arise from differences in the capacity of PM, differences in attention
control processes that serve to maintain task-relevant information in
PM, and differences in control processes that ensure that task-relevant
information is properly encoded in and retrieved from SM.”
Thus, it is unlikely that differences in Gwm test scores can be reduced
to a single common cause
35. Oberauer’s (2002, 2009) three-
embedded-components model
of working memory is similar to
Unsworth’s model
Unsworth’s components or facets
Secondary memory (SM)
Primary memory (PM; aka
working memory capacity)
Attentional control (AC)
36. Primary Memory (PM; WMC) differences have been linked to activity in the intraparietal sulcus.
Attentional control (AC) differences have been linked to functioning of the locus coeruleus
norepinephrine system (LC-NE). LC is a brain stem neuomodulatory nucleus that is responsible for most
of the NE released in the brain, and has widespread projections throughout the necortex—particulary
the prefrontal cortex, inferior frontal gyrus, and the anterior cingulate cortex.
Hippocampal activation has been linked to covert retrieval processes that bring items back into PM from
SM. Retrieval from SM also associated with the medial temporal lobes.
(Unsworth, in press; Unsworth & Engle, 2007)
37. “Many brain regions interact during working memory
and include ‘executive’ regions in the PFC, parietal
cortex, and basal ganglia, as well as regions specialized
for processing the particular representations to be
maintained, such as the fusiform face area for
maintaining face information.”
“Persistent neural activity in various brain regions
accompanies working memory and is functionally
necessary for maintenance and integration of
information in working memory.”
38. Significant score differences between different tests of Gwm are to be
expected and may be due to numerous variables (content, format, etc.). In
addition, when unusual differences occur, this may be due the reported
findings that the CHC domain of Gwm may have a substructure (at least two
measurable dimensions on the WJ IV) that reflects underlying task demands
that recruit different brain networks and cognitive control processes.
Note. None of the material in this presentation should be used to make
statements about a person’s neurological integrity or functioning. This PPT
module presents a set of working hypotheses that need further study.
39. These differential
Gwm hypotheses are
an attempt to
integrate research
from three primary
levels of intelligence
related research
For curious minds,
recommended
readings follow
See video link on this
image for narrated
explanation of this
framework