John Roodenburg

Cognitive style and gender differences in children’s mathematics achievement

Males are often found to outperform females in tests of mathematics achievement and it has been proposed that this may in part be explained by differences in cognitive style. This study investigated the relation between Wholistic-Analytic and Verbal-Imagery cognitive style, gender and mathematics achievement in a sample of 190 Australian primary school students aged between 8–11 years (M = 9.77, SD = 1.05). It was hypothesised that males would outperform females in mathematics achievement tests, and that gender would interact with cognitive style on mathematics performance. A significant gender/cognitive style interaction was found. Boys with an Analytic/Imagery style achieved significantly higher results than the girls with an Analytic/Imagery style, supporting the contention that certain cognitive styles affect boys and girls mathematics performance differently. Implications of results and strategies for improving mathematics achievement among girls are discussed.

Cognitive style: A psycholexically-derived personality-centred model

Cognitive style suffers from a confusing multitude of conceptualizations, and dominance by information‐processing type measures. This study sought to elucidate a comprehensive and universal set of personality‐centred cognitive style constructs. A grounded approach based on the psycholexical hypothesis (effective in personality modelling) was adapted, explicating cognitive styles as evident in late adolescents. Approximately 700 Australian secondary teachers generated a lexicon of 1040 style adjectives, which were consolidated into 99 key words. 596 teachers rated 1192 senior secondary students against these. After removing acquiescence and a ubiquitous good–bad‐ability factor, optimum structure appears to be a spherex abridgeable as three circumplexes, reported across six factor pure and 24 blended facets. Copyright

Initial Validation and Refinement of the Hierarchical Inventory of Personality for Children in the Australian Context

Objective Amelioration of cross‐cultural and cross‐language impacts on scale validity should be of concern to the researcher. The Hierarchical Personality Inventory for Children, (HiPIC), a 144‐item Five‐Factor Model Flemish personality scale, is both a cross‐cultural and language scale in Australia. The present study is a mixed method validation study of the translated version of the HiPIC for use within the Australian context. Method Cognitive interviewing of 10 end‐users of the HiPIC identified potentially confusing items. Alternate items were generated by a team of developmental psychologists. A further sample of parents/carers of children aged 5–14 years (N = 399) completed the HiPIC items. Iterative single‐factor principal component analyses of the internal structure of facets were used to select psychometrically defensible items for an adapted HiPIC or HiPIC‐A. The hierarchical model of the HiPIC‐A was then confirmed against a Flemish HiPIC sample using Procrustes rotation, with external validity considered by comparison to the Strengths and Difficulties Questionnaire. Results The resulting HiPIC‐A, reduced to 124 items including 13 adapted items, achieved sound internal consistency and high total congruence (0.98) with the Flemish sample. Regression against the Strengths and Difficulties Questionnaire demonstrated further support for external validity of the HiPIC‐A. Conclusion The mixed method design was an effective approach to a cross‐language cultural adaptation and validation of the HiPIC, confirming the robust nature of the HiPIC model. The potential for the adapted HiPIC‐A to identify adaptive and maladaptive developmental trajectories in Australian children has important implications for practice and further research. On‐going validation is outlined.

Psychomotor Ability and Short-term Memory, and Reading and Mathematics Achievement in Children

Objective The aim of our study was to examine whether the findings from previous research, indicating the role of short-term memory as a mediator of the relationship between motor coordination and academic achievement in adolescents, is also evident in a younger child population. Method The study utilized a quantative cross-sectional design involving 133 children aged 8-12. The McCarron Assessment of Neuromuscular Development (MAND) provided four indicators of psychomotor ability (Finger Nose, Walking, Balancing, and Jumping). The Woodcock-Johnson Cognitive battery and the Automated Working Memory Assessment (AWMA) provided two measures of short-term memory (Numbers Reversed and Digit Recall) and the WJIII Achievement battery provided two measures of reading achievement (Letter-word Identification and Passage Comprehension) and two measures of mathematics achievement (Applied Problems and Calculation). Structural equation modeling was used, controlling for age, processing speed, crystallized, and fluid intelligence where appropriate. Results The results found support for the hypothesis that short-term memory fully mediates the relationship between psychomotor ability and reading and mathematics achievement. Conclusion These findings indicate the significant affect of psychomotor ability on learning outcomes and consequently the need to assess these in considering learning difficulties, and as such these findings also advance understanding of developmental neural mechanisms underpinning the relationships.

Extensions of Cognitive Ability Assessment With Dynamic Testing Using Self-Regulated Learning

This study investigated the extension of Cattell-Horn-Carroll (CHC)–based cognitive assessment with dynamic testing using self-regulated learning (SRL). It was based on extensive review, which called for an integrative assessment of the propensity for learning and cognition of children with learning disabilities (LDs). The objective was to examine whether a brief SRL engagement during dynamic testing could enhance self-regulatory behaviors and performance in 3 CHC areas and reveal differences in SRL processes. There were 50 children at risk for LDs assigned to 2 groups: 1 group participated in dynamic extensions of assessment with SRL (involving thinking aloud and mediated learning experience); the control group undertook the same tasks without SRL. Significant intergroup differences were found in behaviors across three CHC areas and test performance in writing but not in fluid reasoning or memory tasks. Thinking-aloud processes revealed SRL capacities not evident in static assessment. Implications of dynamic extensions of tests using SRL were discussed.

A systematic scoping review of adolescent mental health treatment using mobile apps

ABSTRACT Objective: Mobile apps provide opportunities for innovative, accessible and attractive support of adolescent mental health. Although preliminary research evaluates the effectiveness of specific apps for various conditions, the way in which apps are being used to support adolescent mental health and the role of particular app functions are not well understood. This study presents a systematic scoping review exploring app functionality and delivery method used in treating adolescent mental health concerns. Method: A systematic search of health sciences databases including Medline, PubMed and PsycInfo was undertaken in March, 2017. Seven studies were identified totalling 806 participants (531 females, 253 males, and 22 identifying as trans/intersex, or other) with a combined Mage of 16.06 years, and a range of mental health issues and conditions including anorexia nervosa, obesity, emotional and general mental health concerns. Results: App functionality included monitoring, assessment, psychoeducation and skills practice. Apps were used independent of ongoing practitioner support in all studies. Apps were used for intake, assessment and intervention. Overall, app use was reported as beneficial. Discussion: Function-based categorisation of apps permits practitioners to consider and select apps that ‘fit’ best with individualised, evidence-based practice approaches. Limitations of independent use are identified and discussed, and recommendations for adjunctive use (i.e. alongside ongoing practitioner support) are presented. Clinical recommendations and suggestions for future research are provided.