I’ve finally started to play around with different AI programs. I’ve been taking topics where I know the extant research well (e.g., CHC theory of intelligence, the WJ series of tests) and asking AI agents to summarize the information. Today I had the idea of asking
Grok to write me a professional bio. After all, I know more about me than I do any other topic. Below is the result. I’ve made edits (strikethroughs) and added text (red font) to make it more accurate.
I can now see how this technology can help save time with certain tasks. The bio is relatively accurate for a rough draft, but it did need some revisions and notable additions (here-and-there) to be more accurate and thorough. I’ve included a link to my formally posted bio for comparison purposes—yes, it is long as it is my “long” form bio I submit along with my CV when engaged in court/legal work.
The Grok bio does not include URL links to material. Perhaps there is a way to ask Grok to include links, but I don’t know if that is possible at this point. My guess is that it probably can. If you want to see more information on any topic, just go the theMindHub.com and navigate accordingly.
I did notice that during the 2+ minutes of Grok work, it spent a significant amount of time on my professional web page. I guess this means that if you want an AI tool to write your professional bio, you must have some decent content up on the web…it can’t make up material from thin air. Also, it would appear good at providing rough drafts that still requires a content expert to revise accordingly.
All in all, an interesting excercise.
Dr. Kevin S. McGrew bio written by AI program Grok (xAI) on 09-29-25
(strikethrough and edits in red font)
Can be compared to Dr. McGrew’s formal bio posted at theMindHub.com
Dr. Kevin S. McGrew is a prominent educational psychologist and psychometrician whose career spans over five decades, beginning as a practicing school psychologist for 12 years (1975–1989) after earning his MS in School Psychology from Minnesota State University Moorhead. He later obtained a PhD in Educational Psychology (Special Education) from the University of Minnesota in 1989, focusing on research methods and applied psychometrics. McGrew has held academic roles such as Professor of Applied Psychology at St. Cloud State University (1990–2000) and Visiting Lecturer and Adjunct Research Professor at the University of Minnesota (2000–2024). He also served as Research Director for the Woodcock-Muñoz Foundation (2005-2014), Associate Director for Measurement Learning Consultants (2008-2014), and Director of the Institute for Applied Psychometrics (1998-current). His work has profoundly shaped the fields of human intelligence theory and testing, emphasizing empirical rigor, practical application in education and law, and integration of cognitive and non-cognitive factors.
Contributions to Intelligence Theory
McGrew is widely recognized as a leading scholar in the Cattell-Horn-Carroll (CHC) theory of cognitive abilities, a comprehensive psychometric framework that integrates fluid and crystallized intelligence (Cattell-Horn) with Carroll’s three-stratum model. Alongside Dr. Joel Schneider, he has served as an unofficial “gatekeeper” of CHC theory, authoring seminal updates and cross-battery interpretations that have made it the dominant model in contemporary intelligence research, test development, and and interpretation of intellectual assessment results. His efforts have advanced CHC from a theoretical construct model to a practical tool for diagnosing learning disabilities, intellectual giftedness, and intellectual disabilities, influencing guidelines in the American Association on Intellectual and Developmental Disabilities (AAIDD) manual (2021).
McGrew has also pioneered integrative models that extend beyond pure cognition. He developed the Model of Academic Competence and Motivation (MACM) in the early 2000s, which posits that academic success arises from the interplay of cognitive abilities, conative (motivational) factors self-efficacy, achievement orientations, self-beliefs, self-regulated learning, and affective elements such as personality and social-emotional skills, interest and anxiety. This evolved into the broader Cognitive-Affective-Motivation Model of Learning (CAMML), emphasizing how these dimensions interact to predict school achievement and inform interventions. His research on psychometric network analysis has further refined CHC by modeling complex interrelationships among CHC abilities “beyond g” (general intelligence), as highlighted in his 2023 co-authored paper, named the Journal of Intelligence’s “Best Paper” of the year. McGrew has explored the Flynn effect (rising IQ scores over time) and its implications for the interpretation of intelligence test scores in Atkins intellectual disability death penalty cases. theory, as well as CHC’s links to adaptive behavior and neurotechnology applications for cognitive enhancement.
Contributions to Intelligence Testing
McGrew’s practical impact is most evident in intelligence test development and interpretation, where he championed “intelligent testing”—an art-and-science approach inspired by Alan Kaufman that prioritizes the interpretation of broad CHC composite scores profile analysis over single or global IQ scores. As primary measurement consultant for the Woodcock-Johnson Psychoeducational Battery—Revised (WJ-R, 1991), he authored its technical manual and conducted statistical analyses for restandardization. The WJ-R battery was the first major battery of individually administered cognitive and achievement tests based on the first integration of the psychometric intelligence research of Raymond Cattell and John Horn (aka, the Cattell-Horn Gf-Gc model of intelligence) and John Carroll’s seminal (1993) three-stratum model of intelligence. He co-authored the Woodcock-Johnson III (WJ III, 2001) and Woodcock-Johnson IV (WJ IV, 2014), which were the first major batteries explicitly grounded in CHC theory, introducing subtests for underrepresented abilities like auditory processing and long-term retrieval. As senior co-author, he led the development of the digitally administered Woodcock-Johnson V (WJ V, 2025), incorporating recent advances in CHC theory and psychometric network analysis and conative measures.
Internationally, McGrew consulted on the Indonesian AJT Cognitive Assessment (2014–2017), creating the world’s first CHC-based individually administered intelligence test in that country. He and advised the Ayrton Senna Institute on large-scale cognitive assessments in Brazil (2016–2025) and contributed to ASI research focused on integrating constructs from McGrew’s CAMML model with the ASI Big-5 personality based social-emotional skill model. He has provided expert psychometric testimony (through written declarations and/or court testimony) in over 50 Atkins v. Virginia death penalty cases since 2009 and has contributed to refining intellectual disability criteria through CHC lenses.
Publications and Knowledge Dissemination
McGrew has authored or co-authored over 100 peer-reviewed journal articles, book chapters, and eight norm-referenced test batteries, alongside four books on intelligence test interpretation, including Clinical Interpretation of the Woodcock-Johnson Tests of Cognitive Ability (1997, revised 2005). His prolific output includes contributions to the APA Handbook of Intellectual and Developmental Disabilities (2021) and critiques of intellectual disability diagnostics. He maintains influential blogs like IQ’s Corner (www.iqscorner.com), which has synthesized CHC and intelligence theory and related assessment research for practitioners since 2004, and engages on platforms like X (@iqmobile), LinkedIn, and BlueSky (@iqmcgrew.bsky.social) to democratize complex psychometric concepts and share research and insights based on his multiple areas of expertise.
Awards and Legacy
McGrew’s influence is underscored by prestigious honors, including the University of Minnesota Distinguished Alumni Award (2016), Minnesota School Psychologists Association Lifetime Achievement Award (2015), Alan S. Kaufman Excellence in Assessment Award (2023), and the Dr. Richard W. Woodcock Award for Innovations in Ability Testing (2025). His work has bridged theory and practice, empowering educators, clinicians, and policymakers to use intelligence assessments more equitably and effectively, while advocating for a holistic view of human potential that includes motivation and self-regulation alongside cognition.
