Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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This is an open access article that can be read/downloaded at this link.
Click on image to enlarge
Approximately seven years ago I made a post regarding the launch of the AJT CHC-based intelligence test developed and normed in Indonesia. I was the primary CHC theory and applied psychometrics consultant for the project for four years (2014 to 2017).
Unfortunately the timing of the formal AJT launch was impacted by several unanticipated factors (e.g., the lack of a mature university-based psychological assessment and interpretation training infrastructure), the most salient being the world-wide COVID pandemic. At that time the AJT folks put the project on “pause”. To date I’ve not heard if the project has since been restarted.
I decided to check on the impact of the CHC theory of cognitive abilities in Indonesia. It was my impression, based on multiple keynote university-based CHC/AJT presentations I made during the project plus feedback from the project staff, that despite the AJT pause, the project had a major impact regarding the infusion of the CHC theory in universities (psychology departments) and private testing entities.
To satisfy my curiosity, I performed the following Google AI queries. Below is what I I found. Professionally I feel very proud that the four-year AJT project resulted in the quick infusion of CHC theory in the academic and private sector discourse. All entities and staff who worked on the project should be proud of the CHC impact in Indonesia.
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On 11-09-2025 I, Dr. Kevin McGrew, submitted the following prompt question, followed by a second follow-up question to a Google AI search (that uses the Gemini large language model) with the Firefox web browser (version 144.0.2, released on October 28, 2025).
“What is the history of the CHC theory of intelligence in Indonesia?
The history of the Cattell-Horn-Carroll (CHC) theory of intelligence in Indonesia is relatively recent, primarily involving efforts to develop and validate locally normed intelligence tests based on the CHC framework. The theory has been recognized as the "most comprehensive theory" for structuring cognitive abilities and has been used in academic research and test development.
Key milestones in the history include:
The history of CHC theory in Indonesia is marked by a shift towards developing culturally relevant, psychometrically robust assessments grounded in contemporary, internationally recognized theories of intelligence, moving beyond older or imported models.
What psychologist is most associated with the CHC theory in Indonesia?
The psychologist most prominently associated with the application and development of the Cattell-Horn-Carroll (CHC) theory in Indonesia is the American psychometric expert Dr. Kevin McGrew. Dr. McGrew served as the primary international consultant for the development of the AJT Cognitive Assessment Test (AJT-CAT), which was the first individually administered, CHC-theory-based intelligence test developed and nationally normed in Indonesia. This project was a major collaborative effort between 2013 and 2018 involving the Yayasan Dharma Bermakna Foundation (YDB) and the Faculty of Psychology at Universitas Gadjah Mada (UGM).
While the CHC theory in Indonesia involves contributions from several Indonesian researchers and institutions, Dr. McGrew is the most widely recognized figure due to his direct supervision of this foundational project and his broader international reputation as a leading scholar and "gatekeeper" of the CHC theory.
PDF copy of article can be downloaded here.
Abstract
Poor processing speed (PS) is frequently observed in individuals with neurodevelopmental disorders. However, mixed findings exist on the predictive validity of such processing speed impairment and the role of working memory (WM). We conducted a retrospective chart review of patients evaluated at a developmental assessment clinic between March 2018 and December 2022. Patients with available data on the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) and the Woodcock-Johnson, Fourth Edition, Tests of Achievement (WJ IV ACH) were included (n = 77, 69 % male; Mage = 10.6, SDage = 2.5; FSIQ range = 47–129). We performed a mediation analysis with academic fluency (AF) as the dependent variable, PS as the predictor, WM as the mediator, and academic skills and general intelligence as covariates. Both the direct and indirect effects of PS were significant prior to adding covariates. However, only the direct effect of PS was robust, independent of the effects of academic skills and general intelligence. The indirect effect of PS through WM was insignificant after accounting for the general academic skills and intelligence. Therefore, PS explains a unique variance in AF. This finding suggests that PS may be an exception to the criticism of cognitive profile analysis. Interpreting the PS score as a relative strength or weakness within a cognitive profile may uniquely predict their timed academic performance in youth with neurodevelopmental disorders.
Open access copy of article can be downloaded here.
Highlights
Extremely interesting (important/intriging) CHC cognitive-reading achievement relations meta-SEM paper. Why? Because, as far as I know, it is the first g+specific abilities paper to evaluate a model with causal relations specified within and between cognitive and reading achievement CHC constructs. Paper info below, as well as open access link to PDF. Also, this is the first time I’ve seen a meta-structural equation modeling analysis. Kudos to the authors.
Click on images to enlarge fo easy reading
Abstract
Cognitive tests measure psychological constructs that predict the development of academic skills. Research on cognitive–reading achievement relations has primarily been completed with single-test batteries and samples, resulting in inconsistencies across studies. The current study developed a consensus model of cognitive–reading achievement relations using meta-structural equation modeling (meta-SEM) through a cross-sectional analysis of subtest correlations from English-language norm-referenced tests. The full dataset used for this study included 49,959 correlations across 599 distinct correlation matrices.These included correlations among 1112 subtests extracted from 137 different cognitive and achievement test batteries. The meta-SEM approach allowed for increased sampling of cognitive and academic reading skills measured by various test batteries to better inform the validity of construct relations. The findings were generally consistent with previous research, suggesting that cognitive abilities are important predictors of reading skills and generalize across different test batteries and samples. The findings are also consistent with integrated cognitive–reading models and have implications for assessment and intervention frameworks.
Keywords: cognitive abilities; reading skills; cognitive–achievement relations; CHC theory;meta-structural equation modeling