Intelligent Insights on Intelligence Theories and Tests
See prior post regarding Hamm v Smith Atkins ID death penalty case where central issue is how to handle multiple IQ scores. All briefs are at that prior blog post page.
Oral arguments before the SCOTUS justices occurred this past Wednesday, 12-10-25. One can download audio file (arguments lasted 2 hours) or transcript of arguments at this link.
Click on images to enlarge for easy reading
A B S T R A C T
The rapid growth of research literature has made systematic reviews and meta-analyses increasingly time-consuming, limiting their utility in fast-evolving fields such as educational psychology. Artificial intelligence (AI) tools have enormous potential to streamline these processes, yet their adoption remains limited due to usability issues and a lack of systematic guidance. Out of 282 tools that we compiled from overviews that listed AI tools for research syntheses, we filtered a subset of 7 AI tools that met quality standards, such as transparency and accessibility. These tools were evaluated for their potential to support systematic reviews and meta-analyses in educational psychology. Our review highlights the tools' strengths, limitations, and ethical considerations for their responsible use by providing practical guidance and coding information. Educational relevance statement: This research identifies and evaluates AI tools that streamline systematic reviews and meta-analyses, addressing critical challenges in synthesizing educational psychology research. By making these processes more efficient, accessible, and accurate, the study empowers educators and researchers to derive timely insights into diverse learner needs. Practically, the findings guide the adoption of AI tools that reduce workload and cognitive bias, enabling more evidence-based and inclusive educational practices. This work supports the advancement of scientifically rigorous methods that enhance understanding of individual differences in learning, directly contributing to improved educational interventions and outcomes
Abstract
The Woodcock–Johnson V Tests of Cognitive Abilities (WJ V COG), published in February 2025, offers the latest edition of the WJ family of tests alongside tests of academic achievement and oral language. The WJ V COG has changed substantially from previous editions regarding administration, which is now entirely digital. Administration and scoring are housed within the Riverside Insight's online platform. The test battery features several changes, such as the addition of five new tests and the removal of three tests, including measures of Auditory Processing (Ga). The WJ V COG maintains a CHC-based theoretical framework, although updated to align with current theory. Psychometric evidence, including validity, reliability, and item-level analysis, is robust. Evidence is less convincing for children under six. The assessment was co-normed with measures of academic achievement, and the norm sample was gathered post-COVID. Although some may find requirements of digital administration limiting, the WJ V COG offers an engaging and psychometrically sound option for the assessment of intelligence.
Keywords: assessment, intelligence, cognitive, digital administration, test review
The above independent review of the WJ V cognitive battery is now available for reading (and downloading) as an open access article at the Journal of Psychoeducational Assessment.
COI statement: I, Dr. Kevin McGrew, am senior author of the WJ V. However, I no longer (as in the past with the WJ III through WJ IV) have a royalty interest in the in the WJ V—I make ZERO income based on how many are sold. The publisher moved to a new independent contractor reimbursement model where the authors were paid for work on the WJ V prior to publication. However, I clearly have a potential professional non-income based COI given my lengthy history with the WJ batteries and my professional reputation. I do still receive royalties for sales of the WJ IV. I also have no post-publication contract (or COI) to work on any new features that the publisher adds to the digital product after the formal release in Feb 2025, which as a digital product, can add new features on a semi-regular basis. In other words, consider me an “unrestricted free agent” in the intelligence testing space. 😉
I seldom designate an article as a recommended reading. I typically make FYI posts about new research I finding interesting in my small corner of the larger sandbox of psychology…more as FYI alerts. I break with my typical FYI research alert blogging behavior for this article by Dr. John D. Mayer. I recommend reading Mayer’s thought provoking article—especially since it is open source and can be downloaded and read for free (click here to access).
Why? Because it is a well-reasoned “thought piece” about the many unanswered questions regarding the potential positive and negative impact of AI on humans, in this case, human personality and cognition. I’m relatively new to the fast-moving AI movement and, as an educational psychologist, I’m interested in how certain cognitive abilities (especially CHC cognitive abilities) may become “skilled” or “deskilled” with greater reliance on AI.
This is an open access article that can be read/downloaded at this link.
Click on image to enlarge
