The Richard Woodcock Institute for Advancement of Cognitive Assessment: Oct, 25, 2014

The 2nd Richard Woodcock Institute for Advancement of Cognitive Assessment is now scheduled and enrollment is open. Registration and additional information can be found at the WMF web page.

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CHC model of intelligence is mainstream: Woodcock (1990) and McGrew (2009) both #1

I was searching through some journals tonight and discovered that Dr. Richard Woodock's seminal 1990 article, "Theoretical foundations of the WJ-R measures of cognitive ability", is the #1 cited article in the Journal of Psychoeducational Assessment (see image below...click to enlarge)

This article is not just about the WJ-R. The article used the then Gf-Gc based WJ-R special study data files to conduct a series of joint CFA with all the major intelligence tests. The most important insight was a mapping of all major IQ tests as per the major broad abilities of what is now call the CHC model of intelligence. It gave birth to the concept of CHC cross-battery assessment. It was a major influential tipping point article in the evolution of the CHC model; primarily by bridging theory and assessment practice. I have written about this important seminal Woodcock paper in McGrew (2005) and Schneider and McGrew (2012). This is also relfected in the CHC Timeline project, a portion which is presented below (click image to enlarge)

Couple this with the fact that my invited editorial on CHC theory, in the journal Intelligence, is the #1 cited article since 2009 in that journal, and it is my conclusion that CHC theory is now part of mainstream psychology and theories of intelligence.

The tipping point has passed...the CHC taxonomy is now mainstream. Further evidence is the revision or development and analysis of most all intelligence theories as per CHC theory (see the stellar research of Keith and Reynolds and others...here...and here.

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CHC theory: Emergence, test instruments and school-related research brief

Contemporary Cattell-Horn-Carroll (CHC) intelligence test development, interpretation and applied research can be traced to a fortuitous meeting of Richard Woodcock, John Horn, and John “Jack” Carroll in the fall of 1985, a meeting also attended by the first author of this web-resource ( McGrew, 2005). This meeting resulted in the 1989 publication of the first individually-administered, nationally standardized CHC-based intelligence battery, the Woodcock- Johnson- Revised (Woodcock, McGrew, & Mather, 1989). This landmark event, which occurred 20 years ago, provided the impetus for the major CHC- driven evolution of school- based intelligence testing practice.

Subsequent important CHC events followed during this 20 year period, and included: (a) the first set of CHC- organized joint test battery factor analysis studies (Woodcock, 1990) which planted the seeds for the concept of CHC cross-battery (CB) assessment, (b) the first attempt to use the WJ-R, via a Kaufman-like supplemental testing strategy (Kaufman, 1979), to implement the yet to be named and operationalized CHC CB approach to testing ( McGrew, 1993), (c) the articulation of the first integrated Cattell-Horn-Carroll model and classification of the major intelligence batteries as per the CHC framework (McGrew, 1997), (d) the first description of the assumptions, foundations, and operational principles for CHC CB assessment and interpretation (Flanagan & McGrew, 1997; McGrew & Flanagan, 1998), (e) the publication of the first intelligence theory and assessment book to prominently feature CHC theory and assessment methods (Contemporary Intellectual Assessment: Theories, Tests, and Issues; Flanagan, Genshaft & Harrison, 1997; click here for link to 2nd edition), (f) the publication of the CHC CB assessment series ( Flanagan, McGrew & Ortiz, 2000; Flanagan, Ortiz, Alfonso & Mascolo, 2006; Flanagan, Ortiz & Mascolo, 2001, 2007; McGrew & Flanagan, 1998), (g) the completion of a series of CHC-organized studies that investigated the relations between CHC cognitive abilities and reading, math, and writing achievement (what you are reading now), (h) the articulation of CHC-grounded SLD assessment and eligibility frameworks (see Flanagan & Fiorello, manuscript in preparation) and (h) the subsequent CHC- grounded revisions or interpretations of a number of comprehensive individually administered intelligence test batteries ( Differential Abilities Scales—II, DAS-II;Stanford- Binet—5^thEdition, SB5;Kaufman Assessment Battery for Children—2^ndEdition, KABC- II). Although not overtly stated, the impact of CHC theory can be seen in the recent revisions of the venerable Wechsler trilogy ( WPPSI-III; WISC- IV; WAIS- IV) as well as the presentation of CHC CB procedures for interpreting the three Wechsler batteries ( Flanagan et al., 2000).

Click here for other posts in this series.

Cattell-Horn-Carroll (CHC) theory of intelligence: Brief overview with links

[Double click on image to enlarge]

The Cattell-Horn-Carroll theory of cognitive abilities (CHC; Carroll, 1993; Cattell & Horn) is a hierarchical model of intelligence that combines the Cattell- Horn Gf-Gc (1987) and the Carroll tri-stratum models (1993) of human cognitive abilities (see McGrew, 2005, 2009 ). Carroll expanded on the Cattell- Horn Gf- Gc theory and proposed a three-stratum model that contains over 70 narrow or specific abilities at stratum one, eight primary second-order abilities at stratum two, and an overall g ability (general intelligence)at stratum three. The primary broad CHC abilities that relate to the content of contemporary intelligence batteries include fluid reasoning or intelligence (Gf), comprehension-knowledge or crystallized intelligence (Gc), visual- spatial ability (Gv), long-term storage and retrieval (Glr), auditory processing (Ga), cognitive processing speed (Gs), short-term memory (Gsm), and quantitative reasoning (Gq). Definitions of these broad CHC abilities, the narrow abilities subsumed under each domain, as well as additional abilities (e.g., tactile abilities—Gh) now being considered part of a more comprehensive CHC human ability model, are available here . An visual-graphic overview of the evolution of the CHC model, and its current status, is presented at the top of this post (from McGrew, 2009) Click here for other posts in this series.

Technorati Tags: psychology, school psychology, educational psychology, education, neuropsychology, cognition, IQ, IQ tests, intelligence, CHC theory, Cattell-Horn-Carroll

Dissertation Dish: WJ III and ADHD and poor reading

Two new unpublished dissertations located that used Woodcock-Johnson III (WJ III) measures (conflict of interest disclosure - I'm a coauthor of the WJ III) to investigate the relations between (a) Gs and poor reading and (b) WJ III clinical clusters and tests and ADHD.

In a sample of 26 ADHD (and 26 controls), Bray (2004) reported that the WJ III clinical clusters, based on discriminative function analysis, correctly classified 72.4% of the ADHD subjects. From a pool of 11 WJ III tests, correct classification was 87.2 %. The most highly discriminating tests were Auditory Attention, Auditory Work Memory and Rapid Picture Naming. Interesting.

Urso (2008) reports strong relations between processing speed (Gs) and poor reading performance. Although the results are interesting, the real value of this dissertation (IMHO) is the excellent literature review of the processing speed (Gs/Gt) literature, particularly as it relates to reading disabilities.

Hopefully the authors of these dissertations will work them into manuscripts to be submitted for journal publication.Technorati Tags: psychology, eduational psychology, school psychology, neuropsychology, ADHD, dyslexia, reading disabilities, LD, learning disabilities, WJ III, Woodcock Johnson, CHC, Cattell-Hon-Carroll, IQs Corner