I have made numerous posts about the CHC theory of intelligence now being considered the consensus psychometric model of the structure of intelligence (click here for latest)
The conclusion that CHC Theory is the consensus psychometric model of the structure of intelligence is reinforced by a diverse set of activities that have occurred beyond the boundaries the CHC-focused research and test development. Select examples are listed below:
• In a methodological research review, Reeve and Blacksmith (2009) used the CHC taxonomy to code the type and proportion of ability indicators present in published factor studies that sought to identify the g-factor.
• Haier, Colom, Schroeder, Condon, Tang, Eaves & Head (2009) added methodological rigor to their research on the parieto-frontal integration theory of intelligence (P-FIT), via the CHC classification of psychometric measures of g (and other select broad CHC constructs) used in their neuro-imaging studies, studies that have investigated the link between psychometric g, as well as Gf, Gc, and Gc indicators, and neuro-anatomical substrates of the brain (neuro-g).
• Using the CHC conceptual framework to operationalize the measurement model for the latent factors of g, Gf, Gc, Gv, and Gs, Kvist and Gustafsson (2008) used structural equation methods to test Cattell’s Investment theory for individual differences in the acquisition of knowledge and skills.
• Using measures of abilities intended to measure Howard Gardner’s multiple intelligences (Spectrum assessments), Castejon, Perez and Gilar (2010) prominently referenced CHC Theory and related research in their discussion and interpretation of a CFA study that concluded that Gardner’s multiple intelligence model does indeed support a higher-order psychometric g construct.
• Reeve (2004) used the CHC framework to organize an SEM-based study that replicated the general conclusions of the CHC organized g+specific cognitive-achievement research (see McGrew, 2005), this time demonstrating that some narrow CHC abilities were important in understanding domain-specific declarative knowledge above and beyond the effects of g.
• A number of researchers have used the CHC framework and CHC-designed intelligence batteries (KABC-III, WJ-R/WJ III) to investigate possible gender differences on CHC constructs (Camarata & Woodcock, 2006; Reynolds, Keith, Ridley & Patel, 2008) and Spearmans’s law of diminishing returns (SLODR; Reynolds, Keith & Beretvas, 2010; Reynolds & Keith, 2007).
• A recent special issue of the Journal of Psychoeducational Assessment on the Flynn Effect included four key articles (Kaufman, 2010a, 2010b; McGrew, 2010b, Zhou, Zhu & Weiss, 2010) that discussed and interpreted the Flynn Effect with the terminology of CHC theory.
- iPost using BlogPress from my Kevin McGrew's iPad
intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition P-FIT intelligene theory Parietal-frontal integration theory cattle's investment hypothesis SLODR gender differences IQ Flynn effect factor analysis Intelligence Journal
Intelligent Insights on Intelligence Theories and Tests
Tuesday, January 25, 2011
iPost: ScienceDirect - NeuroImage : Is 2 + 2 = 4? Meta-analyses of brain areas needed for numbers and calculations
Abstract at link below
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6WNP-51726SC-3&_user=10&_coverDate=02%2F01%2F2011&_rdoc=1&_fmt=high&_orig=search&_origin=search&_sort=d&_docanchor=&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=a1b8c263d0cae278c5e6b515a75a0a0e&searchtype=a
Sent with MobileRSS HD
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
Monday, January 24, 2011
The KAIT Gf-Gc IQ test: An under-appreciated contribution to the evolution of CHC intelligence theory
I have been busy revising my 2005 book chapter on CHC Theory: Past Present and Future. It is now coauthored with Dr. Joel Schneider who took the lead and is now first author. Together Joel and I wrote WAY toooooooo much material, and we had to do some serious editing...dropping major sections that we thought were important. I have decided that some of those sections that I wrote would appear hear at IQs Corner, and possibly in future manuscripts yet to be determined.
Part of the chapter is a visual-graphic presentation, with narrative text, of the CHC Timeline project I've been working on for a few years. If you visit the timeline link you will also gain access, via links, to the original chapter, which will provide you more context.
Cut from the submitted draft were comments about the under-appreciated role of KAIT IQ test in the evolution of Gf-Gc/CHC assessment instruments. You can see this event in the timeline at the link above. Below is the text written to explain the small, yet important, contribution of the KAIT to the evolution of CHC theory. Although I wrote most of this section, there are a few well crafted sentences below that were written by Joel.
The contribution of the KAIT Gf-Gc test to the evolution of CHC theory and assessment
An under-appreciated contribution to the evolution of Gf-Gc intellectual assessment was the publication of the Kaufman Adolescent and Adult Intelligence Test (KAIT) (Kaufman & Kaufman, 1993), based on Cattell’s (1941, 1943) original gf-gc Theory instead of the Horn–Cattell (1966) Extended Gf-Gc Theory. The Kaufmans used the older theory not out of ignorance but for pragmatic reasons (and some admirably subtle theoretical justifications as well). However, the distinction between the older, broader, and deliberately multidimensional gf and the newer, narrower, and more unidimensional Gf (as reflected Extended Gf-Gc theory) was probably lost on most potential users of the test.
By self-admission, Kaufman (2009) noted that the KAIT “sadly, has been all but ignored in the United States” (p. 1). The failure of the KAIT to attract assessment professionals was most likely due to the dominance of the venerable adult Wechsler batteries and bad timing. The trend in test development was moving toward giving users the option to measure narrower abilities with more factor-pure subtests and the KAIT was out of step with this trend. Flanagan and McGrew’s (1998) joint KAIT/WJ-R CFA presented an eight-factor Extended Gf-Gc model (Gf, Gc, Grw, Glr, Gsm, Ga, Gv, Gs) and suggested that the KAIT Gf composite, by the standards of the Extended Gf-Gc Theory, was a mix of Gf, Gsm, Gv, and Glr. The decision to measure the older, broader gf was not wrong (indeed, other tests have composite scores with comparable ability mixtures such as the WJ-III Thinking Abilities composite, CAS Full Scale IQ, KABC-II Mental Processing Composite, DAS-II Special Nonverbal Composite, or the now-discarded PIQ from the Wechsler series). The problem was that only the Gf and Gc constructs were represented by at least two KAIT tests and thus there was no option to form reasonably unidimensional composite scores.
The small KAIT blip on the Gf-Gc assessment radar screen was important for a number of reasons. First, Alan Kaufman’s opinion carries weight in this field. When he recognized the importance of Gf-Gc theory (first in the publication of the original K-BIT, which is now in its second edition), other test developers noticed. Post-KAIT publication Kaufman and colleagues began an active program of Gf-Gc research and publication (see Kaufman, 2009) that foreshadowed Kaufman’s embracing of CHC theory as the consensus model of intelligence for use in the development of intelligence batteries (Kaufman, 2009). Second, it was during their WJ-R/KAIT CFA study that Flanagan and McGrew (1998) recognized that all Gf-Gc assessment research up to that point in time had myopically focused exclusively on the broad Gf-Gc domains, ignoring the importance of understanding individual tests as per the narrow (stratum I) abilities they measured.
I would not be surprised if the KAIT, or parts of the battery, reappear in some form of cognitive assessment instrument(s) in the future.
intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition KAIT Alan Kaufman Kaufman Adolescent and Adult Intelligence Test Raymond Cattell Gf-Gc theory
- iPost using BlogPress from my Kevin McGrew's iPad
Part of the chapter is a visual-graphic presentation, with narrative text, of the CHC Timeline project I've been working on for a few years. If you visit the timeline link you will also gain access, via links, to the original chapter, which will provide you more context.
Cut from the submitted draft were comments about the under-appreciated role of KAIT IQ test in the evolution of Gf-Gc/CHC assessment instruments. You can see this event in the timeline at the link above. Below is the text written to explain the small, yet important, contribution of the KAIT to the evolution of CHC theory. Although I wrote most of this section, there are a few well crafted sentences below that were written by Joel.
The contribution of the KAIT Gf-Gc test to the evolution of CHC theory and assessment
An under-appreciated contribution to the evolution of Gf-Gc intellectual assessment was the publication of the Kaufman Adolescent and Adult Intelligence Test (KAIT) (Kaufman & Kaufman, 1993), based on Cattell’s (1941, 1943) original gf-gc Theory instead of the Horn–Cattell (1966) Extended Gf-Gc Theory. The Kaufmans used the older theory not out of ignorance but for pragmatic reasons (and some admirably subtle theoretical justifications as well). However, the distinction between the older, broader, and deliberately multidimensional gf and the newer, narrower, and more unidimensional Gf (as reflected Extended Gf-Gc theory) was probably lost on most potential users of the test.
By self-admission, Kaufman (2009) noted that the KAIT “sadly, has been all but ignored in the United States” (p. 1). The failure of the KAIT to attract assessment professionals was most likely due to the dominance of the venerable adult Wechsler batteries and bad timing. The trend in test development was moving toward giving users the option to measure narrower abilities with more factor-pure subtests and the KAIT was out of step with this trend. Flanagan and McGrew’s (1998) joint KAIT/WJ-R CFA presented an eight-factor Extended Gf-Gc model (Gf, Gc, Grw, Glr, Gsm, Ga, Gv, Gs) and suggested that the KAIT Gf composite, by the standards of the Extended Gf-Gc Theory, was a mix of Gf, Gsm, Gv, and Glr. The decision to measure the older, broader gf was not wrong (indeed, other tests have composite scores with comparable ability mixtures such as the WJ-III Thinking Abilities composite, CAS Full Scale IQ, KABC-II Mental Processing Composite, DAS-II Special Nonverbal Composite, or the now-discarded PIQ from the Wechsler series). The problem was that only the Gf and Gc constructs were represented by at least two KAIT tests and thus there was no option to form reasonably unidimensional composite scores.
The small KAIT blip on the Gf-Gc assessment radar screen was important for a number of reasons. First, Alan Kaufman’s opinion carries weight in this field. When he recognized the importance of Gf-Gc theory (first in the publication of the original K-BIT, which is now in its second edition), other test developers noticed. Post-KAIT publication Kaufman and colleagues began an active program of Gf-Gc research and publication (see Kaufman, 2009) that foreshadowed Kaufman’s embracing of CHC theory as the consensus model of intelligence for use in the development of intelligence batteries (Kaufman, 2009). Second, it was during their WJ-R/KAIT CFA study that Flanagan and McGrew (1998) recognized that all Gf-Gc assessment research up to that point in time had myopically focused exclusively on the broad Gf-Gc domains, ignoring the importance of understanding individual tests as per the narrow (stratum I) abilities they measured.
I would not be surprised if the KAIT, or parts of the battery, reappear in some form of cognitive assessment instrument(s) in the future.
intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition KAIT Alan Kaufman Kaufman Adolescent and Adult Intelligence Test Raymond Cattell Gf-Gc theory
- iPost using BlogPress from my Kevin McGrew's iPad
Saturday, January 22, 2011
NYTimes: To Really Learn, Quit Studying and Take a Test
From The New York Times:
To Really Learn, Quit Studying and Take a Test
Test-taking actually helps people learn, and it works better than repeated studying, according to new research.
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
Friday, January 21, 2011
IQs Corner Recent Literature of Interest 02-09-11
This weeks installment of IQs Corner Recent Literature of Interest is now available.
- iPost using BlogPress from my Kevin McGrew's iPad
Thursday, January 20, 2011
Psychs on Twitter@catherinesteele, 1/20/11 3:01 PM
Yippee....I mad the BPS psych Twitter list :)
 Catherine (@catherinesteele)1/20/11 3:01 PM RT @WorkLifePsych: BPS Research Digest has a great list of psychologists on Twitter: http://t.co/SBxM6sC |
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
Research bytes: Brief exec. funct. screener and global & specific adult cognitive decline
Clicking on images should make them larger and more readable
- iPost using BlogPress from my Kevin McGrew's iPad
intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition domain-specific domain-general cognitive decline aging executive functioning
Wednesday, January 19, 2011
Research byte: Individual differences in working memory capacity predict retrieval-induced forgetting.
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
Research byte: New rule use drives the relation between working memory capacity and Raven's Advanced Progressive Ma
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
Friday, January 14, 2011
iPost: Special issue on fMRI controversies
http://forensicpsychologist.blogspot.com/2011/01/fmri-controversies-special-journal.html
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
Special issue on aging, cognition and neuropsych @psypress, 1/14/11 4:23 AM
 Psychology Press (@psypress)1/14/11 4:23 AM Call for Papers for a special issue of "Aging, Neuropsychology, and Cognition": http://goo.gl/slmMo |
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
iPost: Neuropsychology - Online First Publications & Volume 25, Issue 1
APA Journal alerts for:
Neuropsychology
The following articles have been published online this week before they appear in a final print and online issue of Neuropsychology:
- A new issue is available:
Wednesday, January 12, 2011
Human processing speed: A hierarchical multidimensional model with g-speed at the apex?
There is an active thread on the NASP (National Association of School Psychologists) listerv this morning re: what is the nature of "processing speed" (Gs as per CHC theory). Coincidentally, the past few days I have been writing on the psychometric research re: the domain of human cognitive speed. Dr. Joel Schneider and I are working on a CHC theory chapter manuscript, and this is proposed to be in the chapter.
Related to the text is the following proposed hierarchical model of cognitive speed...which suggests that psychologists need to understand that it may be a much more complex domain with it's own hierarchy and g-type (g-speed) factor at the apex. The figure below was first included in McGrew and Evan's (2004), where the hierarchy was first proposed. Joel Schneider has worked his excellent Gv PPT expertise and produced this much prettier version. Click here and you will see the image from the web page server.
In addition to the more thorough treatment in the McGrew & Evans (2004) document, the following draf text may be useful (Schneider & McGrew, book chapter manuscript in preparation).
Technorati Tags: psychology, school psychology, neuropsychology, cognitive psychology, intelligence, cognition, processing speed, Gs, Gt, reaction time, CHC intelligence theory, Cattell-Horn-Carroll
Related to the text is the following proposed hierarchical model of cognitive speed...which suggests that psychologists need to understand that it may be a much more complex domain with it's own hierarchy and g-type (g-speed) factor at the apex. The figure below was first included in McGrew and Evan's (2004), where the hierarchy was first proposed. Joel Schneider has worked his excellent Gv PPT expertise and produced this much prettier version. Click here and you will see the image from the web page server.
In addition to the more thorough treatment in the McGrew & Evans (2004) document, the following draf text may be useful (Schneider & McGrew, book chapter manuscript in preparation).
Of particular interest, but largely ignored during the past five years, was the conclusion that the speed domains of Gs and Gt might best be represented within the context of a hierarchically organized speed taxonomy with a g-speed factor at the apex (McGrew, 2004; McGrew & Evans, 2004). This conclusion is echoed by Danthiir, Roberts, Schulze and Wilhelm (2005), who after conducting much of the research that suggests a multidimensional speed hierarchy, suggested that “one distinct possibility is that mental speed tasks form as complex a hierarchy as level (i.e., accuracy) measures from psychometric tasks, with a general mental speed factor at the apex and broad factors of mental speed forming a second underlying tier” (p. 32). McGrew and Evan’s (2004) hypothesized hierarchy of speed abilities is formally published here for the first time in Figure X
Technorati Tags: psychology, school psychology, neuropsychology, cognitive psychology, intelligence, cognition, processing speed, Gs, Gt, reaction time, CHC intelligence theory, Cattell-Horn-Carroll
Tuesday, January 11, 2011
On the road for brief R&R - blogging lite
I will be away on a brief family R&R mini-vacation from Wed thru Sunday. Will have my iPad with me, so I might do some lite blogging....or maybe not. Shall return next Monday
- iPost using BlogPress from my Kevin McGrew's iPad
- iPost using BlogPress from my Kevin McGrew's iPad
NYTimes: You Might Already Know This ...significance testing in science
From The New York Times:
You Might Already Know This ...
A report on ESP to be published this year has inflamed a debate on the standard technique used to analyze data in much of social science and medicine.
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
Saturday, January 08, 2011
WJ III IQ and ACH tests and descriptions
For those unfamiliar with the WJ III battery, below are some tables that list the tests and major composite scores and definitions of abilities measured. I borrowed this from are recent book chapter publication.
Double clicking on the images should make them larger and more readable. To make sure they are viewable, you might want to check out the jpg images directly from my web page server....click here and here.
Conflict of interest disclosure - I am a coauthor of the WJ III.
- iPost using BlogPress from my Kevin McGrew's iPad
intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition WJ III Woodcock Johnson
Double clicking on the images should make them larger and more readable. To make sure they are viewable, you might want to check out the jpg images directly from my web page server....click here and here.
Conflict of interest disclosure - I am a coauthor of the WJ III.
- iPost using BlogPress from my Kevin McGrew's iPad
intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition WJ III Woodcock Johnson
Friday, January 07, 2011
iPost: Journal of Psychoeducational Assessment Table of Contents for 1 February 2011; Vol. 29, No. 1
Journal of Psychoeducational Assessment Online Table of Contents Alert
- A new issue of Journal of Psychoeducational Assessment is available online:
- 1 February 2011; Vol. 29, No. 1
- The below Table of Contents is available online at: http://jpa.sagepub.com/content/vol29/issue1/?etoc
Articles
- Computer-Based Screening for the New Modified Alternate Assessment
- Ryan J. Kettler
- Journal of Psychoeducational Assessment 2011;29 3-13
http://jpa.sagepub.com/cgi/content/abstract/29/1/3
- Development and Validation of the Personal Strengths Inventory Using Exploratory and Confirmatory Factor Analyses
- Albert Kienfie Liau, Daryl Chow, Teck Kiang Tan, and Konrad Senf
- Journal of Psychoeducational Assessment 2011;29 14-26
http://jpa.sagepub.com/cgi/content/abstract/29/1/14
- Emotional Intelligence in Applicant Selection for Care-Related Academic Programs
- Leehu Zysberg, Anat Levy, and Anna Zisberg
- Journal of Psychoeducational Assessment 2011;29 27-38
http://jpa.sagepub.com/cgi/content/abstract/29/1/27
- Testing Intelligently Includes Double-Checking Wechsler IQ Scores
- Jeffrey G. Kuentzel, Lesley A. Hetterscheidt, and Douglas Barnett
- Journal of Psychoeducational Assessment 2011;29 39-46
http://jpa.sagepub.com/cgi/content/abstract/29/1/39
- Assessing Students' Emotional Competence in Higher Education: Development and Validation of the Widener Emotional Learning Scale
- Ning Wang, Thomas Young, Stephen C. Wilhite, and Geoffrey Marczyk
- Journal of Psychoeducational Assessment 2011;29 47-62
http://jpa.sagepub.com/cgi/content/abstract/29/1/47
- Assessment of Psychopathological Problems in the School Context: The Psychometric Properties of a Portuguese Version of the Adolescent Psychopathology Scale—Short Form
- Ida Timóteo Lemos, LuÃs Madeira FaÃsca, and Sandra Teodósio Valadas
- Journal of Psychoeducational Assessment 2011;29 63-74
http://jpa.sagepub.com/cgi/content/abstract/29/1/63
- Validation of the Substance Use Risk Profile Scale for Adolescents in Hong Kong
- Angela F. Y. Siu
- Journal of Psychoeducational Assessment 2011;29 75-83
http://jpa.sagepub.com/cgi/content/abstract/29/1/75
- Test Review: Michael H. Epstein and Lori Synhorst Preschool Behavioral and Emotional Rating Scale Austin, TX: PRO-ED, 2009
- Daniel D. Drevon
- Journal of Psychoeducational Assessment 2011;29 84-88
http://jpa.sagepub.com/cgi/reprint/29/1/84
- Test Review: C. D. Elliott Differential Ability Scales-Second Edition. San Antonio, TX: Harcourt Assessment, 2007
- Stephanie Marshall, Kara E. McGoey, and Susan Moschos
- Journal of Psychoeducational Assessment 2011;29 89-93
http://jpa.sagepub.com/cgi/reprint/29/1/89
- Test Review: A. J. Connolly KeyMath-3 Diagnostic Assessment: Manual Forms A and B. Minneapolis, MN: Pearson, 2007
- Roslinda Rosli
- Journal of Psychoeducational Assessment 2011;29 94-97
http://jpa.sagepub.com/cgi/reprint/29/1/94
Wednesday, January 05, 2011
NYTimes: Journal’s Paper on ESP Expected to Prompt Outrage
From The New York Times:
Journal's Paper on ESP Expected to Prompt Outrage
A prominent research psychologist's assertions about strong evidence for extrasensory perception is already mortifying scientists.
Sent from Kevin McGrew's iPad
Kevin McGrew, PhD
Educational Psychologist
IQs Corner logo poll open - please review and vote
Similar to the design process used to develop the IAP logo (top of this blog), my son-in-law, who has graphic design skills, has created a number of possible logo's for this blog (aka, IQ's Corner). After a number of iterations, we have 6 finalists. They are reproduced below.
If you need to see them better, click on the image to enlarge. This may be necessary to get a clear image...the image in the post may appear fuzzy if not enlarged. If all else fails, click here to access the jpg file from the web server.
After reviewing, I'd like your vote at the IQs Corner Logo Poll at the top right hand corner of this blog.
Comments also welcomed.
- iPost using BlogPress from my Kevin McGrew's iPad
If you need to see them better, click on the image to enlarge. This may be necessary to get a clear image...the image in the post may appear fuzzy if not enlarged. If all else fails, click here to access the jpg file from the web server.
After reviewing, I'd like your vote at the IQs Corner Logo Poll at the top right hand corner of this blog.
Comments also welcomed.
- iPost using BlogPress from my Kevin McGrew's iPad
Subscribe to:
Posts (Atom)