Evolution of psychometric IQ theories from Spearman g to CHC: With special analysis of AAIDD ID/MR 2010 manaul

The evolution of psychometric theories of intelligence from Spearman’s g to contemporary CHC: With Special analysis and commentary on the 2010 AAIDD ID/MR definition—intelligence theory gap
Kevin S. McGrew, PhD.
Institute for Applied Psychometrics (IAP) – Director
[www.iapsych.com]
Conflict of interest disclosure: Kevin McGrew is a co-author of (and thus has a financial interest in) the WJ III Battery, a battery of cognitive and achievement tests mentioned in this presentation. This presentation reflects the views of Kevin McGrew and do not necessarily reflect the views of the other WJ III authors or the publisher of the battery.

The current set of slides have been adapted and revised from three primary sources. Viewers of this presentation can find additional background information and detail by consulting the following sources.
The IAP CHC Timeline Project @ http://tinyurl.com/ykz4wwm
McGrew, K. (2009). Editorial: CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research, Intelligence, 37, 1-10.
McGrew, K. S. (2005). The Cattell-Horn-Carroll (CHC) theory of cognitive abilities: Past, present and future. In D. Flanagan, & Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues-Second Edition (p.136-202). New York: Guilford Press
(both manuscripts can be accessed @ http://tinyurl.com/ykzesml

Note……icons in the timeline specific slides are not active. They
are only active when using the timeline software used to develop
the CHC Timeline Project

Galton lab and individual differences research (1884-1889)

“Mental test” concept born: James McKeen Cattell (1885-1890)

Charles Spearman (1904)

CHC evolution
Spearman g (general intelligence) + s (specific abilities research (1904-1939)

Spearman developed a “two-factor theory” (general intelligence factor-g + specific factors) to account for correlations between measures of sensory-discrimination (Galton tradition).
Carroll (1993) suggested that it might be better called a "one-general-factor theory." g was hypothesized to represent a fixed amount of “mental energy.” Spearman hypothesized that the g factor involved three major mental processes--apprehension of experience; eduction of relations; eduction of correlates.
Spearman generally credited with introducing the notion of factor analysis to the study of human abilities.
According to Carroll (1993), Spearman and his students eventually began to study other possible factors beyond g. The Spearman-Holzginer Model, which was based on Holzinger's development of the "bi-factor" method, suggested g plus five group factors (verbal, perceptual speed, spatial relations, recognition, and associative memory) (Spearman, 1939).

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g
Spearman’s general factor model
(T# = designates different test measures)

British factor analysis tradition (1909-1961)
The British models suggested that most of the variance of human intelligence was attributable to g and to very small group factors, and that the importance of the broader group factors was meager (Gustafsson, 1988).
According to Gustafsson (1988), Burt’s model was to a great extent “logically constructed” and thus did not have major impact. In contrast, Horn stated that Burt’s model was very influential (Horn & Noll, 1997).
Vernon 's (1950, 1961) model, which had a g-factor at the apex of the hierarchy, and at the next level two major group-factors (verbal-numerical-educational-v:ed; spatial-practical-mechanical-physical--k:m) received more widespread attention.

British factor analysis tradition (1909-1961)

American factor analysis tradition (1928-1979)
Eckstrom (1979)
Thurston (1931)

Primary use of multiple factor analysis methods with the rotation of factors according to the “simple structure” criterion.
This method does not readily identify a g-factor.
The correlations among oblique factors analyzed to produce “second-order” factors.
Thurstone posited 7-9 primary mental abilities (PMAs) independent of a higher-order g-factor.
Carroll(1993) reports that Thurstone (1947) was willing to accept the possible existence of a g (general factor) above his primary mental abilities--and thus, suggests that Thurstone's model of human cognitive abilities was not fundamentally different from the Spearman--Holzingerg+group factors model.
The primary difference was the relative importance of the first-order primary mental abilities and the second-order g-factor Carroll (1993).
1940s-1960s saw many factor studies of human cognitive abilities conducted in the “Thurstonetradtion" (Carroll, 1993).
Summaries of the large body of PMA-based factor research suggestedover 60 possible separate primary mental abilities (Ekstrom, French, & Harmon, 1979; French, 1951; French, Eckstrom, & Price, 1963; Guilford, 1967; Hakstian & Cattell, 1974; Horn, 1972).
The ETS factor-reference group work established the WERCOF (well-replicated common factors) abilities.
Most modern hierarchical theories of intelligence have their roots in Thurstone’s PMA theory (Horn & Noll, 1977)

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PMA2
PMA3
PMA4
…etc
…etc
Thurston’s Multiple Factor (Primary Mental Abilities) Model
(PMA# = different “primary mental ability”)

Original Gf-Gc Theory (1941-1965)
Raymond Cattell was a student and research associate of Charles Spearman.
He proposed the original Gf-Gc theory of intelligence (Cattell, 1941, 1943 ), the formal beginning of the Cattell-Horn Gf-Gc theory. Fluid (Gf) and Crystallized (Gc) intelligence factors were extracted from second-order factor analysis of first-order (e.g., PMA) abilities
Gf intelligence reflected basic reasoning abilities and higher mental processes while Gc intelligence reflected what an individual had learned from exposure to their culture through education and experiences, via the "investment" of their Gf abilities.

Raymond Cattell (1941)

Raymond Cattell (1943)

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PMA2
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Gf
Gc
…etc
…etc
…etc
Cattell Dichotomous Gf-Gc (no g) Model
. Cattell & Horn’s Fluid (Gf) and Crystallized (Gc) intelligence factors were extracted from second-order factor analysis of first-order (e.g., PMA) abilities.

According to Carroll (1993), it wasn't until John Horn, a student of Cattell's, completed his dissertation (Horn, 1965) that there was "the first clear test of the theory."

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…etc
…etc
Gf
Gc
…etc
…etc
…etc
At the end of Psychometric Period A (Early Psychometric Theory Roots)
Three Dominant Psychometric Models of Intelligence Existed
g
Thurston’s Multiple Factor (Primary Mental Abilities) Model
Cattell Dichotomous Gf-Gc (no g) Model

Sidebar note: The icon key below will be used in subsequent slides to represent the evolution of psychometric theories and tests of intelligence
General
Ability (g)
Dichotomous
Abilities
Multiple
Cognitive Abilities
(Incomplete; not implicitly
or explicitly CHC-organized
Multiple
Cognitive Abilities
(Incomplete; implicitly
Multiple
Cognitive Abilities
(“Complete”; implicitly
g
Broad Abilities

Dashed arrows indicate that IQ test was not directly linked to any psychometric theoretical research listed in timeline. Solid arrows represent IQ tests grounded in a particular psychometric based theory
Stanford-Binet LM (1937; 1960; 1972)
Binet
Simon test
(1905)
Terman & Merrill Stanford Revision and Extension
(1916,1937)
At the end of this period of psychometric research & theory development, no individually administered IQ test had been explicitly based on a psychometrically-based theory of intelligence. The IQ theory-test gap had not yet been bridged
Wechsler Bellevue (1939, 1946) WISC (1949)
WPPSI (1967) WISC-R (1974)
WJ (1977)

At the end of Psychometric Period A (Early Psychometric Theory Roots) no applied, practical individually administered IQ test was explicitly grounded in a psychometric-based theory (IQ theory-test gap)
Stanford-Binet was an atheoretical applied measure that provided a g-type global score.
Wechsler batteries were atheoretical applied measures that provided a g-type global score.
Wechsler did not consider his verbal/performance dichotomy to represent different abilities, rather he asserted that the dichotomy “merely implies that these are different ways in which intelligence may manifest itself “(Wechsler, 1958, p. 64).
WJ battery was an atheoretical applied battery deliberately designed as per a “pragmatic decision-making model” (Woodcock, 1977). It also provided a g-type global score.
Four separate ability construct measures (Verbal, Reasoning, Memory and Perceptual Speed) were more-or-less secondary level interpretation features and not the primary focus of the battery.
Primary focus was on four academic based differential aptitude clusters used for differential prediction of achievement and calculation of aptitude-achievement discrepancies.

What was occurring with the formal AAMD/AAMR/AAIDD IQ component of the definition of MR/ID?
Information extracted from Greesspan & Switzky (2006) chapter: “Forty-four years of AAMR Manuals”
1961
manual
1973
manual
1983
manual
Mental retardation refers to significantly subaveragegeneral intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period
Mental retardation refers to subaveragegeneral intellectual functioning which originates during the developmental period and is associated with impairment in adaptive behavior.

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At the end of Psychometric Period A (Early Psychometric Theory Roots) the intellectual component of official AAMR MR/ID definition focused on g (general intelligence)
g
Mental retardation refers to significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period (1983)

Note. Period C (below) is integrated together with Period B in the next set of slides

Gf-Gc Theory Extended (1965-1998)
Horn, Cattell and others confirm the original Gf-Gc model
New broad Gv, Gs, Glr, Gsm and Ga factors added to model
Horn's (1976) review in the Annual Review of Psychology provides support for an expanded Gf-Gc model.
Carroll & Maxwell's (1979) review in the Annual Review of Psychology, although not using classic Gf-Gc or contemporary CHC terms, suggests support for up to 9 different broad Gf-Gc abilities.
Carroll & Maxwell discuss (a) Language Abilities and Skills [Gc, Grw], (b) Creativity and Fluency of Ideation [Glr], (c) Thinking, Reasoning and Problem Solving [Gf], (d) Abilities Concerned with Number and Quantity [Gq ], (e) Perceptual Skills and Processes in Vision and Audition [Gv, Ga], (f) Memory Skills and Capacities [Gsm, Glr], and (g) Cognitive Speed [Gs]--[note--insertion of contemporary CHC broad ability abbreviations provided by this author--K. McGrew].
The general framework for Carroll's eventual Three-Stratum hierarchical model is outlined in a 1985 paper presentation by Carroll.
Support for the additional broad G-factors is based on the combination of structural (factor analytic), developmental, heritability, neurocognitive, and outcome-criterion evidence research.
Horn (1994) publishes probably his most succinct and understandable overview of extended Gf-Gc theory in The Encyclopedia of Intelligence (Sternberg, 1994).

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Gf-Gc Theory Extended (1965-1998) Horn & Catell
Cattell-Horn Gf-Gc Hierarchical (no g) Model

Gf-Gc Theory Extended (1965-1998) – Horn & Stankov (1982)
Gc
Gf
Gv
Gs
Ga
Gt
Glr
Factor abbreviation print clarification (and
translation to contemporary
CHC terms) completed by K.
McGrew 7-11-09
Gsm

Gf-Gc Theory Extended (1965-1998) – Gustaffson (1988)
Gustaffson(1988) proposed and tested a three-level hierarchical LISREL model (HILI) model as a general unifying framework for integrating the British (Spearman, Burt, Vernon) and American (Thurston, Cattell, Horn) traditions of psychometric/theoretical research.
According to Gustaffson, most all prior historical models (e.g., Cattell-Horn; Vernon) can be viewed as “classes” of models within the general HILI framework.
Suggests that Gf may be identical to g.

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Gf-Gc Theory Extended (1965-1998) – Gustaffson (1988)
Gv
S
Cf
Cs
CFR
Gf
g
I
Factor abbreviation clarifications)
completed by K.
McGrew 7-11-09
Ms
V
Gc
Ve Ach
Nu Ach

Gf-Gc Theory Extended (1965-1998) – Horn (1994)

Gf-Gc Theory Extended (1965-1998) – Carroll (1993)
After over a decade of independent research, John "Jack" Carroll (1993) presents the most comprehensive empirically based synthesis of the extant factor analytic research (from prior 40+ years) regarding the structure of human cognitive abilities.
The structure includes three hierarchical levels (strata) of abilities (narrow, broad, general) that differ by breadth of generality.
The resulting summary provided a working taxonomy of human cognitive abilities by which to guide research and intelligence testing practice.
Carroll's (1993) work is considered a seminal or classic work (see next slide)
After reviewing most all available models of human intelligence, Carroll (1993) concluded that the Cattell-Horn model was the model most similar to that established from his review of the extant factor analytic research.
There were some differences between the Cattell-Horn and Carroll models, with the most salient point of disagreement being the inclusion (Carroll) or omission (Cattell-Horn) of a stratum-level general intelligence (g) ability at the apex of the structure of human cognitive abilities.

Gf-Gc Theory Extended (1965-1998) – Carroll (1993, 1997)

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Gf-Gc Theory Extended (1965-1998) – Carroll 1993)
Arrows from g to each test
(rectangle) have been omitted for readability
Stratum III
g
G1
Stratum II
G2
…etc
Stratum I
…etc
…etc
Carroll’s Schmid-Leiman Hierarchical Three-Stratum Model

The verdict is unanimous re: the importance of Carroll’s (1993) work
Richard Snow (1993):
“John Carroll has done a magnificent thing. He has reviewed and reanalyzed the world’s literature on individual differences in cognitive abilities…no one else could have done it… it defines the taxonomy of cognitive differential psychology for many years to come.”
Burns (1994):
Carroll’s book “is simply the finest work of research and scholarship I have read and is destined to be the classic study and referencework on human abilities for decades to come” (p. 35).

John Horn (1998):
A “tour de force summary and integration” that is the “definitive foundation for current theory” (p. 58). Horn compared Carroll’s summary to “Mendelyev’s first presentation of a periodic table of elements in chemistry” (p. 58).
Arthur Jensen (2004):
“…on my first reading this tome, in 1993, I was reminded of the conductor Hans von Bülow’s exclamation on first reading the full orchestral score of Wagner’s Die Meistersinger, ‘‘It’s impossible, but there it is!’’
“Carroll’s magnum opus thus distills and synthesizes the results of a century of factor analyses of mental tests. It is virtually the grand finale of the era of psychometric description and taxonomy of human cognitive abilities. It is unlikely that his monumental feat will ever be attempted again by anyone, or that it could be much improved on. It will long be the key reference point and a solid foundation for the explanatory era of differential psychology that we now see burgeoning in genetics and the brain sciences” (p. 5).

Gf-Gc Theory Extended (1965-1998) – Woodcock (1998)
(1998)
Addition of Grw (general
reading/writing broad factor), similar to “English language use” factor/ability suggested by Horn over a number of years

Gf-Gc Theory Extended (1965-1998) – Woodcock (1999)
Addition of Gq (quantitative knowledge) broad factor/ability as distinct from quantitative reasoning under Gf broad factor.

This period of psychometric research resulted in a flurry of test revisions and the introduction of new intelligence batteries measuring multiple cognitive abilities
Venerable Wechsler and SB batteries revised to reflect research that suggested a number of broad cognitive abilities (between g and narrow abilities). Both moved to four-factor/index models. Note that arrows are still dashed as these developments were not explicitly based on a “complete” psychometric theoretical model of intelligence. Same designation holds for original DAS (1990)
Movement in IQ test development was clearly the embracing of more broad multiple cognitive abilities as most all (excluding KAIT) new tests provided at least four cluster/composite ability measures.
Note solid arrows for K-ABC and CAS as they were theory-based, albeit on non-psychometric models of intelligence (Luria-Das). KAIT also noted with bold arrow as it was grounded in Cattell’s original dichotomous Gf-Gc theoretical model
Due to space limitations the most significant IQ test development event (Ext. Gf-Gc theory based WJ-R) is reported separately (a few slides later)
SB-IV
(1986)
WISC-III(1991)
WAIS-III (1997)
WAIS-R
(1981)
K-ABC
(1983)
CAS (1997)
DAS
(1990)
KAIT (1993)

The fortuitous March, 1986 “meeting of the minds” – the CHC
Intelligence-to-Theory “flash point”
“It is this author’s personal opinion, that this moment, a moment where the interests and wisdom of a leading applied test developer (Woodcock), the leading proponent of Cattell-Horn Gf-Gc theory (Horn), and one of the preeminent educational psychologists and scholars of the factor analysis of human abilities (Carroll) intersected (see section C in Table 1), was the flash point that resulted in all subsequent theory-to--practice bridging events that led to today’s CHC theory and related assessment developments. A fortuitous set of events had resulted in the psychometric stars aligning themselves in perfect position to lead the way for most all subsequent CHC assessment related developments.” (McGrew, 2004, 2005)

WJ-R
(1989)
John Horn and John “Jack” Carroll were theoretical consultants on the 1989 WJ-R and 2001 WJ III
Thus, the WJ-R was the first IQ battery to bridge the contemporary intelligence theory/research and assessment practice gap
WJ III
(2001)

Information extracted from Greesspan & Switzky (2006) chapter: “Forty-four years of AAMR Manuals”
Note. Both 1992 and 2002 AAMR models dropped the word “general” from “general intellectual functioning” – result was reference only to intellectual functioning.
1992
manual
2002
manual
Mental retardation refers to substantial limitations in present functioning. It is characterized by significantly subaverageintellectual functioning , existing concurrently with related limitations in two or more of the following applicable adaptive skill areas; communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure and work. Mental retardation manifests itself before age 18
Mental retardation is a disability characterized by significant limitations in intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical living skills. This disability originates before age 18.

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At the end of Extended Gf-Gc Period the intellectual component of official AAMR MR/ID definition focused on intellectual functioning and not “general” intellectual functioning…almost..but…
g
According to Greenspan & Switzky (2006), an innovation in the 2002 manual was an effort to conceptually define intelligence as “a general mental ability [that] includes reasoning, planning, solving problems, thinking abstractly, comprehending complex ides, learning quickly, and learning from experience” (p. 51)
However, intellectual functioning was operationally defined as being based on a “general functioning IQ”
The manual (correctly, IMHO) noted the movement among intelligence scholars, as reflected in the above referenced psychometric period of research and theory (as defined by current author—Kevin McGrew), away from a reliance on a single measure of “g” (general intelligence). But…….
“until more robust instruments based upon one of the many promising multifactor theories of intellectual abilities are developed and demonstrated to be psychometrically sound, we will continue to rely on a global (general factor) IQ [score]. (p. 66).

The 2002 manual correctly noted the movement among intelligence scholars, away from a reliance on a single measure of “g” (general intelligence). But…the manual was incorrect in the following conclusion
“until more robust instruments based upon one of the many promising multifactor theories of intellectual abilities are developed and demonstrated to be psychometrically sound, we will continue to rely on a global (general factor) IQ [score]. (p. 66).
Instruments based upon the then recognized Extended Gf-Gc theory had “bridged” the intelligence theory-IQ assessment gap 13 years earlier, and had been advanced further in 2001.
1992
manual
2002
manual
WJ III
(2001)
WJ-R
(1989)
Contemporary Psychometric Intelligence Theory—AAMR MR Def. Gap

National Research Council, Committee on Disability Determination for Mental Retardation(2002). In D. J. Reschly, T. G. Meters, & C. R. Hartel (Eds.), Mental retardation: Determining eligibility for Social Security benefits. Washington, DC: National Academy Press
In 2002, a national panel of MR
experts recognized the clear CHC movement in the design and revision of IQ tests used to identify MR/ID. More importantly, there was a recognition of a movement (based on solid psychometric theory research) on part scores and less reliance on a g-based full scale total composite IQ score

At the end of Extended Gf-Gc Period B the intellectual component of official AAMR MR/ID definition was still “stuck on g” (general intelligence)…and a contemporary intelligence theory-AAMR MR definition gapnow existed
Three and 13 years prior to the publication of the 1992 and 2002 AAMR manuals respectively, the first-ever IQ (+ ACH) battery (WJ-R) explicitly based on the then known and validated Extended Gf-Gc theory, was published (1989), a battery that measured 9 broad Gf-Gc abilities and also provided general intelligence (g) composite scores (Broad Cognitive Ability)
The 1992 manual made no mention of Ext. Gf-Gc theory nor the WJ-R. The manuals list of IQ instruments included the SB-IV, Wechsler batteries, and K-ABC (p. 37) and not the 1989 WJ-R.
10 years later (2002) the red manual recognized and referenced the seminal work of Carroll (1993) yet (a) referenced outdated articles for Horn & Cattell (1963, 1966) that reflected a lack of awareness of Ext. Gf-Gc Theory, (b) did not recognize that the Carroll and Cattell-Horn models were very similal models (major difference was over validity of g) and both were descendants of the Spearman psychometric tradition, (c) listed only non-Gf-Gc developed IQ batteries (Wechslers, SB-IV, CAS, K-ABC, and other special purpose tests) and omitted the 1989 (WJ-R) which had been published 13 years previously, and (d) failed to recognize a sizeable number of Cattell-Horn, Carroll, and WJ-R focused journal publications, books and book chapters published well before the 2002 manual revision.[See illustrative, but not exhaustive, WJ (and select Gf-Gc/CHC model references) reference list and examples on next set of slides].
Contemporary Psychometric Intelligence Theory—AAMR MR Def. Gap

(1990)
Article analyzed ALL major IQ batteries
as per Extended Gf-Gc model

(1991)
In WJ-R
Technical Manual

(1994)

(1998)
(2000)
(2001)

Select WJ/WJ-R/WJ III and CHC/Gf-Gc references up to 2002 (in descending order)
1 of 14 slides (in case you don’t want to view them all and want to skip ahead
Woodcock, R. W. (2002). New looks in the assessment of cognitive ability. Peabody Journal of Education, 77(2), 6-22.
Vanderwood, M. L., McGrew, K. S., Flanagan, D. P., & Keith, T. Z. (2002). The contribution of general and specific cognitive abilities to reading achievement. Learning and Individual Differences, 13, 159-188.
Schrank, F. A., Flanagan, D. P., Woodcock, R. W., & Mascolo, J. T. (2002). Essentials of WJ III Cognitive Abilities Assessment. New York: John Wiley.
Osmon, D., & Jackson, R. (2002). Inspection time and IQ: Fluid or perceptual aspects of intelligence? Intelligence, 30(2), 119-128.
McGrew, K. S., Woodcock, R. W., & Ford, L. (2002). The Woodcock-Johnson--Third Edition (WJ III): Description and application with adolescents and adults. In A. Kaufman, N. Kaufman, & E. Lichtenberg (Eds.), Clinical assessment with adolescents and adults (2nd ed., ). New York: John Wiley.
McGrew, K. S. (2002). Advanced interpretation of the Woodcock-Johnson III. Workshop presented at the annual convention of the National Association of School Psychologists Chicago, IL.
McArdle, J. J., FerrerCaja, E., Hamagami, F., & Woodcock, R. W. (2002). Comparative longitudinal structural analyses of the growth and decline of multiple intellectual abilities over the life span. Developmental Psychology, 38(1), 115-142.
Lee, E., Murry, V. M., Brody, G., & Parker, V. (2002). Maternal resources, parenting, and dietary patterns among rural African American children in single-parent families. Public Health Nursing, 19(2), 104-111.
Huff, E., Sorenson, J., & Dancer, J. (2002). Relation of reading rate and rapid automatic naming among third graders. Perceptual Motor Skills, 95(3 Pt 1), 925-926.
Gregg, N., & Mather, N. (2002). School is fun at recess: Informal analyses of written language for students with learning disabilities. Journal of Learning Disabilities, 35( 1), 7-22.
Evans, J. J., Floyd, R. G., McGrew, K. S., & Leforgee, M. H. (2002). The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence. School Psychology Review, 31(2), 246-262.
Daleiden, E., Drabman, R. S., & Benton, J. (2002). The Guide to the Assessment of Test Session Behavior: Validity in relation to cognitive testing and parent-reported behavior problems in a clinical sample. Journal of Clinical Child & Adolescent Psychology, 31(2), 263-271.
Bell, N. L., Rucker, M., Finch, A., & Alexander, J. (2002). Concurrent validity of the Slosson Full-Range Intelligence Test: Comparison with the Wechsler Intelligence Scale for Children--Third Edition and the Woodcock Johnson Tests of Achievement--Revised. Psychology in the Schools, 39(1), 31-38.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III. Itasca, IL: Riverside Publishing.

Schrank, F. A., & Woodcock, R. W. (2001). WJ III Compuscore and Profiles Program [Woodcock-Johnson III]. Itasca, IL: Riverside Publishing.
Rizza, M. G., McIntosh, D. E., & McCunn, A. (2001). Profile analysis of the Woodcock-Johnson III Tests of Cognitive Abilities with gifted students. Psychology in the Schools, 38(5), 447-455.
McGrew, K. S., & Woodcock, R. W. (2001). Technical Manual. Woodcock-Johnson III. Itasca, IL: Riverside Publishing.
McGrew, K. S., Gregg, N., Hoy, C., Stennett, R., Davis, M., Knight, D., Coleman, C., & Ford, L. (2001). Cattell-Horn-Carroll confirmatory factor analysis of the WJ III, WAIS-III, WMS-III and KAIT in a university sample. manuscript in preparation.
Mather, N., & Woodcock, R. W. (2001). Examiner's Manual. Woodcock-Johnson III Tests of Cognitive Abilities. Itasca, IL: Riverside Publishing.
Mather, N., & Woodcock, R. W. (2001). Examiner's Manual. Woodcock-Johnson III Tests of Achievment. Itasca, IL.
Mather, N., Wendling, B. J., & Woodcock, R. W. (2001). Essentials of WJ III Tests of Achievement assessment. John Wiley & Sons.
Mather, N., & Schrank, F. A. (2001). Assessment Service Bulletin No. 3, Use of the WJ III discrepancy procedures for learning disabilities identification and diagnosis. Itasca, IL: Riverside Publishing.
Mather, D. S. (2001). Does dyslexia develop from learning the alphabet in the wrong hemisphere? A cognitive neuroscience analysis. Brain and Language, 76(3), 282-316.
Keith, T. Z., Kranzler, J. H., & Flanagan, D. P. (2001). What does the cognitive assessment system (CAS) measure? Joint confirmatory factor analysis of the CAS and the Woodcock-Johnson tests of cognitive ability (3rd edition). School Psychology Review, 30(1), 89-119.
Flanagan, D. P., & Ortiz, S. (2001). Essentials of cross-battery assessment. New York: John Wiley & Sons.
Roid, G. H., & Woodcock, R. H. (2000). Uses of Rasch scaling in the measurement of cognitive development and growth. Journal of Outcome Measurement, 4(2), 579-594.
Flanagan, D. P., McGrew, K. S., & Ortiz, S. (2000). The Wechsler Intelligence Scales and Gf-Gc Theory: A contemproary approach to interpretation. Needham Heights, MA: Allyn & Bacon.
Flanagan, D. P. (2000). Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores. School Psychology Quarterly, 15(3), 295-329.
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Woodcock, R. W. (1982). Interpretation of the rasch ability and difficulty scales for educational purposes. 1-11.
Woodcock, R. W. (1982). Bateria Woodcock Psico-Educativa en Espanol. Allan, TX: DLM.
Shinn, M., Algozzine, B., Marston, D., & Ysseldyke, J. (1982). A theoretical analysis of the performance of learning disabled students on the Woodcock-Johnson Psycho-Educational Battery. Journal of Learning Disabilities, 15, 221-226.
McGue, M., Shinn, M., & Ysseldyke, J. (1982). Use of the cluster scores on the Woodcock-Johnson Psycho-Educational Battery with learning disabled students. Learning Disability Quarterly, 5, 274-287.
Hessler, G. L. (1982). Use and interpretation of the Woodcock Johnson Psycho Educational Battery. Chicago: Riverside.
Cummings, J. (1982). Interpreting functioning levels: Woodcock-Johnson Psycho-Educational Battery. Psychological Reports, 50, 1167-1171.
Breen, M. J., & Hehman, J. (1982). Concurrnt validity of the Woodcock-Johnson mathematics and reading subtests with a middle school learning disabled population. Educational and Psychological Research, 2 , 173-179.
Ysseldyke, J. E., Algozzine, B., & Shinn, M. (1981). Validity of the Woodcock-Johnson Psycho-Educational Battery for learning disabled youngsters. Learning Disability Quarterly, 4, 244-249.
Ysseldyke, J., Shinn, M. R., & Epps, S. (1980). A comparison of the WISC-R and the Woodcock-Johnson Tests of Cognitive Ability. Psychology in the Schools, 18, 15-19.

Shinn, M., Algozzine, B., Martston, D., & Ysseldyke, J. (1980). Review of Woodcock-Johnson Psycho-Educational Battery. School Psychology International, 1(4), 20-22.
Marston, D. (1980). Research Report #46: An analysis of subtest scatter on the tests of cognitive ability fron the Woodcock-Johnson Psycho-Educational Battery. 10.
Reeve, R. E., Hall, R. J., & Zakreski, R. S. (1979). The Woodcock-Johnson Tests of Cognitive Ability: Concurrent validity with the WISC-R. Learning Disability Quarterly, 2, 63-69.
McGue, M., Shinn, M., & Ysseldyke, J. (1979). Validity of the Woodcock-Johnson Psychoeducational Battery with learning disabled students (Research Report No. 15). Minneapolis, MN: University of Minnesota, Institute of Research on Learning Disabilities.
Woodcock, R. W., & Johnson, M. B. (1978). Woodcock-Johnson Psycho-Educational Battery. Hingham, MA: Teaching Resources.
Woodcock, R. W. (1978). Development and standardization of the Woodcock-Johnson Psycho-Educational Battery. Hingham, MA: Teaching Resources.
Woodcock, R. W., & Johnson, M. B. (1977). Woodcock Johnson Psycho EducationalBattery. Chicago: Riverside.

(McGrew, 1997) – Integrated Cattell-Horn and Cattell Gf-Gc Model

(1997)

(1997)
Origin of combined Cattell-Horn and Carroll models into Integrated Gf-Gc model framework..later to be called Cattell-Horn-Carroll Theory (CHC)

Carroll and Cattell-Horn Model Comparison
g
Gf
Gy
Gv
Gs
Gt
Gc
Gr
Gu
Carroll
Broad Retrieval
Ability
Broad Cognitive
Speediness
Broad Auditory
Perception
Fluid
Intelligence
Gen. Memory
& Learning
Dec/Reaction
Time/Speed
Broad Visual
Perception
Crystallized
Intelligence
CDS
Gf
Gq
Gsm
Gv
Ga
Gs
Grw
Gc
Glr
Cattell-Horn
Correct
Decision Speed
Crystallized
Intelligence
Fluid
Intelligence
Quantitative
Knowledge
Visual
Processing
Auditory
Processing
Processing
Speed
Short-Term
Memory
Long-Term
Retrieval
Reading/
Writing

(McGrew, 1997) – Integrated Cattell-Horn and Cattell Gf-Gc Model

T2
T3
T4
T5
T6
T7
T8
T9
T1
T12
T10
T11
PMA1
PMA2
PMA3
PMA4
g ?
…etc
G1
G2
G3
…etc
…etc
Stratum III
Stratum II
Stratum I
Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model

Note…details from this period (E) not dealt with in current slide show

McGrew, K. S. (2005). The Cattell-Horn-Carroll (CHC) theory of cognitive abilities: Past, present and future. In D. Flanagan, & Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (p.136-202). New York: Guilford Press.
McGrew, K. (2009). Editorial: CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research, Intelligence, 37, 1-10.

g
T2
T3
T4
T5
T6
T7
T8
T9
T1
T12
T10
T11
T2
T3
T4
T5
T6
T7
T8
T9
T1
T12
T10
T11
T2
T3
T4
T5
T6
T7
T8
T9
T1
T12
T10
T11
T2
T3
T4
T5
T6
T7
T8
T9
T1
T12
T10
T11
T2
T3
T4
T5
T6
T7
T8
T9
T1
T12
T10
T11
PMA1
PMA2
PMA3
PMA4
PMA1
PMA2
PMA3
PMA4
PMA1
PMA2
PMA3
PMA4
PMA1
PMA2
PMA3
PMA4
…etc
(1b) Thurston’s Multiple Factor (Primary Mental Abilities) Model
…etc
(1a) Spearman’s general Factor model
G1
G2
G3
…etc
…etc
…etc
g ?
…etc
G1
G2
G3
…etc
…etc
(1e) Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model
Summary of evolution of psychometric intelligence theories
Arrows from g to each test
(rectangle) have been omitted for readability
Stratum III
g
G1
Stratum II
G2
…etc
Stratum I
…etc
…etc
(1d) Carroll’s Schmid-Leiman Hierarchical Three-Stratum Model
(1c) Cattell-Horn Gf-Gc Hierarchical Model
Stratum III
Note: Circles represent
latent factors. Squares represent manifest measures (tests; T1..). Single-headed path arrows designate factor loadings. Double headed arrows designate latent factor correlations
Stratum II
Stratum I
Figure 1: Major stages in the evolution of psychometric theories from Spearman’s g to Cattell-Horn-Carroll (CHC) theory

CHC-IQ test design bandwagon begins: Other major IQ tests are revised and place the CHC model as the center of each batteries design blueprint.
SB5 (Roid, 2003) CHC-based revision includes composite scores for 5 broad abilities (Gf, Gc, Gq, Gsm, Gv), via verbal and nonverbal tests.
Kaufman & Kaufman (2004) revise the KABC-II with a dual theoretical model (Luria-Das and CHC) blueprint, but with the CHC model recommended as the primary organizational structure to use.
Elliott (2007) revises the Differential Abilities Scales--II (DAS-II) with a heavy CHC influence.
WISC-IV (2003) and WAIS-IV (2008), although not explicitly based on CHC theory, were implicitly influenced by CHC theory.

WJ III
(2001)
CHC IQ test bandwagon
SB-V
(2003)
KABC-II
(2004)
DAS-II
(2007)
WISC-IV
(2003)
WAIS-IV
(2008)

(2003)
(2001; 2007)
(2004)
(2007)

National Research Council, Committee on Disability Determination for Mental Retardation(2002). In D. J. Reschly, T. G. Meters, & C. R. Hartel (Eds.), Mental retardation: Determining eligibility for Social Security benefits. Washington, DC: National Academy Press
In 2002, a national panel of MR
experts recognized the clear CHC movement in the design and revision of IQ tests used to identify MR/ID. More importantly, there was a recognition of a movement (based on solid psychometric theory/research) on part scores and less reliance on a g-based full scale total composite IQ score

AAIDD 11th edition (green manual) published 2010
“Stuck on g”
Quotes from manual (emphasis via underline added by K. McGrew)
Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. This disability originates before age 18 (p. 5)
Intelligence is a general mental ability (p.31)
Intelligence is a single trait (p.32).
A single dimension of intelligence continues to garner the most support within the scientific community…Thus, until such measures of multiple intelligences can be assessed reliably and validly, it is the position of AAIDD that intellectual functioning…is best conceptualized and captured by a general factor of intelligence (g) (p, 34)

Not to be covered in current presentation
National MR/ID expert panel recognized CHC theory and trend toward CHC-based IQ tests
2010
manual
2002
WAIS-IV
(2008)
WISC-IV
(2003)
KABC-II
(2004)
SB-V
(2003)
DAS-II
(2007)
Contemporary Psychometric Intelligence Theory—AAIDD MR Def. Gap
WJ III
(2001)

Thecurrent AAIDD ID definition is still “stuck on g” (general intelligence)…and continues to be out of step with contemporary psychometric intelligence theory. A major intelligence theory-- AAIDD ID definition gap exists. This gap has potentially serious consequences for individuals with disabilities
Despite the widespread acceptance and recognition of the contemporary CHC (aka Extended Gf-Gc) theory of intelligence by intelligence scholars, a 2002 national panel of MR/ID experts, and the clear movement in applied IQ test development to test batteries grounded in the CHC framework, AAIDD continues to be “stuck on g”
The AAIDD definition of intelligence is out-of-date. A major intelligence theory—AAIDD ID definition gap exists
Contemporary intelligence scholars, experts, and test developers recognize that although g (general intelligence) may exist at the apex of the CHC taxonomy of human cognitive abilities, there are broad (stratum II) abilities that are important (i.e., have differential validities) that can be assessed and, when interpreted appropriately, can provide a more valid and multidimensional picture of an individuals intellectual functioning.
AAIDD’s continued use of the statement (with regard to measurement of multiple cognitive abilities) that “until such measures of multiple intelligences can be assessed reliably and validly, it is the position of AAIDD that intellectual functioning…is best conceptualized and captured by a general factor of intelligence” is simply wrong! Reliable and valid measures of the broad CHC ability domains exist and have been published in most intelligence batteries published from 1989 to 2008.
The AAIDD g-position is at odds with the known heterogeneity of abilities within the ID (and general) population and fails to recognize that although a g-based total composite score may often represent the best single index of a person’s intellectual functioning, often the g-based composite score may lead to inaccurate conclusions regarding a person’s intellectual functioning and in these cases more attention should be focused on the component part scores. The stuck on g position has the potential to result in serious consequences for individuals, such as denial of special education services; denial of SS benefits, and unjust execution as in “Atkins MR/ID death penalty cases”.
Contemporary Psychometric Intelligence Theory—AAIDD ID Def. Gap

Summary Continuum of Progress: Intelligence Theories and Test Batteries
General
Ability (g)
Dichotomous
Abilities
Multiple
Cognitive Abilities
(Incomplete; not implicitly
Multiple
Cognitive Abilities
(Incomplete; implicitly
Multiple
Cognitive Abilities
(“Complete”; implicitly
AAIDD MR intelligence g focus definition
2010
g
Broad Abilities
Spearman
Original Gf-Gc
Simultaneous-
Successive
Thurstone PMAs
PASS
(Planning, Attention,
Simultaneous, Successive)
Cattell-Horn Carroll (CHC)
Theory of Cognitive Abilities
AAIDD MR Def. /IQ Theory Gap
Primary Theories
(Neuropsych. Psychometric)
WJ III (2001)
WJ III NU (2005)
WJ (1977)
WJ-R (1989)
Stanford-
Binet LM
(1937; 1960;
1972)
SB-IV (1986)
SB-V(2003)
Note: This is an adaptation (9-29-09) by Kevin McGrew of Figure 2.1 in Flanagan, McGrew & Ortiz (2000).
Bold font designates most current version of battery.
Bold Italic font designates batteries with adult norms.
Placement of WISC-IV/WAIS-IV recognizes that although only providing four broad composite scores, the revisions implicitly incorporated aspects of CHC theory
WJ III NU reflects a Normative Update to the WJ III norms without changes to the tests
WPPSI-R (1989)
WISC-R (1974)
W-B (1939; 1946)
WAIS-R (1981)
WPPSI-III (2002)
WISC-III 1991)
WAIS-III (1997)
Applied IQ Batteries
WISC-IV (2003)
WAIS-IV (2008)
K-ABC (1983)
KAIT (1993)
KABC-II (2004)
CAS (1997)
DAS (1990)
DAS-II (2007)

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Evolution of psychometric IQ theories from Spearman g to CHC: With special analysis of AAIDD ID/MR 2010 manaul

by Kevin McGrew

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