This is a presentation I made at the 2010 CNN conference in Fremantle Australia. It is an attempt to integrate CHC with neuropsychological assessment, with an emphasis on how NP tests can be interpreted from the CHC intelligence model which serves as a foundation for follow-up testing of NP tests with CHC measures.
Evolution of psychometric IQ theories from Spearman g to CHC: With special a...Kevin McGrew
This presentation traces the evolution of psychometric theories of intelligence from Spearman's g to contemporary CHC. In addition, it simultaneously tracks the evolution of psychometric tests of intelligence as they relate to psychometric theories. Finally, there is a special emphasis on tracking changes in the AAMR/AAIDD intellectual disability (mental retardation) classification manuals over the same period. It is concluded that despite significant advances in psychometric theories of intelligence and contemporary psychometric intelligence tests, the official 2010 AAIDD manual is significantly behind these developments. The 2010 AAIDD manual is "stuck on g" and has failed to incorporate advances in both psychometric theories and tests of intelligence. A significant intelligence theory--AAIDD ID/MR definition gap exists tat has potential serious consequences for individuals with ID/MR.
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...Kevin McGrew
This presentation is based on Schneider, W. J., & McGrew, K. S. (in press). The Cattell-Horn-Carroll Theory of Cognitive Abilities. This presentation includes a portion of key material to be published in a forthcoming CHC update/revision chapter-->In D. P. Flanagan & Erin M .McDonough (Eds.), Contemporary intellectual assessment: Theories, tests and issues (4thed.,) New York: Guilford Press.
This is only a small amount of the chapter. Also, I have inserted some new material related to test interpretation that is not included in the to-be-published chapter. The tentative date for publication of the Flanagan book is spring 2018.
Evolution of psychometric IQ theories from Spearman g to CHC: With special a...Kevin McGrew
This presentation traces the evolution of psychometric theories of intelligence from Spearman's g to contemporary CHC. In addition, it simultaneously tracks the evolution of psychometric tests of intelligence as they relate to psychometric theories. Finally, there is a special emphasis on tracking changes in the AAMR/AAIDD intellectual disability (mental retardation) classification manuals over the same period. It is concluded that despite significant advances in psychometric theories of intelligence and contemporary psychometric intelligence tests, the official 2010 AAIDD manual is significantly behind these developments. The 2010 AAIDD manual is "stuck on g" and has failed to incorporate advances in both psychometric theories and tests of intelligence. A significant intelligence theory--AAIDD ID/MR definition gap exists tat has potential serious consequences for individuals with ID/MR.
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...Kevin McGrew
This presentation is based on Schneider, W. J., & McGrew, K. S. (in press). The Cattell-Horn-Carroll Theory of Cognitive Abilities. This presentation includes a portion of key material to be published in a forthcoming CHC update/revision chapter-->In D. P. Flanagan & Erin M .McDonough (Eds.), Contemporary intellectual assessment: Theories, tests and issues (4thed.,) New York: Guilford Press.
This is only a small amount of the chapter. Also, I have inserted some new material related to test interpretation that is not included in the to-be-published chapter. The tentative date for publication of the Flanagan book is spring 2018.
Dr. Woocock's Evolution of Cognitive AssessmentsKevin McGrew
Dr. Richard Woodcock's Keynote presentation at the Third National School Psychology Neuropsychology Conference (July 10, 2008). The presentation presents a historical overview of the evolution of cognitive test batteries and thoughts about th future of cognitive testing. Copyrighted material has been deleted. Presentation also does not include personal stories Dr. Woodcock integrated in the presentation re: how he came to the field of psycho-educational test development and research
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...Kevin McGrew
The WJ IV provides two primary methods for comparing tests or cluster scores. One is based on a predictive model (the variation and comparison procedures) and the other allows comparisons of SEM confidence bands, which takes into account each measures reliability. A third method for comparing scores, one that takes into account the correlation between compared measures (ability cohesion model) is not provided, but is frequently used by assessment professionals. The three types of score comparison methods are described and new information, via a "rule of thumb" summary slide and nomograph, are provided to allow WJ IV users to evaluate scores via all three methods.
Antibody Aducanumab Reduces Αβ Plaques in Alzheimer’s DiseaseRiaz Rahman
Journal Club presentation prepared for Stony Brook University, Department of Psychiatry. Explains findings of "The Antibody Aducanumab Reduces Αβ Plaques in Alzheimer’s Disease," Sevigny et al, Nature, Vol 537, 1 September 2016.
This slide explains various definitions of cognitive science, the scope of cognitive science in various disciplines, and the evolution of cognitive science from the beginning.
CHC Theory Codebook 1: Cognitive definitionsKevin McGrew
A presentation of the most up-to-date CHC broad and narrow ability definitions as adapted from McGrew & Schneider (2012) and McGrew, LaForte and Schrank (2014). One of two. See CHC Codebook 2 for additional information
Dr. Woocock's Evolution of Cognitive AssessmentsKevin McGrew
Dr. Richard Woodcock's Keynote presentation at the Third National School Psychology Neuropsychology Conference (July 10, 2008). The presentation presents a historical overview of the evolution of cognitive test batteries and thoughts about th future of cognitive testing. Copyrighted material has been deleted. Presentation also does not include personal stories Dr. Woodcock integrated in the presentation re: how he came to the field of psycho-educational test development and research
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...Kevin McGrew
The WJ IV provides two primary methods for comparing tests or cluster scores. One is based on a predictive model (the variation and comparison procedures) and the other allows comparisons of SEM confidence bands, which takes into account each measures reliability. A third method for comparing scores, one that takes into account the correlation between compared measures (ability cohesion model) is not provided, but is frequently used by assessment professionals. The three types of score comparison methods are described and new information, via a "rule of thumb" summary slide and nomograph, are provided to allow WJ IV users to evaluate scores via all three methods.
Antibody Aducanumab Reduces Αβ Plaques in Alzheimer’s DiseaseRiaz Rahman
Journal Club presentation prepared for Stony Brook University, Department of Psychiatry. Explains findings of "The Antibody Aducanumab Reduces Αβ Plaques in Alzheimer’s Disease," Sevigny et al, Nature, Vol 537, 1 September 2016.
This slide explains various definitions of cognitive science, the scope of cognitive science in various disciplines, and the evolution of cognitive science from the beginning.
CHC Theory Codebook 1: Cognitive definitionsKevin McGrew
A presentation of the most up-to-date CHC broad and narrow ability definitions as adapted from McGrew & Schneider (2012) and McGrew, LaForte and Schrank (2014). One of two. See CHC Codebook 2 for additional information
A synopsis of the book "Collaborative Therapeutic Neuropsychological Assessment". See website http://www.amazon.com/Collaborative-Therapeutic-Neuropsychological-Assessment-Gorske/dp/0387754253
Terence Francis "Terry" Eagleton is a prominent British literary theorist, critic and public intellectual.Novelist and critic David Lodge, writing in the May 2004 New York
Review of Books on Theory and After Theory, concluded:
Some of Theory's achievements are genuine and permanent additions to knowledge, or intellectual self-knowledge. Eagleton is quite right to assert that we can never go back to a state of pre-Theory innocence about the transparency of language or the ideological neutrality of interpretation ... But like all fashions it was bound to have a limited life of novelty and vitality, and we are now living through its decadence without any clear indication of what will supersede it. Theory has, in short, become boringly predictable to many people who were once enthusiastic about it, and that After Theory is most interesting when its focus is furthest from its nominal subject is perhaps evidence that Terry Eagleton is now bored by it too. (source taken from Wikipedia)
An overview of dementia gives an introduction to epidemiology, causes, clinical features, investigations, diagnosis, and management of dementia. Also a short description of related topics like difference between cortical and sub cortical dementia, psuedo dementia, mild cognitive impairment and reversible causes of dementia is also included.
Pushing the edge of the contemporary cognitive (CHC) theory: New directions ...Kevin McGrew
This is the current version of my previous "Beyond CHC theory" module. It presents my current thinking [based on extensive exploratory and confirmatory analysis of multiple data sets (esp. the WJ III norm data and WJ III joint cross-battery data sets) plus the integration of contemporary cognitive, neurocognitive, intelligence and neuropsychological research] re: potential future evolutions of the Cattell-Horn-Carroll (CHC) model of human cognitive abilities. This current presentation was last presented at the CNN (neuropsych) conference the first week of October, 2010, in Fremantle Australia
CHC theory 101: From general intelligence (g) to CHC theoryKevin McGrew
The second in the CHC Theory 101 series. This brief module traces, in broad strokes, the history of psychometric theories of intelligence from Spearman's g to contemporary Cattell-Horn-Cattell (CHC) theory
Part I: Beyond the CHC tipping point: Back to the futureKevin McGrew
An overview of the CHC (Cattell-Horn-Carroll) theory of intelligence within a historical and "waves of interpretation" context. Presents idea that CHC has reached the "tipping point" in school psychology..and...this is allowing assessment practitioners to realize past attempts to engage in individual strength and weakness interpretation of CHC based test profiles
PERGAMON New Ideas in Psychology 17 (1999) I ~~ 15 NEW IDE.docxdanhaley45372
PERGAMON New Ideas in Psychology 17 (1999) I ~~ 15
NEW IDEAS IN
PSYCHOLOGY
Functions of knowledge in psychology
Thomas Teo*
Department of Psychology, Faculty of Arts, York Ulliversity, 4700 Keele streeT, Toronto, Ollt., Call ada M3J J P3
~~~~ .--~- ~-~~- ---- -'~---~~--"'-'-'--'~--~
Abstract
It is suggested that psychological knowledge serves three functions according to which
subsystems of psychology can be derived: SCI ENTIA provides an analytic account of parts of
psychological objects or events, and is nourished by an implicit utopia to produce "better" and
cumulative knowledge; CUL TURA produces psychological meanings for individuals, commu-
nities, and cultures, and is nourished by an implicit utopia to improve the human condition; and
CRITICA involves the deconstruction, reconstruction, and construction of psychological
knowledge, and is nourished by a utopia to change psychological knowledge practices. It is
argued, from a historical and theoretical point of view, that the proposed system can be used as
a heuristic tool for understanding psychology's complexity. Consequences for accepting or
rejecting an equilibrium among the different knowledge functions are discussed. «) 1999
Elsevier Science Ltd, All rights reserved.
1. Functions of knowledge in psychology
German critical thought (Kant, Hegel, Marx, critical theory and critical psychol-
ogy), which provides the inspiration for this argument, has always been a rich source
of systematic accounts of reason, knowledge, or reality. But modern philosophical
systems of knowledge have been criticized by researchers for not doing justice to the
detailed problems of an object under investigation as well as by postmodern philos-
ophers for neglecting the complexity of multiple realities (Deleuze and Guattari,
1980/1987). Yet, both types of criticism neglect the fact that a systematic account,
which has no omniscient attitude, may serve as a cognitive heuristic or a pragmatic
tool for analyzing a problem, and for understanding that a standard that makes sense
in one domain may not be valid in another.
Immanuel Kant (1724-1804), who covered in his three famous critiques, "critique of
pure reason" (Kant, 1781/1968), "critique of practical reason" (Kant, 1788/1968), and
"critique of judgment" (Kant, 1790/1968), epistemology, ethics, and aesthetics as
*E~mail: [email protected]~ca
0732-1 18X/99/$ - See front matter ~(~ 1999 Elsevier Science Ltd. All rights reserved.
PH: S0732-~118X(98)00008-7
2 T Teo/New Ideas in Psychology 17 (1999) /-/5
different domains of human reason, may still provide insights for a contemporary
psychology. Kant demonstrated that applications may be different in each domain,
but that all three domains are located within the authority of human reason. Current
psychologists intuitively use such a distinction in their understanding that method-
ological decisions in research demand different kinds of justifications from those .
Psychological Review Copyright 1996 by the American Psychologi.docxwoodruffeloisa
Psychological Review Copyright 1996 by the American Psychological Association, Inc.
1996, Vol. 103. No. 4, 650-669 0033-295X/96/$3.00
Reasoning the Fast and Frugal Way: Models of Bounded Rationality
Gerd Gigerenzer and Daniel G. Goldstein
Max Planck Institute for Psychological Research and University of Chicago
Humans and animals make inferences about the world under limited time and knowledge. In con-
trast, many models of rational inference treat the mind as a Laplacean Demon, equipped with un-
limited time, knowledge, and computational might. Following H. Simon's notion of satisficing, the
authors have proposed a family of algorithms based on a simple psychological mechanism: one-
reason decision making. These fast and frugal algorithms violate fundamental tenets of classical
rationality: They neither look up nor integrate all information. By computer simulation, the authors
held a competition between the satisficing "Take The Best" algorithm and various "rational" infer-
ence procedures (e.g., multiple regression). The Take The Best algorithm matched or outperformed
all competitors in inferential speed and accuracy. This result is an existence proof that cognitive
mechanisms capable of successful performance in the real world do not need to satisfy the classical
norms of rational inference.
Organisms make inductive inferences. Darwin ( 1872/1965 )
observed that people use facial cues, such as eyes that waver and
lids that hang low, to infer a person's guilt. Male toads, roaming
through swamps at night, use the pitch of a rival's croak to infer
its size when deciding whether to fight (Krebs & Davies, 1987).
Stock brokers must make fast decisions about which of several
stocks to trade or invest when only limited information is avail-
able. The list goes on. Inductive inferences are typically based
on uncertain cues: The eyes can deceive, and so can a tiny toad
with a deep croak in the darkness.
How does an organism make inferences about u n k n o w n as-
pects of the environment? There are three directions in which
to look for an answer. From Pierre Laplace to George Boole to
Jean Piaget, m a n y scholars have defended the now classical view
that the laws of h u m a n inference are the laws of probability and
statistics (and to a lesser degree logic, which does n o t deal as
easily with uncertainty). Indeed, the Enlightenment probabi-
lists derived the laws of probability from what they believed to
be the laws of h u m a n reasoning (Daston, 1988). Following this
time-honored tradition, much contemporary research in psy-
chology, behavioral ecology, and economics assumes standard
Gerd Gigerenzer and Daniel G. Goldstein, Center for Adaptive Be-
havior and Cognition, Max Planck Institute for Psychological Research,
Munich, Germany, and Department of Psychology, University of
Chicago.
This research was funded by National Science Foundation Grant
SBR-9320797/GG.
We are deeply grateful to t ...
Brain research has made tremendous progress over the last few decades in nearly all areas of investigation and yet, the comprehension of cognition still eludes us because most high-level functions, such as decision making, results from the complex and dynamic interaction between several structures. On the one hand we have a fragmented collection of computational models whose unification is out of reach, on the other hand we have holistic approaches whose complexity obliterates any hope of comprehension. Informed by neuroscience and guided by philosophy, I propose to build the foundations of a research program in computational neuroscience in order to explain how cognition develop in most vertebrates, while guaranteeing its intelligibility.
Intelligence Foundations and Issues in AssessmentLinda Go.docxnormanibarber20063
Intelligence: Foundations and Issues in Assessment
Linda Gottfredson
University of Delaware
Donald H. Saklofske
University of Calgary
There is no more central topic in psychology than intelligence and intelligence testing. With a history as
long as psychology itself, intelligence is the most studied and likely the best understood construct in
psychology, albeit still with many “unknowns.” The psychometric sophistication employed in creating
intelligence tests is at the highest level. The authors provide an overview of the history, theory, and
assessment of intelligence. Five questions are proposed and discussed that focus on key areas of
confusion or misunderstanding associated with the measurement and assessment of intelligence.
Keywords: intelligence, intelligence testing, intelligence tests
To understand how we are like all others, some others, and no
others, to paraphrase Kluckhohn and Murray (1948), has led to the
search for those key individual differences factors that can be
operationally defined and measured. Individual differences char-
acteristics attributed as the causes or underlying basis of human
behaviour include intelligence, personality, and conative factors.
Here, the view is that school achievement, job success, or longev-
ity is, in turn, related to these latent traits. Thusly, school success
is causally related to, or at least correlated, for example, with fluid
intelligence, memory, and processing speed, on the one hand, and
personality factors such openness to experience and conative fac-
tors such as motivation, on the other (Hilgard, 1980). And, if we
know how these factors are distributed in the population, follow-
ing, say, normal curve expectations, then future behaviours may be
predicted using reliable and valid measures of these latent traits
and, of course, the criterion measure as well.
A Historical Note on Intelligence Tests
Defining and measuring intelligence predates scientific psychol-
ogy founded in the mid-19th century. Psychology provided the
needed forum for the study of intelligence as a key individual
differences factor. Although the elementary “brass instruments”
tests created and used by Galton and James McKeen Cattell raised
interest in the measurement of intelligence, it was the practical
success of the Binet–Simon tests in France at the beginning of the
20th century and their adoption in the United States that propelled
the study and measurement of intelligence into its current central
position in both the discipline and practise of psychology (see
Boake, 2002; Tulsky et al., 2003). Whipple stated in the preface to
his 1914 book Manual of Mental and Physical Tests,
One need not be a close observer to perceive how markedly the
interest in mental tests has developed during the past few years. Not
very long ago attention to tests was largely restricted to a few labora-
tory psychologists; now tests have become objects of the attention for
many workers whose primary interest is in education,.
The WJ IV Cognitive GIA in iintellectual disability (ID) assessmentKevin McGrew
This is a brief presentation that explains why the WJ IV (and WJ III) GIA IQ score is an appropriate and valid indicator of general intelligence that can be used in possible intellectual disability (ID) determinations
Applied Psych Test Design: Part A--Planning, development frameworks & domain/...Kevin McGrew
The Art and Science of Applied Test Development. This is the first in a series of PPT modules explicating the development of psychological tests in the domain of cognitive ability using contemporary methods (e.g., theory-driven test specification; IRT-Rasch scaling; etc.). The presentations are intended to be conceptual and not statistical in nature. Feedback is appreciated.
Essay On Gun Control. essay examples: Gun Control EssaysLiz Milligan
Gun Control in America Essay - PHDessay.com. Gun Control Persuasive Essay Overview Of Gun Laws By Nation Gun .... Why Gun Control and Ban on Certain Guns will Not Work in the United .... Staggering Gun Control Essays Thatsnotus. College Essay: Persuasive essay against gun control. Gun Control Essay Writing Guide with Examples HandMadeWriting. Essay about gun control. Gun Control Argumentative Essay. 2019-02-09. Gun Control in America - Free Essay Example PapersOwl.com. Gun control problems and solutions essays. Gun Control Problem .... essay examples: Gun Control Essays. Gun Control Essay Example, Free to Use SpeedyPaper.com. Outline for argumentative essay on gun control / best essay writing help. Sample English Essay Summary on Gun Control. Outline on gun control. Argumentative Essay on Gun Control. 2019-02-15. Gun Control Has Many Effects in USA - Free Essay Example PapersOwl.com. College Essay: Gun control essay. Introduction paragraph about gun control. Introduction And Conclusion .... College Essay: Essays against gun control. Gun Control Issue Essay Example Topics and Well Written Essays - 1250 .... Gun control essay. Gun Control Essay Gun Control Crimes Free 30-day Trial Scribd. Gun Control Arguments - Free Essay Example PapersOwl.com. Introduction to essay about gun control. Gun Control Essay. Gun control essay thesis proposal. Persuasive essay on anti gun control - mfacourses887.web.fc2.com. Why is Gun Control Still an Issue in Todays America? - Free Essay .... Stunning Persuasive Essay On Gun Control Thatsnotus. Gun Control Persuasive Essay English - Year 11 WACE Thinkswap. Gun Control Essay Total Assignment Help. Essay Writing Center: Gun control essays. Free Argumentative Essay On Gun Control. The Importance of Gun Control - Free Essay Example PapersOwl.com Essay On Gun Control Essay On Gun Control. essay examples: Gun Control Essays
The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fifth (Part E) in the series. It is brief...only 11 slides. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part D: The volition ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fourth (Part D) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the third (Part C) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the second (Part B) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the first (Part A) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
Beyond cognitive abilities: An integrative model of learning-related persona...Kevin McGrew
For centuries educational psychologists have highlighted the importance of "non-cognitive" variables in school learning. The presentation is a "big picture" overview of how cognitive abilities and non-cognitive factors can be integrated into an over-arching conceptual framework. The presentation also illustrates how the big picture framework can be used to conceptualize a number of contemporary "buzz word" initiatives related to building 21st century educationally important skills (social-emotional learning, critical thinking, creativity, complex problem solving, etc.)
What about executive functions and CHC theory: New research for discussionKevin McGrew
This module contains a subset of slides that were only briefly touched on as part of a larger "Beyond CHC" presentation at the Australian Psychological Society (APS) 2016 Annual Congress. Time was limited. Thus, the complete subset of slides are presented here for FYI and discussion purposes.
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...Kevin McGrew
This presentation contains a historical overview of the derivation of the Glr ability domain in contemporary CHC theory. It then presents new data, as well as historical conclusions of the CHC masters, that makes a strong case for replacing the stratum II broad ability domain of Glr with two separate broad ability domains of Gl (learning efficiency) and Gr (retrieval fluency). How to obtain WJ IV scores for these two broad abilities is presented, as well as other possible Gl and Gr tests indicators from the CHC cross-battery literature.
"intelligent" intelligence testing: Why do some individuals obtain markedly ...Kevin McGrew
This is the second in a series. Please view the first ("intelligent" intelligence testing: Evaluating wihtin CHC domain test score differences) to better appreciate this module
Data and theory-based hypotheses for evaluating differences between scores on the different WJ IV tests of Gwm
A presentation on deciding when the scores from two tests, which are from the same CHC domain (e.g., Gwm), and which may have the same narrow CHC classifications, are different enough to warrant clinical interpretation.
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshopKevin McGrew
This presentation represents the slides Dr. Kevin McGrew presented at his WJ IV and Beyond CHC theory mini-skills workshop at the 2015 NASP convention in Orlando, Florida. The show includes more and newer slides than were presented at the live session.
The WJ IV Measurement of Auditory Processing (Ga)Kevin McGrew
The WJ IV Cognitive and Oral Language include new measures of auditory processing (Ga) that are much more cognitively complex auditory measures of intelligence. This short presentation provides an overview of the WJ IV Ga tests and presents evidence supporting the importance of Ga as a major component of human intelligence.
Overview of the WJ IV Cognitive Battery: GIA and CHC ClustersKevin McGrew
This slideshow provides an overview of the composition of the WJ IV Cognitive clusters. It outlines the design principles used to assign tests to the GIA and CHC clusters, and also presents summary statistics as per the primary design principles used in constructing the COG clusters.
WJ IV Battery Introduction and OverviewKevin McGrew
A brief introduction to the WJ IV Battery revision. This does include some slides posted previously in the three WJ IV NASP presentation slides I posted.
WJ IV NASP 2014 workshop: Intro and overview by Dr. Fred Schrank
New directions in neuropsychological assessment: Augmenting neuropsychological assessment with CHC cognitive measures
1. New directions in neuropsychological assessment: Augmenting neuropsychological assessment with CHC cognitive measures Kevin S. McGrew, PhD Woodcock-Muñoz Foundation 16th Annual APS College of Clinical Neuropsychologists Conference From East to West: New directions in Neuropsychology 30 September - 2 October 2010 Notre Dame University, Fremantle, Western Australia
3. Overview of today’s presentation Cattell-Horn-Carroll (CHC) theory of cognitive ability is the consensus taxonomy of cognitive abilities – Brief Neuropsychological vs psychometric approaches – conceptual model differences Mapping CHC model to neuropsychological models CHC analysis of neuropsychological measures – illustrative examples
4. “In an ever-changing world, psychological testing remains the flagship of applied psychology” Embretson, S. E. (1996). The new rules of measurement. Psychological Assessment, 8 (4), 341-349.
5. Three things (or major steps) completed that have resulted in the intelligence model(s) to be presented today
6. Things 1 and 2: Will be covered quickly to provide context and background for primary content of today – Thing 3 These “things” will be covered in more detail in my Saturday keynote presentation
7. Overview of today’s presentation Cattell-Horn-Carroll (CHC) theory of cognitive ability is the consensus taxonomy of cognitive abilities – Brief Neuropsychological vs psychometric approaches – conceptual model differences Mapping CHC model to neuropsychological models CHC analysis of neuropsychological measures – illustrative examples
8. The Cattell-Horn-Carroll (CHC) theory of cognitive abilities is the contemporary consensus psychometric model of the structure of human intelligence The CHC Timeline Project (and detailed information re: CHC theory/model)can be found at IQ’s Corner blog www.iqscorner.com
9. 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 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
10. CHC theory has entered the mainstream neuropsychological assessment literature
11. CHC theory has entered the mainstream neuropsychological assessment literature
12. A landmark event in understanding the structure of human cognitive abilities - 1993
13. THE SCOPE OF CARROLL’S FACTOR ANALYTIC REVIEW Reviewed factor analytic research of the past 50-60 years Includes nearly all of the more important and classic factor analytic investigations Started with 1,500 references Final pool of 461 data sets that meet specific criteria Reanalyzed all or nearly all of the data sets Used exploratory methods in order to “let the data speak for themselves”
14. 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).
15. ...most disciplines have a common set of terms and definitions (i.e., a standard nomenclature) that facilitates communication among professionals and guards against misinterpretations. In chemistry, this standard nomenclature is reflected in the ‘Table of Periodic Elements’. Carroll (1993a) has provided an analogous table for intelligence….. (Flanagan & McGrew, 1998)
16.
17. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 g ? …etc G1 G2 G3 …etc …etc (1e) Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model CHC as the consensus psychometric model of intelligence Because the Carroll model is largely consistent with the model originally proposed by Cattell (1971), McGrew (2009) has proposed an integration of the two models which he calls the Cattell-Horn-Carroll (C-H-C) Integration model….Because of the inclusiveness of this model, it is becoming the standard typology for human ability. It is certainly the culmination of exploratory factor analysis. The Science of Intelligence (Doug Detterman, 2010; book manuscript in preparation)
18. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 g ? …etc G1 G2 G3 …etc …etc (1e) Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model CHC as the consensus psychometric model of intelligence “The Cattell–Horn–Carroll (CHC) theory of cognitive abilities is the best validated model of human cognitive abilities” [Ackerman, P. L. & Lohman D. F. (2006). Individual differences in cognitive functions. In P. A. Alexander, P. Winne (Eds.), Handbook of educational psychology, 2nd edition (pp. 139-161). Mahwah, NJ: Erlbaum.]
19. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 g ? …etc G1 G2 G3 …etc …etc (1e) Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model CHC as the consensus psychometric model of intelligence A significant number of Australian intelligence scholars have framed (and/or continue to frame) their research as per the extended Gf-Gc (aka. CHC) model of intelligence. Many have made foundational contributions to building the model. N. R. Burns T. Nettlebeck L. Stankov R. Roberts S. Bowden
20. Importance Of Classification Taxonomies In All Sciences Classification is arguably one of the most central and generic of all our conceptual exercises…without classification, there could be no advanced conceptualization, reasoning, language, data analysis, or for that matter, social science research (K.D. Bailey, 1994). A specialized science of classification of empirical entities known astaxonomy(Bailey, 1994; Prentky, 1994) is ubiquitous in all fields of study because it guides our search for information or truth.
21. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 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 (T# = designates different test measures) (PMA# = different “primary mental ability”)
24. Contemporary psychometric research has converged on the Cattell-Horn-Carroll (CHC) theory of cognitive abilities as the consensus working taxonomy of human intelligence 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.
25. CHC theory “has formed the foundation for most contemporary IQ tests” (Kaufman, 2009, p. 91) WJ-R (1989) and WJ III (2001) – 7- 9 broad Gf-Gc abilities measured SB5 (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.
26.
27. Table of broad and narrow CHC abilities and definitions is included in your handout packet Also available at: www.iapsych.com/aus1b.pdf
30. Psychometric vs. neuropsychological conception/model assessment gap “It is notable that there is a gap between neuropsychological measures and evolving conceptualizations of intelligence. That is, for as seemingly related as the instruments and concepts are, they have strikingly different historical backgrounds.” (Hoelzle, 2008)
31.
32. NP assessment has been traditionally non-theoretical---popular models of intelligence and cognitive abilities have been derived via statistical procedures
33.
34. Horizontalmultiple regression (aptitude/functional/pragmatic) model Criterion DVs Gf Gc Glr G.. Gsm Gv etc Attn TBI ? Brain Area/function Neuropsychological approaches have had primary (but not sole) focus/goal on external/predictive (Dx) validity – Horizontal models Result has been many NP measures are mixture measures of multiple CHC domain abilities (which abilities and in what amount [weighting] best predict criterion variables?)
42. Arm-chair factor analysis of neuropsych. assessment domains [and CHC construct mapping] (K. McGrew; 8-18-10) [I of 3] g Gf Gc Grw Gq
43. Arm-chair factor analysis of neuropsych. assessment domains [and CHC construct mapping] (K. McGrew; 8-18-10) [I of 3] Gv Ga Gsm Glr
44. Arm-chair factor analysis of neuropsych. assessment domains [and CHC construct mapping] (K. McGrew; 8-18-10) [I of 3] Gs Gsm AC ?? Gp Gps Go Gh Gk
45. Overview of today’s presentation Cattell-Horn-Carroll (CHC) theory of cognitive ability is the consensus taxonomy of cognitive abilities – Brief Neuropsychological vs psychometric approaches – conceptual model differences Mapping CHC model to neuropsychological models CHC analysis of neuropsychological measures – illustrative examples
51. CA – Cluster analysis(the results of these analyses follow on next series of slides)
52. Summary of exploratory factor analysis (iterative principal-axes common factoring with oblique rotation) of WAIS-IV subtest intercorrelation matrix across all ages in norm sample (Table 5.1 WAIS-IV technical manual, p. 62) – analysis by Kevin McGrew 5-factor solution 4-factor solution
53. MDS (Guttman Radex model) of WAIS-IV subtest intercorrelations 3 Short-term memory /working memory (Gsm) 1 Processing speed (Gs) LN DS CD Verbal know & comp (Gc) VC CO Dimension-2 Fluid reasoning (Gf) AR MR CA SS SI IN FW BD VP -1 PCM Visual-spatial processing (Gv) -3 -3 -1 1 3 Dimension-1
54. WAIS-IV test Cluster Tree (Wards method) of WAIS-IV subtest intercorrelations Verbal know & comp (Gc) IN CO VC Level (unspeeded) cognitive abilities SI Short-term & working memory (Gsm) LN DS AR Fluid Reasoning (Gf) FW MR Visual-Spatial Proc.(Gv) BD VP General Intelligence (g) as per WAIS-IV ? PCM CD Processing Speed (Gs) (rate cognitive abilities) SS CA 0.0 0.5 1.0 1.5 Distances
56. K. McGrew’s WAIS-IV Cattell-Horn-Carroll (CHC) summary conclusion (Kevin McGrew 11-4-09; 9-14-10 Rev) Visual Puzzles (SR/Vz) Block Design (SR/Vz) Pic. Completion (CF) Symbol Search (P/R9) Coding (R9) Cancellation (P,R9) Vocabulary (VL) Comprehension (LD/K0) Similarities (LD/VL) Information (K0) Digit Span (MS/MW) Let-Num. Seq. (MW) g Matrix Reasoning (I) Figure Weights (RQ) Arithmetic (K0) Arithmetic (MS/MW) Arithmetic (A3) Arithmetic (RQ) Gq Gsm Ga Gv Glr Gs Gf Gc Dashed Gq broad ability arrow and oval, which is also deliberately set off to the left side, designates that math achievement abilities are typically found in achievement tests, but have been shown to be measured by some tests in some cognitive/IQ batteries Dashed multiple rectangles for Arithmetic subtest reflects conclusion that Arithmetic is factorially complex and has been suggested to tap 2-4 different broad Gf-Gc broad domains. This was evident in the preceding analysis and prior Wechsler joint or cross-battery factor analysis studies that have included a greater breadth of ability indicators, particularly Gq. See Wechsler related posts at IQs Corner blog (www.iqscorner.com) for information on these studies and McGrew & Flanagan (1998) and Flanagan, McGrew & Ortiz ( 2000) synthesis of this research.
58. Two (of many) advantages of CHC-based analysis IQ test batteries Understanding and comparing IQ scores across editions within the same IQ battery Understanding and comparing IQ scores between different IQ batteries IQ test CHC DNA Fingerprints
95. WMS-III/IV CHC Analysis Summary (K. McGrew 9-13-10 Rev.) g KM A3 Gq LD K0 VL LS K1 K2 LA A5 CM OP MY KL Gc Acquired Knowledge RC SG V RD CZ RS WA EU Grw PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP Ga I RG RP RE RQ Gf Cognitive Operations Vz SR MV CS SS CF PI LE IL PN IM Gv M6 MA L0 MM FE FI FF FX FO SP OP FW NA FA Glr Gsm MS MW R9 N P Gs Cognitive Efficiency Other/new R1 R2 R4 R7 Gt
96. This is research/work in progress: Suggested research that needs to be explored and integrated. Go from here to……………..
97. The WJ III (AUS Adaptation) is an ideal battery for following up NP assessment results when the focus is on: (a) disentangling the different mixtures of multiple CHC abilities commonly found in NP tests or, (b) conducting more in-depth focused (confirmatory?) assessment of NP identified CHC abilities of concern Next slide shows summary of broad and narrow CHC abilities measured by the WJ III Note: Conflict of interest disclosure
98. WJ III (Stnd+Ext Batteries) CHC Analysis Summary (K. McGrew 9-13-10 Rev.) g [Note. g (GIA) score does not include tests from Gq or Grw] KM A3 Gq LD K0 VL LS K1 K2 LA A5 CM OP MY KL Gc Acquired Knowledge RC SG V RD CZ RS WA EU Grw PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP Ga I RG RP RE RQ Gf Cognitive Operations Vz SR MV CS SS CF PI LE IL PN IM Gv M6 MA L0 MM FE FI FF FX FO SP OP FW NA FA Glr Gsm MS MW R9 N P Gs Cognitive Efficiency Other/new R1 R2 R4 R7 Gt
99. “ Tests do not think for themselves, nor do they directly communicate with patients. Like a stethoscope, a blood pressure gauge, or an MRI scan, a psychological test is a dumb tool, and the worth of the tool cannot be separated from the sophistication of the clinician who draws inferences from it and then communicates with patients and professionals” Meyer et al. (2001). Psychological testing and psychological assessment. American Psychologist, February
100. “ If you give a monkey a stradivarius violin and you get bad music……..you don’t blame the violin” McGrew (circa 1986)
101.
102. This is NOT a model of human functioning – it is a “working” heuristic of Kevin McGrew’s current hypothesized thinking (iteration 3?) regarding the important dimensions that may be important in the development and interpretation of measures of human abilities …………. (not a Guilford SOI model where all cells are believed to exist) Content/stimulus dimension Language (aud.-verb.) Numerical/quant. Somatasensory Visual-figural Olfactory ?: Is the low-how cog. complexity continuum simply a continuous representation of the Type 1/I processing distinction ? Cognitive knowledge domains/systems Cognitive operations Type II Processing Cognitive control High Abilty domain dimension Cognitive efficiency Sensory functions Low Type I Processing Motor functions Cognitve complexity dimension Note: CHC taxonomy is embedded in the ability domain dimension (see prior slides)
103. Iteration 2: Hypothesized CHC-based Intelligence model Plus mapping of common neuropsych. measurement domainsto hypothesized model Kevin McGrew 8-18-2010 Lets look at the pieces one by one – blow them up
104.
105. [Note. Empirical support for this three-way Gf breakdown will be presented in Saturday’s keynote address (Beyond CHC) ]