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.
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
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
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.
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.
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
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
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.
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.
Cognitive ability tests assess abilities involved in thinking (e.g., reasoning, perception, memory, verbal and mathematical ability, and problem solving). Such tests pose questions designed to estimate applicants' potential to use mental processes to solve work-related problems or to acquire new job knowledge.
Ability tests (or aptitude tests) are standardised methods of assessing an individual's performance in different work related tasks or situations. They measure potential rather than just academic performance, and are frequently used by employers as indicators of how people will perform in a work setting.
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
What is Aptitude?
Difference between IQ test and Aptitude Test
Types of Aptitude Tests
Numerical Reasoning Test
Verbal Reasoning Test
Situational Judgment Test
Diagrammatic Reasoning (Logical Reasoning)
Inductive Reasoning
Multidimensional Aptitude Battery
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
In psychology, we use various types of tests to assess various attributes of humans. To study complex humans there are several forms of tests that are used by researchers, clinicians, psychologists, 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.
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.
Cognitive ability tests assess abilities involved in thinking (e.g., reasoning, perception, memory, verbal and mathematical ability, and problem solving). Such tests pose questions designed to estimate applicants' potential to use mental processes to solve work-related problems or to acquire new job knowledge.
Ability tests (or aptitude tests) are standardised methods of assessing an individual's performance in different work related tasks or situations. They measure potential rather than just academic performance, and are frequently used by employers as indicators of how people will perform in a work setting.
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
What is Aptitude?
Difference between IQ test and Aptitude Test
Types of Aptitude Tests
Numerical Reasoning Test
Verbal Reasoning Test
Situational Judgment Test
Diagrammatic Reasoning (Logical Reasoning)
Inductive Reasoning
Multidimensional Aptitude Battery
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
In psychology, we use various types of tests to assess various attributes of humans. To study complex humans there are several forms of tests that are used by researchers, clinicians, psychologists, 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.
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.
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
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)
CHC Cog-Ach Relations Research SynthesisKevin McGrew
This presentation presents an update of the "CHC COG-ACH correlates research synthesis" project described and hosted at IQ's Corner (www.intelligencetesting.blogspot.com) and IAP (www.iapsych.com). The viewer should first read the background materials regarding this project at these sites (how to access is also included in first slide). The current slides present my preliminary analysis and conclusions of the relations between CHC cognitive abilities and basic reading skills, reading comprehension, basic math skills, and math reasoning as a function of age (developmental status). The results are part of a manuscript that is in preparation. Revisit IQ's Corner to keep abreast of updates.
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.
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.
3 D Project Based Learning Basics for the New Generation Science Standardsrekharajaseran
This presentation is a part of the workshop presented at Griffin RESA Drive-In STEM Conference on September 28, 2016. It provides an introduction to the basics of three dimensional project based learning for STEM Education and New Generation Science Standards.
MDS Analysis of the CHC-based WJ III Battery: Implications for possible refin...Kevin McGrew
The WJ III Battery is comprised of both cognitive (intelligence) and achievement components. As reported in the technical manual, the Cattell-Horn-Carroll (CHC) theory of cognitive abilities organizational structure of the WJ III has been validated. The current investigation analyzed the cognitive and achievement tests for all WJ III norm subjects from ages 6-18 years of age. Multidimensional scaling (MDS—Guttman Radex model) of the 50 WJ III tests suggested new facets from which to interpret the WJ III. The results suggested three to four higher-order intermediate CHC model stratum abilities that varied along the dimensions of (a) controlled vs automatic cognitive processing and (b) product- vs process-dominant abilities. The results, together with recent similar analysis of the WAIS-IV, support Woodcock’s Cognitive Performance Model (CPM). Implications for possible minor changes in the CPM model are suggested. More importantly, the WJ III and WAIS-IV results collectively suggest hypothesized refinements and extensions of the CHC intelligence framework. Research focused on exploring the compatibility of a combined CHC and Berlin Model of Intelligence Structure (BIS) theory is recommended.
In the discovery with models method identification relationships among students behaviors and characteristics or contextual variables are key applications.
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.)
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 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
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.
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.
Implications of 20 Years of CHC Cognitive-Achievement Research: Back-to-the...Kevin McGrew
Much has been learned about CHC CHC COG-ACH relations during the past 20 years (McGrew & Wendling’s, 2010). This presentation, made at the First Richard Woodcock Institute on Cognitive Assessment (Sept 29, 2012), built on this extant research by first clarifying the definitions of abilities, cognitive abilities, achievement abilities, and aptitudes. Differences between domain-general and domain-specific CHC predictors of school achievement were defined. The promise of Kafuman’s “intelligent” intelligence testing approach was illustrated with two approaches to CHC-based selective referral-focused assessment (SRFA). Next, a number of new intelligent test design (ITD) principles were described and demonstrated via a series of exploratory data analyses that employed a variety of data analytic tools (multiple regression, SEM causal modeling, multidimensional scaling). The ITD principles and analyses resulted in the proposal to construct developmentally-sensitive CHC-consistent scholastic aptitude clusters, measures that can play an important role in contemporary third method (pattern of strength and weakness) approaches to SLD identification.
The need to move beyond simplistic conceptualizations of COG COG-ACH relations and SLD identification models was argued and demonstrated via the presentation and discussion of CHC COG-ACH causal SEM models. Another example was the proposal to identify and quantify cognitive-aptitude-achievement trait complexes (CAATCs). A revision in current PSW third-method SLD models was proposed that would integrate CAATCs. Finally, the need to incorporate the degree of cognitive complexity of tests and composite scores within CHC domains in the design and organization of intelligence test batteries (to improve the prediction of school achievement) was proposed. The various proposals presented in this paper represented a mixture of (a) a call to return to old ideas with new methods (Back-to-the-Future) or (b) the embracing of new ideas, concepts and methods that require psychologists to move beyond the confines of the dominant CHC taxonomy of human cognitive abilities (i.e., Beyond CHC).
Kevin McGrew IM Keynote Oct 2012. Use of movement in slides is not present in this static SlideShare show ..the red circle bounces around in the live presentation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
4. We will
only cover a
portion of
the material
in Schneider
& McGrew
(in press)
chapter
5. Each broad domain has similar
subheadings (not included on this
slide)
We will
only cover a
portion of
the material
in Schneider
& McGrew
(in press)
chapter
12. Gc Grw Gf Gv Glr Gt Gh Gp
g
Gkn Gq Gwm Ga Gs Gk Go Gps
Marital discord had been present
in the Gy + Gr (Glr) union
originally presided over by
Kevin McGrew in 1997
13.
14. Glr factor was a narrow MA
(associative memory) factor with no
indicators of retrieval fluency
available
15.
16. Despite appropriate caveats that his initial
synthesized framework was “only an initial attempt”
and only a “proposed framework”, McGrew’s (1997)
Glr union stuck and was crystallized in all subsequent
CHC articles and book chapters by multiple scholars.
The weak foundation upon which it rested was not re-
evaluated until 15–20 years later.
24. Facets are based on facet theory and represent logical based
classifications of test materials as per stimulus content
characteristics (e.g., verbal, numerical, figures, etc.) and are not
to be confused with ability factors. See Humphreys (1962).
Facets become fashionable in CHC theory
25. -2 -1 0 1
-2
-1
0
1
2
ORLVOC
NUMSER
VRBATN
LETPAT
PHNPRO
VAL
VISUAL
GENINF
CONFRM
NUMREV NUMPAT
NWDREP
STYREC
PICREC
ANLSYN
OBJNUM
PAIRCN
MEMWRD
PICVOC
ORLCMP
SEGMNT
RPCNAM
SENREP
UNDDIR
SNDBLN
RETFLU
SNDAWR APPROB
SPELL
PSGCMP
CALC
WRTSMP
ORLRDG
MTHFLU
SNWRFL
RDGREC
NUMMAT
EDIT
WRDFLU
SPLSND
SCI SOC
HUM
Speed-fluency
Reading-writing
More product-
dominant/
culturally
loaded
(Intelligence-
as-
Knowledge)
More process-
dominant/
less cultural
loaded
(Intelligence-
as-Process)
WJ IV test 2D
MDS (Ages 6 to
19; n = 4,082)
More System 2 / controlled
deliberate cog. processes
More System 1 /automatic
/automatized cog.
Quantitative-
numeric
Figural-visual
Auditory
VerbalVerbal
#
Facets (auditiory,
Verbal, reading-
writing,
Quantitative-
numeric,
figural-visual)
where presented
in MDS of WJ IV
in the WJ IV
technical manual)
34. • P has been one of the more studied cognitive abilities
(circa, since 1951).
• Early & contemporary factor analysis research has
always suggested that the P factor may include
multiple sub-factors.
• P tests come in many flavors.
Gs
Broad Cognitive
Speed
• Carroll (1993) suggested that the various tests of P
consist of two types:
• Searching and Comparing. (Similar to Ackerman
et al.’s first two, of four, P sub-factors)
• Carroll (1993) characterized the myriad of possible
P factors by means of a mapping sentence:
• Speed in [searching for and finding/correctly
finding] [one/or more] [literal/digital/figural]
stimuli in a visual field arranged [by pairs/by
rows/in columns/at random] for
[identity/difference/size/etc]
35. R9 (rate-of-test-taking) should never have been part
of the CHC taxonomy. A careful review of the
results from the 12 studies and Carroll’s own
statements suggest this factor never should have
been accorded serious status in the CHC
framework.
R9 has become a “I don’t know” or “other”
classification. Conversely, all Gs tasks could be
classified R9. The R9 classification, as currently
used, has little convergent/divergent validity.
Gs
Broad Cognitive
Speed
36. WJ IV/WISC-IV speed test relations (n= 174)
All of these tests (except Rapid
Picture Naming; Gr-NA) have been
classified as Gs-P in the CHC and
XBA literature
40. 47% 45% 32% 30%45% 35%
53% 55% 55% 65% 68% 70%
WJ IV
Number
Pattern
Matching
WJ IV
Pair
Cancellation
WISC-IV
Coding
WJ IV
Letter
Pattern
Matching
WISC-IV
Symbol
Search
WISC-IV
Cancellation
Shared or common Gs variance (39% across the 6 Gs tests)
Unique (unshared) variance: Specificity + error variance
Error variance (for illustrative purposes these are set to equal across the tests)
All of these tests have been classified as Gs-P in the CHC and XBA literature
41. 81% 78% 64% 51%72%
19% 22% 28%
66%
36% 49%
WISC-IV
Vocabulary
(VL)
WJ IV
Oral
Vocabulary
(VL)
WISC-IV
Information
(K0)
WJ IV
General
Information
(K0)
WISC-IV
Similarities
(VL)
WISC-IV
Comprehension
(K0)
35%
Shared or common Gc variance (69% across the 6 Gc tests)
Unique (unshared) variance: Specificity + error variance
Error variance (for illustrative purposes these are set to equal across the tests)
Gc classified tests
34%
52. 66% 60% 39%57%
34% 40% 43%
42%
61%
WISC-IV
Matrix
Reasoning
(I)
WJ IV
Number
Series
(RQ)
WJ IV
Concept
Formation
(I)
WJ IV
Analysis-
Synthesis
(RG)
WISC-IV
Picture
Concepts
(I)
35%
Shared or common Gc variance (53% across the 5 Gf tests)
Unique (unshared) variance: Specificity + error variance
Error variance (for illustrative purposes these are set to equal across the tests)
Gf classified tests
58%
53. A Conceptual Map of Fluid
Reasoning(Gf) and Its
Overlap with Other Broad
Abilities (Gc, Gv, Gq).
Fluid Reasoning (Gf) likely
has both a process facet
(inductive vs. deductive
reasoning) and a content
facet (verbal, spatial,
quantitative, and possibly
others), each of which
overlaps with other broad
abilities.
Facet-nating !
54. WJ IV Number Series
WJ IV Concept Formation
WJ IV Analysis-Synthesis
WISC-V Matrix Reasoning
WISC-V Picture Concepts
WISC-V Figure Weights
Group Activity
Lets place each of the following
tests in the figure
55. Two other (related) dimensions to consider in selecting and interpreting Gf tests
• Degree of cognitive load
Under
control
of
instructional
designers
56. Two other (related) dimensions to consider in selecting and interpreting Gf tests
• Amount of external scaffolding vs Gf “in the wild”
WJ IV Number Series
WISC-V Matrix Reasoning
WISC-V Picture Concepts
WISC-V Figure Weights
WJ IV Concept Formation
WJ IV Analysis-Synthesis
79. Working Memory Capacity (Wc). The ability to
manipulate information in primary memory.
This is not technically a narrow ability.
Gwm
Working Memory Capacity =
Short-term Storage + Attentional Control
81. 62% 40%56% 44%
36% 38% 44% 56% 60%
WJ IV
Verbal
Attention
(WM,AC)
WJ IV
Numbers
Reversed
(WM,AC)
WISC-IV
Digit
Span
(MW)
WJ IV
Object-
Number
Seq. (WM)
WISC-IV
Letter-
Number
Seq. (WM)
Shared or common Gs variance (53% across the 5 Gwm tests) – n=174 WJ IV/WISC-IV validity sample
Unique (unshared) variance: Specificity + error variance
Error variance (for illustrative purposes these are set to equal across the tests)
Gwm tests (classified as per prior CHC and XBA literature)
64%
83. 41%
59%
51%
49%
47%
53%
44%
41%
WJ IV
Verbal
Attention
(WM,AC)
WJ IV
Memory for
Words
(MW)
WJ IV
Nonword
Repetition
(MS)
WJ IV
Object-
Number
Seq. (WM)
Shared or common Gs variance (44% across the 7 Gwm tests) – in 6-19 WJ IV norm sample
Unique (unshared) variance: Specificity + error variance
Error variance (for illustrative purposes these are set to equal across the tests)
44%
39%
61%
31%
69%
WJ IV
Understanding
Directions
(WM)
WJ IV
Numbers
Reversed
(WM,AC)
WJ IV
Sentence
Repetition
(MW)
WJ IV COG/OL Gwm tests (classified as per prior CHC and XBA literature)
56%
89. Tasks that make greater use of the
articulatory rehearsal maintenance
mechanism
• A language production process
mechanism
• Phonological effects research
• Covert/overt rehearsal
Tasks that make greater use the of
attentional refreshing maintenance
mechanism
• Reactivation memory trace mechanism
across stimulus domains (lang, visual,
spatial)
• Increasing focus and inhibiting
distractions
• Controlling and directing focus of
attention
There may be two primary mechanisms of verbal working memory maintenance
(2015)
96. “Many brain regions interact during working
memory and include ‘executive’ regions in the PFC,
parietal cortex, and basal ganglia, as well as regions
specialized for processing the particular
representations to be maintained, such as the
fusiform face area for maintaining face
information.”
“Persistent neural activity in various brain regions
accompanies working memory and is functionally
necessary for maintenance and integration of
information in working memory.”