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Cross-Battery Assessment Pattern of Strengths and Weaknesses Approach to the Identification of Specific Learning Disorders: Evidence-Based Practice or Pseudoscience?
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Kranzler, John H.; Floyd, Randy G.; Benson, Nicholas; Zaboski, Brian; Thibodaux, Lia – International Journal of School & Educational Psychology, 2016
In this rejoinder, the authors describe the aim of the original study as an effort to conduct a critical test of an important postulate underlying the Cross-Battery Assessment PSW approach (XBA PSW; Kranzler, Floyd, Benson, Zaboski, & Thibodaux, this issue). The authors used classification agreement analysis to examine the concordance between…
Descriptors: Identification, Learning Disabilities, Criticism, Evidence Based Practice
Test Usage in Published Research and the Practice of Counseling: A Comparative Review
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Hogan, Thomas P.; Rengert, Colleen – Measurement and Evaluation in Counseling and Development, 2008
The authors studied test usage defined by test appearance in research articles in counseling journals and test usage self-reported by counselors in previous studies. Many tests used by counselors according to self-report rarely appear in research studies. Absence of research articles using mental ability and projective measures was especially…
Descriptors: Intelligence, Projective Measures, Test Use, Periodicals
An Examination of the Factor Structure of Four of the Cognitive Abilities Included in the Educational Testing Service Kit of Factor-Referenced Cognitive Tests.
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Babcock, Renee L.; Laguna, Kerrie – Studies in Educational Evaluation, 1997
The Educational Testing Service Kit of Factor-Referenced Cognitive Tests contains 72 tests that are supposed to be markers of 23 latent cognitive constructs. Examination of the factor structure of four of these tests with 165 undergraduates suggests caution in using the measures as markers of distinct factors. (SLD)
Descriptors: Cognitive Ability, Cognitive Tests, Factor Structure, Higher Education
Education-Stratified Base-Rate Information on Discrepancy Scores Within and Between the Wechsler Adult Intelligence Scale-Third Edition and the Wechsler Memory Scale-Third Edition
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Dori, Galit A.; Chelune, Gordon J. – Psychological Assessment, 2004
The Wechsler Adult Intelligence Scale--Third Edition (WAIS-III; D. Wechsler, 1997a) and the Wechsler Memory Scale--Third Edition (WMS-III; D. Wechsler, 1997b) are 2 of the most frequently used measures in psychology and neuropsychology. To facilitate the diagnostic use of these measures in the clinical decision-making process, this article…
Descriptors: Cognitive Measurement, Cognitive Ability, Neuropsychology, Memory
Survey of Opinions on the Primacy of "g" and Social Consequences of Ability Testing: A Comparison of Expert and Non-Expert Views
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Reeve, Charlie L.; Charles, Jennifer E. – Intelligence, 2008
The current study examines the views of experts in the science of mental abilities about the primacy and uniqueness of "g" and the social implications of ability testing, and compares their responses to the views of a group of non-expert psychologists. Results indicate expert consensus that "g" is an important, non-trivial determinant (or at least…
Descriptors: Race, Psychologists, Testing, Predictive Validity
The Wonderlic Scholastic Level Exam as a Predictor of Training Success and Job Performance.
Hunter, John E. – 1989
The relationship between general cognitive ability and both training and job performance is reviewed. Existing scientific data show that there are large differences in training achievement and in job performance. Consequently, any good predictor of achievement or performance can yield a large gain in workforce productivity. General cognitive…
Descriptors: Career Education, Cognitive Ability, Cognitive Tests, Intelligence Tests