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Direct linkCristan Farmer; Audrey Thurm; Tanvi Das; E. Martina Bebin; Jonathan A. Bernstein; Elizabeth Berry-Kravis; Joseph D. Buxbaum; Charis Eng; Thomas Frazier; Antonio Y. Hardan; Alexander Kolevzon; Darcy A. Krueger; Julian A. Martinez-Agosto; Hope Northrup; Craig M. Powell; Latha Valluripalli Soorya; Joyce Y. Wu; Mustafa Sahin – American Journal on Intellectual and Developmental Disabilities, 2025
Developmental domains, such as cognitive, language, and motor, are key concepts of interest in longitudinal studies of intellectual and developmental disabilities (IDD). Normative scores (e.g., IQ) are often used to operationalize performance on standardized tests of these concepts, but it is the interval-distributed person-ability scores that are…
Descriptors: Cognitive Tests, Intelligence Tests, Cognitive Ability, Intellectual Disability
Download full textSchmitz, Florian; Wilhelm, Oliver – Journal of Intelligence, 2019
Current taxonomies of intelligence comprise two factors of mental speed, clerical speed (Gs), and elementary cognitive speed (Gt). Both originated from different research traditions and are conceptualized as dissociable constructs in current taxonomies. However, previous research suggests that tasks of one category can be transferred into the…
Descriptors: Taxonomy, Intelligence Tests, Testing, Test Format
Kranzler, John H.; Benson, Nicholas; Floyd, Randy G. – International Journal of School & Educational Psychology, 2016
This article briefly reviews the history of intellectual assessment of children and youth in the United States of America, as well as current practices and future directions. Although administration of intelligence tests in the schools has been a longstanding practice in the United States, their use has also elicited sharp controversy over time.…
Descriptors: Intelligence Tests, Children, Youth, Test Construction
Rueter, Jessica A.; McWhorter, Rochell; Delello, Julie – Assessment for Effective Intervention, 2019
The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a…
Descriptors: Decision Making, Learning Disabilities, Identification, Student Placement
Blumen, Sheyla – International Journal of School & Educational Psychology, 2016
The history of intellectual assessment with children and youth in Peru is presented from the foundation of scientific psychology in Peru until now. Current practices are affected by the multicultural ethnolinguistic diversity of the country, the quality of the different training programs, as well as by Peruvian regulations for becoming an academic…
Descriptors: Foreign Countries, Intelligence Tests, Student Diversity, Evaluation Methods
Guidelines for Preparing Psychological Specialists: An Entry-Level Course on Intellectual Assessment
Oakland, Thomas; Wechsler, Solange Muglia – International Journal of School & Educational Psychology, 2016
This article provides guidelines for an entry-level course that prepares psychology students and practitioners to acquire entry-level skills, abilities, knowledge, and attitudes important to the individual assessment of intellectual abilities of children and youth. The article reviews prominent international, regional, and national policies,…
Descriptors: Guidelines, Intelligence Tests, School Psychology, School Psychologists
Ziegler, Albert; Stoeger, Heidrun – Journal for the Education of the Gifted, 2010
Previously, fine motor skills have been of little or no interest to giftedness research. New lines of thought have been advanced that imply that fine motor skills can be of significance in the identification of gifted persons as well as gifted underachievers. This would also have consequences for the diagnostic process underlying identification.…
Descriptors: Academically Gifted, Mathematics Achievement, Intelligence Tests, Intelligence Quotient
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
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
Dunham, Mardis D.; McIntosh, David E. – 1999
The primary goal of this study was to investigate the underlying structure of the Differential Ability Scales (DAS) using Exploratory Principal Axis Factoring (PAF) with 62 nonclinical preschoolers. While previous factor analyses of the DAS Core subtests revealed the derivation of two distinct factors, the current results revealed only one factor,…
Descriptors: Cognitive Ability, Factor Analysis, Factor Structure, Intelligence
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
Peer reviewedBeck, Michael D. – Educational Measurement: Issues and Practice, 1986
Tracing the development of the Otis test series, the author argues that there will be a continuing demand for group-administered general mental ability tests in education. He foresees a need for better ways of relating ability test scores with skills and achievements to make them more educationally useful. (Author/JAZ)
Descriptors: Cognitive Ability, Cognitive Measurement, Cognitive Tests, Educational History
Peer reviewedKorashy, Abdel-Fattah El- – Educational and Psychological Measurement, 1995
The Rasch model was applied to selection of items for an Arabic version of the Otis-Lennon Mental Ability Test using a sample of 599 male and female Kuwaiti secondary school and university students. Results indicated that the test is suitable for the range of ability intended to be measured. (SLD)
Descriptors: Arabic, Cognitive Ability, College Students, Foreign Countries
Peer reviewedCampbell, Chari A.; Ashmore, Robert J. – Measurement and Evaluation in Counseling and Development, 1995
Critiques the 1990 revision of the Slosson Intelligence Test. The SIT-R is an untimed, individually administered screening instrument that assesses the mental ability of children and adults. Many of the problems with the original version have been addressed in the revised version, but with varying success. (LKS)
Descriptors: Adults, Children, Cognitive Ability, Intelligence Tests
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
