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Professional Practice Issues in the Assessment of Cognitive Functioning for Educational Applications
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Decker, Scott L.; Hale, James B.; Flanagan, Dawn P. – Psychology in the Schools, 2013
Research has demonstrated that many children have learning problems related to deficits in specific cognitive processes that are not adequately represented by a single IQ score. The administration of cognitive measures that include narrow abilities is useful in understanding specific learning problems and developing effective interventions.…
Descriptors: Learning Problems, Student Evaluation, Evaluation Methods, Intelligence Tests
What Does the Cognitive Assessment System (CAS) Measure? Joint Confirmatory Factor Analysis of the CAS and the Woodcock-Johnson Tests of Cognitive Ability (3rd Edition).
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Keith, Timothy Z.; Kranzler, John H.; Flanagan, Dawn P. – School Psychology Review, 2001
Reports the results of the first joint confirmatory factor analysis (CFA) of the Cognitive Assessment System (CAS) and the Woodcock-Johnson Tests of Cognitive Abilities-3rd Edition (WJ III). Results of these analyses do not support the construct validity of the CAS as a measure of the PASS (planning, attention, simultaneous, and sequential)…
Descriptors: Cognitive Ability, Cognitive Measurement, Construct Validity, Factor Analysis
A Review of the Kaufman Adolescent and Adult Intelligence Test: An Advancement in Cognitive Assessment?
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Flanagan, Dawn P.; Alfonso, Vincent C.; Flanagan, Rosemary – School Psychology Review, 1994
Reviews Kaufman Adolescent and Adult Intelligence Test (KAIT), a new assessment of cognitive function for technical qualities such as reliability, validity, and standardization characters. Concludes that KAIT represents advancements in cognitive assessment but cannot be regarded as superior to existing intelligence measures until data is available…
Descriptors: Adolescents, Cognitive Development, Cognitive Measurement, Cognitive Processes
Beyond "g": The Impact of "Gf-Gc" Specific Cognitive Abilities Research on the Future Use and Interpretation of Intelligence Test Batteries in the Schools.
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McGrew, Kevin S.; Keith, Timothy Z.; Flanagan, Dawn P.; Vanderwood, Mike – School Psychology Review, 1997
Describes recent developments in intelligence theory, applied measurements, and research methodology that suggests new research is needed to reexamine the relative importance of both general and specific cognitive abilities in explaining school achievement. Presents summary of results that examines relationship between "g" and seven…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Measurement, Intelligence Tests