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Direct linkReynolds, Matthew R.; Niileksela, Christopher R.; Gignac, Gilles E.; Sevillano, Clarissa N. – Developmental Psychology, 2022
Working memory is an often studied and important psychological construct. The growth of working memory capacity (WMC) in childhood is described as linear. Average adult WMC is estimated as either four or five "chunks." Using latent curve models of data from a measure of digit span backward that was administered longitudinally to a large…
Descriptors: Short Term Memory, Capacity Building, Child Development, Longitudinal Studies
Reynolds, Matthew R.; Niileksela, Christopher R. – Journal of Psychoeducational Assessment, 2015
"The Woodcock-Johnson IV Tests of Cognitive Abilities" (WJ IV COG) is an individually administered measure of psychometric intellectual abilities designed for ages 2 to 90+. The measure was published by Houghton Mifflin Harcourt-Riverside in 2014. Frederick Shrank, Kevin McGrew, and Nancy Mather are the authors. Richard Woodcock, the…
Descriptors: Cognitive Tests, Testing, Scoring, Test Interpretation
Niileksela, Christopher R.; Reynolds, Matthew R. – Journal of Learning Disabilities, 2014
This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the "Differential Ability…
Descriptors: Learning Disabilities, Cognitive Ability, Theories, Intelligence
Kaufman, Scott Barry; Reynolds, Matthew R.; Liu, Xin; Kaufman, Alan S.; McGrew, Kevin S. – Intelligence, 2012
We examined the degree to which the conventional notion of g associated with IQ tests and general cognitive ability tests ("COG-g") relate to the general ability that underlies tests of reading, math, and writing achievement ("ACH-g"). Two large, nationally representative data sets and two independent individually-administered…
Descriptors: Achievement Tests, Intelligence Tests, Intelligence Quotient, Cognitive Tests
Keith, Timothy Z.; Reynolds, Matthew R. – Psychology in the Schools, 2010
This article reviews factor-analytic research on individually administered intelligence tests from a Cattell-Horn-Carroll (CHC) perspective. Although most new and revised tests of intelligence are based, at least in part, on CHC theory, earlier versions generally were not. Our review suggests that whether or not they were based on CHC theory, the…
Descriptors: Intelligence Tests, Cognitive Tests, Test Validity, Factor Analysis
Higher-Order Factor Structure of the Differential Ability Scales-II: Consistency across Ages 4 to 17
Keith, Timothy Z.; Low, Justin A.; Reynolds, Matthew R.; Patel, Puja G.; Ridley, Kristen P. – Psychology in the Schools, 2010
The recently published second edition of the Differential Abilities Scale (DAS-II) is designed to measure multiple broad and general abilities from Cattell-Horn-Carroll (CHC) theory. Although the technical manual presents information supporting the test's structure, additional research is needed to determine the constructs measured by the test and…
Descriptors: Factor Structure, Cognitive Ability, Cognitive Tests, Theories
Reynolds, Matthew R.; Keith, Timothy Z.; Beretvas, S. Natasha – Intelligence, 2010
Spearman's law of diminishing returns (SLODR) posits that at higher levels of general cognitive ability the general factor ("g") performs less well in explaining individual differences in cognitive test performance. Research has generally supported SLODR, but previous research has required the a priori division of respondents into…
Descriptors: Factor Structure, Cognitive Tests, Cognitive Ability, Individual Differences
