In this article the authors argue that distinguishing between rationality and intelligence helps explain how people can be, at the same time, intelligent and irrational (Stanovich, 2009). As such, researchers need to study separately the individual differences in cognitive skills that underlie intelligence and the individual differences in…

This research addresses the challenges of assessing receptive language abilities in minimally verbal children with autism spectrum disorder by comparing several adapted measurement tools: a standardized direct assessment of receptive vocabulary (i.e. Peabody Picture Vocabulary Test-4); caregiver report measures including scores on the Vineland-II…

A structural equation modeling method for examining time-invariance of variable specificity in longitudinal studies with multiple measures is outlined, which is developed within a confirmatory factor-analytic framework. The approach represents a likelihood ratio test for the hypothesis of stability in the specificity part of the residual term…

To promote efficient clinical practice, interest has been growing in brief assessment scales to replace full-scale versions in some circumstances. In nonclinical populations, the Wechsler Abbreviated Scale of Intelligence (WASI) has substituted for the Wechsler Intelligence Scale for Children--Third Edition (WISC-III). Agreement between these…

Several published claims have asserted that the general factor of intelligence derived from conventional intelligence batteries such as the Wechsler scales are biased in favor of verbal intelligence subtests, resulting in the observation of excessively large "g" factor loadings from these subtests. Using the single trait-correlated…

Although it is sometimes claimed that Raven's Matrices provide an almost pure measure of g, there is evidence that the easier items in the Standard Progressive Matrices and in Set I of the Advanced Matrices measure a perceptual or Gestalt factor distinct from the more analytic items in the rest of the tests. There is also, however, both factor…

Evidence is presented in support of psychometric "g," arguing that it accounts for most of the prediction of educational and vocational criteria that is possible from a battery of tests of cognitive tasks. Providing the best measure of "g" is explored. (SLD)

The relationship between odd-man-out reaction time tasks and intelligence was examined in 2 experiments involving 79 college students. The two experiments indicate that tasks that assess the ability to perceive relationships among stimuli rapidly are good measures of general intelligence. (SLD)

Three studies involving 16 college students explored cognitive processes reflected by reaction time (RT) and movement time (MT). The hypothesis that correlations of RT and MT with measures of intelligence are due to effects on a common stage of information processing cannot be rejected on the basis of study findings. (SLD)

Research on the Wechsler Adult Intelligence Scale-Revised and Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) suggests that practicing clinical psychologists and graduate students make item-level scoring errors that affect IQ, index, and subtest scores. Studies have been limited in that Full-Scale IQ (FSIQ) and examiner administration,…

This package contains articles in three general areas: items covering measurement topics; brief and practical guides on measurement techniques; and professional reading on broader assessment issues. The purpose of these publications by "Set" is to provide research information to teachers. The initial article, "Overview of Issues in…

This fact sheet lists problems involved in the use of standardized tests. It is argued that standardized tests are not really fair and helpful evaluation tools because they reward the ability to answer superficial questions quickly and do not measure the ability to think or create in any field. They also assume that all test takers have been…

This book provides comprehensive information on the assessment of children with disabilities. It describes formal and informal procedures for assessing student abilities and achievement, and assessment considerations for special populations. The text is divided into six major parts. Part 1, "Introduction to Assessment: Issues and Concerns,"…

This book provides information on the assessment of students with disabilities. It is divided into six major parts. Part 1, "Introduction to Assessment: Issues and Concerns," discusses the historical, philosophical, and legal foundations of assessment, introduces psychological assessments, and proposes an assessment model. Part 2, "Informal…