Psychometric g is by far more highly correlated with all tests conventionally called "IQ," cognitive abilities, and the like, than any other single factor or combination of other factors independent of g. Researchers must now examine the nature of psychometric g, including its causal underpinnings. (LMO)

Data from a previous adoption study using the Wechsler Intelligence Scale for Children-Revised show that the genetic effect is reflected by psychometric "g" (general intelligence) to a greater degree than is the environmental effect. This finding is consistent with the hypothesis that "g" largely reflects the genetic component…

Addresses the theoretically important question of whether g is merely an artifact of the method of constructing psychometric tests and the mathematical operations of factor analysis or whether it has an authentic claim to represent some natural phenomenon that exists independently of psychometrics and factor analysis. (Author/ABB)

The degree to which human intelligence can be improved by psychological and educational means will depend largely upon the level of analysis accepted as representing intelligence. Training and structured learning can enhance achievement in the form of knowledge and skills. Traditional Intelligence Tests (IQ) are fairly broad samples of…

The first eight chapters of this book introduce the topic of test bias. The basic issues involved in criticisms of mental tests and arguments about test bias include: (1) variety of tests and test items; (2) scaling of scores and the form of the distribution of abilities in the population; (3) quantification of subpopulation differences; (4)…

This paper summarizes empirical findings of research on a theory of general mental ability, based on laboratory studies of the relationship between measurements of individual differences on conventional psychometric tests and in speed and efficiency of information processes. The paper covers characteristics of "g" (general mental ability),…

The specificity doctrine, holds that psychometric tests measure nothing other than the specific bits of knowledge and learned skills reflected in the item content of the tests. This prevailing doctrine has influenced the interpretation of test scores and the conceptualization of test validity, as well as the practical use of tests in educational…

This study investigated whether a unitary elemental process or several independent processes underlie psychometric "g" (factor of general intelligence). Results with 101 college students administered 2 intelligence tests and a large battery of elementary cognitive tasks suggest that as many as 4 independent components make up…

The stability of psychometric "g," the general factor of intelligence, is investigated in simulated correlation matrices and in typical empirical data from a large battery of mental tests. "G" is robust and almost invariant across methods of analysis. A reasonable strategy for estimating "g" is suggested. (SLD)

The hypothetical idea of a perfectly pure psychometric "g" is empirically unattainable. Because the unity of "g" cannot be proved or disproved by factor analysis, the unitary "g" hypothesis represents a parsimonious assumption. J. B. Carroll's (1991) analysis demonstrates the relationship between psychometric and…

This study examines the nature of the highly variable black-white difference across diverse tests and indicates the major systematic source of this between-population variation, namely, Spearman's g. Eleven large-scale studies (discussed in the appendix), each one comprising anywhere from 6 to 13 diverse tests, show a significant and substantial…

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This study is based on three distinct elementary cognitive tasks using chronometric techniques: (1) the S. Sternberg memory scan task, (2) a visual scan task; and (3) the Hick paradigm. Certain parameters of the tasks are compared experimentally and correlationally. Subjects were 48 university students, tested and retested on the tasks in a…

The effects of controlling for individual differences in simple reaction time (RT) on the correlations of choice RT and discrimination RT with intelligence quotient were studied for 213 male college students. Simple RT was controlled by subtraction, partial correlation, and multiple correlation. (SLD)