The Cattell-Horn-Carroll (CHC) taxonomy of cognitive abilities married John Horn and Raymond Cattell's Extended Gf-Gc theory with John Carroll's Three-Stratum Theory. While there are some similarities in arrangements or classifications of tasks (observed variables) within similar broad or narrow dimensions, other salient theoretical features and…

IQs increased by about 30 points in the 20th century. Part of this increase may have been the result of increased standardized testing because testing improves the skills on which students are tested. But although these practices may increase general intelligence, they may impede the development of creativity and wisdom. As a result, our society…

A total of 19 graduate students enrolled in a graduate course conducted 6 consecutive administrations of the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV, Canadian version). Test protocols were examined to obtain data describing the frequency of examiner errors, including administration and scoring errors. Results identified 511…

Comprehensive academic achievement tests are routinely used by school psychologists in psycho-educational assessment batteries to identify learning disabled students. A variety of assessment measures are used across age groups to determine if a discrepancy exists between academic achievement and intellectual functioning; however, among the most…

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…

Predicts that by the year 2000, IQ tests will have disappeared, being replaced by evaluations of a broad range of talents and abilities that avoid unfair and damaging labels. (DW)

Comments on an article in a previous issue of this journal (v9 n3 1972). (CJ)

In an earlier article, Hunt envisions the automation of intelligence testing, but he appears to be overly optimistic. He neglects to mention conceptual and practical difficulties at the interface of measurement and theory that place psychometry not in the dawn of microcomputerization, but rather more nearly in its primordium. (Author)

Presents rationale to reject claims that intelligence tests validly measure intellectual ability and predict school achievement. (DW)

Presents cases illustrating the negative effects of intelligence testing on children. (DW)

By analyzing analogy questions, supports the notion that ability tests can predict school achievement because the two types of testing are very similar. (DW)

Cites cultural reasons for abandoning use of intelligence testing. (DW)