Download pdf - September 2010 "Reflections on 35 Years of Intelligence Testing"

Intelligent Insights on Intelligence Tests:

What I’ve Learned from 35 Years of IQ

Testing, Development and Research

Kevin S. McGrew, PhD

Woodcock-Muñoz Foundation (WMF)

University of Minnesota (Ed. Psych.)

Handout information

A select set of slides presented today can be

downloaded (pdf format) @

www.iapsych.com/aus34.pdf

Stay informed

Conflict of interest disclosure for Kevin McGrew

A portion of the research summarized in

the project described in this presentation

has been based on the WJ-R and WJ III. has been based on the WJ-R and WJ III.

Dr. Kevin McGrew has a financial interest

in the WJ III (co-author of the WJ III

Battery)

An old man, a boy and a donkey were going to town. The

boy rode on the donkey and the old man walked. As they

went along they passed some people who remarked it was

a shame the old man was walking and the boy was riding.

The man and boy thought maybe the critics were right, so

My Presentation PhilosophyMy Presentation Philosophy

The man and boy thought maybe the critics were right, so

they changed positions. Later, they passed some people

that remarked, "What a shame, he makes that little boy

walk."

They then decided they both would walk! Soon they

passed some more people who thought they were stupid

to walk when they had a decent donkey to ride.

So, they both rode the donkey.

Now they passed some people that shamed them by

saying how awful to put such a load on a poor donkey. The

boy and man said they were probably right, so they

decided to carry the donkey.

My Presentation PhilosophyMy Presentation Philosophy

As they crossed the bridge, they lost their grip on the

animal and he fell into the river and drowned.

The moral of the story?

If you try to please everyone, you might as well kiss your

ass good-bye.

There is only one proven “law” in psychology

The law of individual differences

In search of the holy grail of human intelligence

In search of the holy grail of human intelligence:

A taxonomy of human cognitive ability elements

The Cattell-Horn-Carroll (CHC) theory of cognitive

abilities is the contemporary consensus

psychometric model of the structure of human

intelligence

The CHC Timeline Project (and detailed information re: CHC

theory/model) can be found at IQ’s Corner blog

www.iqscorner.com

g

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11

Spearman’s general factor model

(T# = designates different test measures)

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11

g

(1a) Spearman’s general Factor model

PMA1

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11

PMA2 PMA3 PMA4 …etc

…etc

(1b) Thurston’s Multiple Factor (Primary Mental Abilities) Model

…etcG2G1

g

Arrows from g to each test

(rectangle) have been

omitted for readability

Stratum II

Stratum III

G1 G2 G3 …etc

PMA1

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11

…etc

…etc

PMA2 PMA3 PMA4Stratum I

(1d) Carroll’s Schmid-Leiman Hierarchical Three-Stratum Model

PMA1

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11


…etc

(1c) Cattell-Horn Gf-Gc Hierarchical Model

Note: Circles represent

latent factors. Squares

represent manifest

measures (tests; T1..).

Single-headed path

arrows designate factor

loadings. Double

headed arrows designate

latent factor correlations

PMA1

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11


…etc

G1 G2 G3…etc

g ?

(1e) Consensus Cattell-Horn-Carroll (CHC)Hierarchical Three-Stratum Model

Stratum I

Stratum II

Stratum III

PMA1 PMA2 PMA3 PMA4…etc

G1 G2 G3

…etc

g ?

Stratum I

Stratum II

Stratum III

Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11…etc

(T# = designates different test measures)

(PMA# = different “primary mental ability”)

Contemporary psychometric research has converged on

the Cattell-Horn-Carroll (CHC) theory of cognitive abilities as the

consensus working taxonomy of human intelligence

McGrew, K. (2009). Editorial: CHC theory and the human cognitive abilities project: Standing on the shoulders

of the giants of psychometric intelligence research, Intelligence, 37, 1-10.

Because the Carroll model is largely consistent with the model originally

proposed by Cattell (1971), McGrew (2009) has proposed an integration of

PMA1

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11


…etc

G1 G2 G3

…etc

g ?

(1e) Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model

CHC as the consensus

psychometric model of

intelligence

proposed by Cattell (1971), McGrew (2009) has proposed an integration of

the two models which he calls the Cattell-Horn-Carroll (C-H-C) Integration

model….Because of the inclusiveness of this model, it is becoming the

standard typology for human ability. It is certainly the culmination of

exploratory factor analysis.

The Science of Intelligence

(Doug Detterman, 2010; book manuscript in preparation)

“The Cattell–Horn–Carroll (CHC) theory of cognitive

PMA1

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11


…etc

G1 G2 G3…etc

g ?




intelligence

“The Cattell–Horn–Carroll (CHC) theory of cognitive

abilities is the best validated model of human

cognitive abilities”

[Ackerman, P. L. & Lohman D. F. (2006). Individual differences in cognitive

functions. In P. A. Alexander, P. Winne (Eds.), Handbook of educational

psychology, 2nd edition (pp. 139-161). Mahwah, NJ: Erlbaum.]

A significant number of Australian intelligence scholars

have framed (and/or continue to frame) their research as

per the extended Gf-Gc (aka. CHC) model of intelligence.

PMA1

T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11


…etc

G1 G2 G3…etc

g ?




intelligence

per the extended Gf-Gc (aka. CHC) model of intelligence.

Many have made foundational contributions to building

the model.

N. R. Burns

T. Nettlebeck

L. Stankov

R. Roberts

S. Bowden

Importance Of Classification

Taxonomies In All Sciences

Classification is arguably one of the most central and

generic of all our conceptual exercises…without

classification, there could be no advanced

conceptualization, reasoning, language, data analysis, or

for that matter, social science research (K.D. Bailey, 1994).for that matter, social science research (K.D. Bailey, 1994).

A specialized science of classification of empirical

entities known as taxonomy (Bailey, 1994; Prentky, 1994)

is ubiquitous in all fields of study because it guides our

search for information or truth.

Pre-Copernican view

of the universe was

geocenteric

Post-Copernican view

of the universe was

heliocentric

Test Interpretation Individual Differences

Research (e.g., ATI)

Designing

New Tests

Outcomes

Research

Evaluating

Existing Tests

Communication

(standard nomenclature)

This is a Pre-Copernican Wechsler-Centric Model

of Intelligence Testing Practice

Test Interpretation Individual Differences

Research (e.g., ATI)

Designing

New TestsOutcomes

Research

g

Gf

Gc

Gv

Gsm

GlrGs

Ga

Evaluating

Existing Tests

Communication

(standard nomenclature)

This is a Post-Copernican Theory-Centric Model

of Intelligence Testing Practice

Gsm

We now know that the world is not flat---and, we know have an

empirically based workable taxonomic “map” of the terrain of

cognitive abilities.

We are now charting a more accurate course in our search for

the “holy grail” of COG-ACH abilities research

The impact of the CHC taxonomy has resulted in

rapid developments in intelligence test

development and research

Some examples

SB5 (Roid, 2003) CHC-based revision includes composite scores for 5 broad

abilities (Gf, Gc, Gq, Gsm, Gv), via verbal and nonverbal tests.

• Horn, Carroll, Woodcock and McGrew served as original consultants

CHC theory “has formed the foundation

for most contemporary IQ tests” (Kaufman,

2009, p. 91)

• Horn, Carroll, Woodcock and McGrew served as original consultants

to SB5 revision team.

Kaufman & Kaufman (2004) revise the KABC-II with a dual theoretical

model (Luria-Das and CHC) blueprint, but with the CHC model

recommended as the primary organizational structure to use.

Elliott (2007) revises the Differential Abilities Scales--II (DAS-II) with a heavy

CHC influence.

WISC-IV (2003) and WAIS-IV (2008), although not explicitly based on CHC

theory, were implicitly influenced by CHC theory.

General

Ability (g)

Dichotomous

Abilities

Multiple

Cognitive Abilities(Incomplete; not implicitly

or explicitly CHC-organized

Multiple

Cognitive Abilities(Incomplete; implicitly


Multiple

Cognitive Abilities(“Complete”; implicitly


Pri

ma

ry T

he

ori

es

(Ne

uro

psy

ch.

Psy

cho

me

tric

)

Spearman Original Gf-Gc

Simultaneous-

Successive

Thurstone PMAs

PASS(Planning, Attention,

Cattell-Horn Carroll (CHC)

Theory of Cognitive Abilities

g

Continuum of Progress: Intelligence Theories and Test Batteries

Broad Abilities

Ap

pli

ed

IQ B

att

eri

es

Pri

ma

ry T

he

ori

es

(Ne

uro

psy

ch.

Psy

cho

me

tric

)

Successive (Planning, Attention,

Simultaneous, Successive)

WJ-R (1989) WJ III (2001)WJ III NU (2005)

WJ (1977)

Stanford-

Binet LM(1937; 1960;

1972)

SB-IV (1986) SB-V(2003)

DAS-II (2007)

CAS (1997)

DAS (1990)

WPPSI-R (1989)

WISC-R (1974)

W-B (1939; 1946)

WAIS-R (1981)

WPPSI-III (2002)

WISC-III 1991)

WAIS-III (1997)

WISC-IV (2003)

WAIS-IV (2008)

K-ABC (1983)

KAIT (1993)

KABC-II (2004)

Note: This is an adaptation (9-29-09) by Kevin

McGrew of Figure 2.1 in Flanagan, McGrew &

Ortiz (2000).

Bold font designates most current version of

battery.

Bold Italic font designates batteries with adult

norms.

Placement of WISC-IV/WAIS-IV recognizes that

although only providing four broad composite

scores, the revisions implicitly incorporated

aspects of CHC theory

WJ III NU reflects a Normative Update to the WJ

III norms without changes to the tests

CHC theory is the most empirically and theoretically sound contemporary

cognitive ability taxonomy and is now being used to develop and interpret

intelligence tests

Gf

Gc

Gv

Gsm

Glr

Ga

Gs

g

Theoretical

(substantive)

domain

Unique abilities

(variance) not

shared in common

with other tests

(specificity)

Reliable variance

(reliability)

Error varianceMeasurement

domain

g

GqKM A3

Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL

Grw RC SG V RD CZ RS WA EU

Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP

I RG RP RE

McGrew Table of CHC Gf-Gc Cognitive Elements

(© Kevin McGrew 3-25-99; 9-13-10 Rev.)

Cognitive Operations

Acquired Knowledge

Gf RQ

Gv Vz SR MV CS SS CF PI LE IL PN IM

Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA

Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7


Cognitive Efficiency

FA

Gkn ? ? ? ?

Gh KS ? ? ?

Gk TS ? ? ?

Go OM OS ? ?

Gp P1 P2 P3 P4 P6 P7 P8 A1 A4

Gps R3 WS PT MT

EF/AC ? ? ? ?

Other/new

WISC (1949) WISC-R (1974) WISC-III (1991) WISC-IV (2003)

Subtests

Information x x x o

Comprehension x x x x

Arithmetic x x x o

Similarities x x x x

Vocabulary x x x x

Digit Span o o o x

Letter-Number Seq. x

Word Reasoning o

The changing FS IQ content of the WISC series

Word Reasoning o

Picture Completion x x x o

Picture Arrangment x x x

Block Design x x x x

Object Assembly x x x

Coding x x x x

Mazes o o

Symbol Search o x

Matrix Reasoning x

Picture Concepts x

Cancellation o

WISC/WISC-R/WISC-III/WISC-IV CHC test classifications: Kevin McGrew 2-5-10

Subtests WISC (1949) WISC-R (1974) WISC-III (1991) WISC-IV (2003)

Information Gc Gc Gc Gc

Comprehension Gc Gc Gc Gc

Arithmetic Gq/Gsm Gq/Gsm Gq/Gsm Gq/Gsm

Similarities Gc Gc Gc Gc

Vocabulary Gc Gc Gc Gc

Digit Span Gsm Gsm Gsm Gsm

The changing FS IQ content of the WISC series: CHC ability analysis

Digit Span Gsm Gsm Gsm Gsm

Letter-Number Seq. Gsm

Word Reasoning Gc

Picture Completion Gv/Gc Gv/Gc Gv/Gc Gv

Picture Arrangment Gv/Gc Gv/Gc Gv/Gc

Block Design Gv Gv Gv Gv

Object Assembly Gv Gv Gv

Coding Gs Gs Gs Gs

Mazes Gv Gv

Symbol Search Gs Gs/Gv

Matrix Reasoning Gf

Picture Concepts Gf

Cancellation Gs

g

GqKM A3




I RG RP RE

Wechsler CHC Analysis Summary (© K. McGrew 9-13-10 Rev.)Cognitive Operations

Acquired Knowledge

Gf RQ



Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7



FA

?

10

20

30

40

50

60

% C

HC

co

ntr

ibu

tio

n t

o F

S I

Q

CHC DNA Fingerprints of the WISC series

Gc Gv Gs Gq Gsm Gf Glr Ga

1949 50 30 10 5 5 0 0 0

1974 50 30 10 5 5 0 0 0

1991 50 30 10 5 5 0 0 0

2003 30 15 15 0 20 20 0 0

0

10

% C

HC

co

ntr

ibu

tio

n t

o F

S I

Q

WISC

WISC-R

WISC-III

WISC-IV

The evolution of the CHC ability content of the various WISC FS IQ scores

© Institute for Applied Psychometrics, Kevin McGrew, 2-5-2010

Note: Conflict of interest disclosure

g

GqKM A3




I RG RP RE


Acquired Knowledge

Gf RQ

WJ III (Stnd+Ext Batteries Cog+Ach) CHC Analysis Summary (K. McGrew 9-13-10 Rev.)

[Note. g (GIA) score does not include tests from Gq or Grw]



Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7



FA

50%

60%

70%

80%

90%

100%

% CHC broad abilities represented by W

AIS-IV and W

J III IQ

score

Broad CHC cognitive

ability domains

Gc = comprehension-knowledge

Gv = visual-spatial processing

Gs = processing speed

Ga = auditory processing

Gsm = Short-term memory

Gf = fluid reasoning

Glr = long-term storage/retrieval

Gq = quantitative knowledge

Grw = reading/writing

Gk =domain specific knowledge

Comparing global IQ score compositions from two different IQ

test batteries (WAIS-IV & WJ III)

Gf Gq Gc Glr Ga Gv Gsm Gs Grw Gk

WJ-III/BAT-III 18.0% 0.0% 20.0% 17.0% 12.0% 10.0% 13.0% 10.0% 0.0% 0.0%

WAIS-IV 10.0% 5.0% 30.0% 0.0% 0.0% 20.0% 15.0% 20.0% 0.0% 0.0%

0%

10%

20%

30%

40%

50%

% CHC broad abilities represented by W

AIS

g

GqKM A3




I RG RP RE


Acquired Knowledge

Gf RQ

Wechsler WJ III COG Analysis Comparison K. McGrew 9-13-10 Rev.)



Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7



FA

?

Common to both (11)

Specific to Wechsler (2)

Specific to WJ III COG (10)

30%

40%

50%

60%

70%

80%

90%

100%

% CHC broad abilities represented in IQ score

Broad CHC cognitive

ability domains

Gc = comprehension-knowledge

Gv = visual-spatial processing

Gs = processing speed

Ga = auditory processing


Comparing IQ’s from special purpose and comprehensive test batteries

Gc Gv Gs Ga Gsm Gf Glr Gq

WJ-R/BAT-R 14.3% 14.3% 14.3% 14.3% 14.3% 14.3% 14.3% 0.0%

TONI-2 0.0% 0.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0%

0%

10%

20%

% CHC broad abilities represented in IQ score

IQ Test CHC DNA Fingerprint comparison of proportional coverage

of broad CHC ability domains for WJ-R and TONI-2

© Institute for Applied Psychometrics (IAP) llc Kevin McGrew, 2-6-2010


Gf = fluid reasoning

Glr = long-term storage/retrieval

Gq = quantitative knowledge

Source of rest of presentation

McGrew & Wendling (2010) www.iapsych.com/aus1a.pdf

Gf

Gc

Ga

Glr

Gs

Gv

GsmAch

Coding of studies

• 19 research reports

•43 samples•43 samples

•135 separate analyses

• Studies can be differentiated by manifest vs latent variable

• Most studies are with normal subjects

Broad Domain

Markers

GcCrystallized

Intelligence

GsmShort-Term

Memory

Gs Processing

Speed

Long-Term

Numbers Reversed (MW)

Understanding Dir (MW/LS)

Aud. Working. Mem. (MW)

Visual Matching (P)

Verbal Comp. (LD/VL)

Oral Comp. (LS)

General Info (K0)

Picture Vocab. (VL)

Narrow Domain

Markers

Work Mem (MW)

Lang. Dev. (LD)

Listen. Ability (LS)

Gen. Info. (K0)

Lex. Know. (VL)

Perc. Speed (P)

Most Relevant WISC-

III/IV tests

WJ III XBA

Supplemental Tests

Digit Span (MS/MW)

Letter-Number Seq. (MW)

Coding (P/R9)

Symbol Search (P)

Cancellation (P)

Vocabulary (VL)

Similarities (LD/VL)

Comprehension (LD)

Information (K0)

Word Reasoning (LD/VL)

Basic Reading Skills – ages 6 to 8

GaAuditory

Processing

GlrLong-Term

Retrieval

Snd. Aware (PC/MW)

Snd. Blending (PC)

Vis.-Aud.-Lrng. (MA)

Rapid. Pic. Nam. (NA)

Retrieval Fluency (FI) (NA)

Phonetic Coding (PC)

Assoc. Mem. (MA)

Naming Fac. (NA)

Broad Domain

Markers

GcCrystallized

Intelligence

GsmShort-Term

Memory

Gs Processing

Speed

Long-Term

Short-term Memory

Working Memory

Processing Speed

Perceptual Speed-DS

Comp-Knowledge

Listening Comp.

Most Relevant

WJ III Clusters

Long-term Retrieval

Work Mem (MW)

Lang. Dev. (LD)


Gen. Info. (K0)

Lex. Know. (VL)

Perc. Speed (P)

Narrow Domain

Markers

Assoc. Mem. (MA)




Visual Matching (P)


Oral Comp. (LS)

General Info (K0)

Picture Vocab. (VL)

Most Relevant

WJ III Tests



GaAuditory

Processing

GlrLong-Term

Retrieval

Phonemic Awareness

Phonemic Awareness 3

Long-term Retrieval

Associative Memory-DS

Cognitive Fluency


Assoc. Mem. (MA)

Naming Fac. (NA)

Snd. Aware. (PC/MW)

Snd. Blending (PC)




Research foundation: From McGrew @

Wendling (2009) CHC COG-ACH

relations research synthesis (prior slides)

Bridge research –

real world practice WJ III clusters/test selected based on

McGrew & Wendling (2009) plus expert-

knowledge and clinical experience with

WJ III battery

Work Mem (MW)

Memory Span (MS)

Lang. Dev. (LD)

General Info (K0)

Lex. Know. (VL)

Perc. Speed (P)

Narrow Domain

Markers

Short-term Memory

Working Memory

Memory Span-DS

Processing Speed

Perceptual Speed-DS

Comp-Knowledge

Most Relevant

WJ III Clusters

GcCrystallized

Intelligence

GsmShort-Term

Memory

Gs Processing

Speed

Broad Domain

Markers

Num Reversed (MW)

Mem. for Words (MS)

Understanding Dir. (MW/LS)

Visual Matching (P)


General Info (K0)

Picture Vocab. (VL)

Most Relevant

WJ III Tests


Spch-Snd Discrim/

Res to ASD (US/UR)

Phonemic Awareness

Phonemic Awareness 3GaAuditory

Processing

Snd. Aware. (PC/MW)

Snd. Blending (PC)

Snd. Pat.-Voice (US/UR)-DS

Basic Reading Skills

ages 9 to 13




Bridge research –

real world practiceWJ III clusters/test selected based on



WJ III battery

Work Mem (MW)

Memory Span (MS)

Lang. Dev. (LD)

General Info (K0)

Lex. Know. (VL)

Perc. Speed (P)

Narrow Domain

Markers

Short-term Memory

Working Memory

Memory Span-DS

Perceptual Speed-DS

Comp-Knowledge

Most Relevant

WJ III Clusters

GcCrystallized

Intelligence

GsmShort-Term

Memory

Gs Processing

Speed

Broad Domain

Markers

Num. Reversed (MW)

Mem. for Words (MS)

Mem. for Sent. (MS)-DS

Aud. Work. Mem. (MW)

Visual Matching (P)


General Info (K0)

Picture Vocab. (VL)

Most Relevant

WJ III Tests

Phonemic Awareness

Phonemic Awareness 3GaAuditory

Processing

Snd. Aware. (PC/MW)

Snd. Blending (PC)

Snd. Pat-Voice (US/UR)-DS

Basic Reading Skills

ages 14 to 19


Spch-Snd Discrim/

Res to ASD (US/UR)




Bridge research –




WJ III battery

Work Mem (MW)

Narrow Domain

Markers

Working Memory

Most Relevant

WJ III Clusters

GcCrystallized

Intelligence

GsmShort-Term

Memory

Gs Processing

Speed

Broad Domain

Markers

Numbers Rev. (MW)

Under. Dir. (MW/LS)

Mem. for Sent (MS/LS)-DS

Aud. Work. Memory (MW)

Perc. Speed (P) Perceptual Speed-DS Visual Matching (P)

Lang. Dev. (LD)


General Info (K0)

Lex. Know. (VL)

Comp-Knowledge

Listening Comp.


General Info (K0)

Oral Comprehension (LS)

Picture Vocab. (VL)

Most Relevant

WJ III Tests

GlrLong-Term

Assoc. Memory (MA)

Naming Facility (NA)


Cognitive Fluency

Vis.-Aud.-Lrng (MA)


GaAuditory

Processing

Phonetic Coding (PC) Auditory Processing

Phonemic Awareness


Snd. Aware. (PC/MW)

Snd. Blending (PC)

Incomplete Words (PC)

GlrLong-Term

Retrieval

Reading Comp.

ages 6 to 8

Naming Facility (NA) Cognitive Fluency Rapid. Pic. Nam. (NA)





Bridge research –




WJ III battery

Narrow Domain

Markers

Most Relevant

WJ III Clusters

GcCrystallized

Intelligence

GsmShort-Term

Memory

Gs Processing

Speed

Broad Domain

Markers


Lang. Dev. (LD)

General Info (K0)


Lex. Know. (VL)

Comp-Knowledge

Listening Comp.


General Info (K0)

Picture Vocab. (VL)

Oral Comp. (LS)

Most Relevant

WJ III Tests

Naming Fac. (NA) Long-term Retrieval Story Recall (MM/LS)

Work. Mem. (MW) Working Memory Under. Dir (MW/LS)

Mem. for Sent. (MS/LS)

Aud. Wrk. Memory (MW)


GaAuditory

Processing

GlrLong-Term

Retrieval

Phonetic Coding (PC) Phonemic Awareness


Snd. Aware. (PC/MW)

Sound Blending (PC)

Naming Fac. (NA)

Meaningful Mem. (MM)

Long-term Retrieval

Cognitive Fluency

Story Recall (MM/LS)

Vis.-Aud.-Lrng (MA)


Retrieval Fluency (FI)(NA)

Reading Comp.

ages 9 to 13




Bridge research –

real world practice

WJ III clusters/test selected based on



WJ III battery

Work Mem (MW)

Memory Span (MS)

Lang. Dev. (LD)

General Info (K0)

Lex. Know. (VL)


Narrow Domain

Markers

Working Memory

Memory Span

Comp-Knowledge

Listening Comp.

Most Relevant

WJ III Clusters

GcCrystallized

Intelligence

GsmShort-Term

Memory

Gs Processing

Speed

Broad Domain

Markers



General Info (K0)

Oral Comp. (LS)

Picture Vocab. (VL)

Most Relevant

WJ III Tests


Mem. for Sent. (MS/LS)


Aud. Work. Mem. (MW)

Meaningful Mem. (MM) Story Recall (MM/LS)Cognitive Fluency

Phonetic Coding (PC) Phonemic Awareness

Phonemic Awareness 3Ga

Auditory

Processing

GlrLong-Term

Retrieval

Snd. Aware. (PC/MW)

Sound Blending (PC)

Reading Comp.

ages 14 to 19

Meaningful Mem. (MM)

Naming Facility (NA)

Story Recall (MM/LS)



Cognitive Fluency




Bridge research –

real world practice




WJ III battery

Work Mem (MW)

Associative Mem. (MA)

Naming Fac. (NA)

Gen. Seq. Reas. (RG)

Perc. Speed (P)(Number Facility-N)

AtnCon/ExFun (AC/EF)

Narrow Domain

Markers

Working Memory

Processing Speed

Perceptual Speed-DS

Fluid Reasoning

Most Relevant

WJ III Clusters

GsmShort-Term

Memory

Fluid

GlrLong-Term

Retrieval

Gs Processing

Speed

Broad Domain

Markers

Visual Matching (P/N?)

Cross Out (P)

Pair Cancellation (AC/EF?)

Most Relevant

WJ III Tests

Retrieval Fluency (FI)


Vis.-Aud.-Lrng (MA)

(NA)

Numbers Rev. (MW)

Aud. Wrk. Mem. (MW)

Under. Dir (MW/LS)

Cognitive Fluency


Number Series (RQ)-DS Gen. Seq. Reas. (RG)

Quant. Reas. (RQ)

Fluid Reasoning

Numerical Reas.-DSGf

Fluid

Intelligence

Number Series (RQ)-DS

Number Matrices (RQ)-DS

Analysis-Synthesis (RG)

Basic Math Skills

ages 6 to 8

GaAuditory

ProcessingPhonetic Coding (PC) Phonemic Aware. 3 Sound Aware. (PC/MW)




Bridge research –

real world practice




WJ III battery

Ga-PC findings in math are specific to the WJ

III Sound Awareness (Ga-PC; Gsm-MW) test

• The Math-Ga findings are more specific than those reported

in the BRS and RC research where purer and a wider array of

measures of Ga-PC are consistently implicated (e.g., WJ III

Sound Blending)

• Some math research implicates the the phonological-

articulatory loop in math (e.g., use of private speech in

maintaing numerals & operands; “subitizing”; etc.)

• The current findings appear to reflect the role of

phonological processes (Ga-PC) in the context of working

memory (Gsm-MW) during math performance

Work Mem (MW)

Naming Fac. (NA)


Quant. Reas. (RQ)

Narrow Domain

Markers

Working Memory

Fluid Reasoning

Numerical Reas.-DS

Most Relevant

WJ III Clusters

GsmShort-Term

Memory

GfFluid

GlrLong-Term

Retrieval

Broad Domain

Markers


Cross Out (P)

Pair Cancel. (AC/EF?)



Most Relevant

WJ III Tests

Numbers Rev. (MW)

Aud. Wrk. Mem. (MW)

Under. Dir. (MW/LS)



Processing Speed

Perceptual Speed-DSGs Processing

Speed

Retrieval Fluency (FI)

Rapid. Pic. Nam. (NA) (NA)

Quant. Reas. (RQ) Numerical Reas.-DSGfFluid

IntelligenceNumber Matrices (RQ)-DS


Lang. Dev. (LD)

Listening Ability (LS)

Comp-KnowledgeGc

Crystallized

IntelligenceVerbal Comp. (LD/VL)

GaAuditory

Processing

Phonetic Coding (PC) Phonemic Aware. 3 Sound Aware. (PC/MW)

Basic Math Skills

ages 9 to 13




Bridge research –

real world practice




WJ III battery

Work Mem (MW)


Narrow Domain

Markers

Working Memory

Fluid Reasoning

Most Relevant

WJ III Clusters

GsmShort-Term

Memory

GfFluid

GlrLong-Term

Retrieval

Broad Domain

Markers




Retrieval Fluency (NA)


Most Relevant

WJ III Tests

Numbers Rev. (MW)

Aud. Wrk. Mem. (MW)

Sound Aware. (MW/PC)

Under. Dir. (MW/LS)

Gs Processing

Speed



Processing Speed

Perceptual Speed-DS

Naming Fac. (NA)

Quant. Reas. (RQ) Numerical Reas.-DSGfFluid

IntelligenceNumber Matrices (RQ)-DS


GcCrystallized

Intelligence

Verbal Comp (LD/VL) Lang. Dev. (LD)


Comp-Knowledge

Basic Math Skills

ages 14 to 19




Bridge research –

real world practice




WJ III battery

Work Mem (MW)

Quant. Reas. (RQ)


Narrow Domain

Markers

Working Memory

Fluid Reasoning

Numerical Reas.-DS

Most Relevant

WJ III Clusters

GsmShort-Term

Memory

GfFluid

Intelligence

Gs Processing

Speed

Broad Domain

Markers


Cross Out (P)


Most Relevant

WJ III Tests

Numbers Rev. (MW)

Aud. Wrk. Mem. (MW)

Under. Dir (MW/LS)





Processing Speed

Perceptual Speed-DS

Gc Crystallized

Intelligence

Lang. Dev. (LD)

General Info (K0)


Comp-Knowledge Verbal Comp. (LD/VL)

General Info (K0)

Math Reasoning

ages 6 to 8

GaAuditory

Processing





Bridge research –

real world practice




WJ III battery

Work Mem (MW)

Narrow Domain

Markers

Working Memory

Perceptual Speed-DS

Most Relevant

WJ III Clusters

GsmShort-Term

Memory

Gs Processing

Speed

Broad Domain

Markers


Cross Out (P)


Most Relevant

WJ III Tests

Numbers Rev. (MW)

Under. Dir. (MW/LS)

Aud. Wrk. Mem. (MW)

Gc Crystallized

Intelligence

Lang. Dev. (LD)

General Info (K0)



General Info (K0)

Oral Comp. (LS)



Quant. Reas. (RQ)

Fluid Reasoning

Numerical Reas.-DSGfFluid

Intelligence




Math Reasoning

ages 9 to 13

GaAuditory

Processing





Bridge research –

real world practice




WJ III battery

Work Mem (MW)

Narrow Domain

Markers

Working Memory

Perceptual Speed-DS

Most Relevant

WJ III Clusters

GsmShort-Term

Memory

Gs Processing

Speed

Broad Domain

Markers


Most Relevant

WJ III Tests

Numbers Rev. (MW)

Under. Dir (MW/LS)

Gc Crystallized

Intelligence

Lang. Dev. (LD)

General Info (K0)



General Info (K0)

Oral Comprehension (LS)

Story Recall (LS/MM)



Quant. Reas. (RQ)

Fluid Reasoning

Numerical Reas.-DSGfFluid

Intelligence




Math Reasoning

ages 14 to 19

GaAuditory

Processing





Bridge research –

real world practice




WJ III battery

Broad Domain

Markers

GcCrystallized

Intelligence

GsmShort-Term

Memory

Gs Processing

Speed

Long-Term

Short-term Memory

Working Memory

Processing Speed

Perceptual Speed-DS

Comp-Knowledge

Listening Comp.

Most Relevant

WJ III Clusters

Long-term Retrieval

Work Mem (MW)

Lang. Dev. (LD)


Gen. Info. (K0)

Lex. Know. (VL)

Perc. Speed (P)

Narrow Domain

Markers

Assoc. Mem. (MA)




Visual Matching (P)


Oral Comp. (LS)

General Info (K0)

Picture Vocab. (VL)

Most Relevant

WJ III Tests



GaAuditory

Processing

GlrLong-Term

Retrieval

Phonemic Awareness


Long-term Retrieval


Cognitive Fluency


Assoc. Mem. (MA)

Naming Fac. (NA)

Snd. Aware. (PC/MW)

Snd. Blending (PC)







Bridge research –

real world practice WJ III clusters/test selected based on



WJ III battery

Achievement Domains BRS BRS BRS RC RC RC MCS MCS MCS MR MR MR

Age Range 6-8 9-13 14-19 6-8 9-13 14-19 6-8 9-13 14-19 6-8 9-13 14-19

Broad/Narrow CHC Abilities

Gsm Short-term memory X X X

Working Memory (MW) X X X X X X X X X X X X

Memory Span (MS) X X X

Gs Processing speed X X X X X

Perceptual Speed (P) [# fluency N ?] X X X X X X X X X X X X

Attention-conc/Exec-funct (AC/EF?) X X X

Glr Long-term storage and retrieval X

Associative Memory (MA) X X X

Naming Facility (NA) X X X X X X X

CHC COG��ACH Important Broad & Narrow AbilitiesCognitive Efficiency

Naming Facility (NA) X X X X X X X

Meaningful Memory (MM) X X

Gc Comprehension-Knowledge X X X X X X X X X X X

Language Development (LD) X X X X X X X X X X X

General Information (K0) X X X X X X X X X

Listening Ability (LS) X X X X X X X X X

Lexical Knowledge (VL) X X X X X X

Ga Auditory Processing X

Phonetic Coding (PC) X X X X X X ? ? ? ? ? ?

Spc-Snd Disc/Res to ASD (US/UR) X X

Gf Fluid Reasoning X X X X X X

Gen. Seq. Reasoning (RG) X X X X X X

Quantitative Reasoning (RQ) X X X X X X

Most of the “action” appears to be at the narrow (vs broad) CHC

ability level

Some CHC abilities appear to be important across reading AND

math – domain general

Important conclusions

Some CHC abilities appear to be differentially important for

reading vs math– domain specific

Some CHC abilities more important at certain ages –

developmental specificity

Narrow cognitive ability X ach. domain X developmental status (age) interactions

g

GqKM A3




I RG RP RE


Acquired Knowledge

Gf RQ

Significant COG narrow abilities for reading and math (K. McGrew 9-13-10 Rev.)



Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7



FA

? ? ?

g

GqKM A3




I RG RP RE


Acquired Knowledge

Gf RQ

Significant COG narrow abilities WJ III COG coverage (K. McGrew 9-13-10 Rev.)



Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7



FA

? ? ?

g

GqKM A3




I RG RP RE


Acquired Knowledge

Gf RQ

Significant COG narrow abilities Wechsler COG coverage (K. McGrew 9-13-10 Rev.)



Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7



FA

? ? ?

g

GqKM A3




I RG RP RE


Acquired Knowledge

Gf RQ

E4 Kids WJ III measures – Verb Comp; Con. Form.; Vis.

Match.; Und. Dir.; App. Prob.



Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7



FA

Reading – ages 6 to 8

E4 Kid WJ III measure mapping

g

GqKM A3




I RG RP RE


Acquired Knowledge

Gf RQ





Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7



FA

Math – ages 6 to 8

E4 Kid WJ III measure mapping

g

Gq22.5

KM A3

Gc12.5

LD K0 VL LS K1 K2 LA A5 CM OP MY KL

Grw35.0

RC SG V RD CZ RS WA EU


5.0

I RG RP RE


Acquired Knowledge

Gf RQ



CHC Arm-chair task analysis of AEDI Lang & Cog Skills items &

related correlations from Canadian EDI study (n=190+)

WJ III Quantitative Concepts = .53; WJ III Applied Problems = .37

DIAL3 Rec. Lang.= .63

WJ III Letter-Word ID = .50; WJ III Spelling = .64

WJ III Snd. Aware = .34 ; WJIII Sound Blending = .28; WJIII Incomplete Words= .15

5.0


Glr5.0

M6 MA L0 MM FE FI FF FX FO SP OP FW NA

Gsm5.0

MS MW

GsR9 N P

Gp5.0

R1 R2 R4 R7



FA

Ar

WJIII Understanding Directions = .35

g

Gq22.5

KM A3

Gc12.5

LD K0 VL LS K1 K2 LA A5 CM OP MY KL

Grw35.0

RC SG V RD CZ RS WA EU


5.0

I RG RP RE


Acquired Knowledge

Gf RQ



CHC Arm-chair task analysis of AEDI Lang & Cog Skills items & CHC coverage by

WJ III test battery in E4 study

WJ III Applied Problems

WJ III Verbal Comprehension

WJ III Concept Formation5.0


Glr5.0

M6 MA L0 MM FE FI FF FX FO SP OP FW NA

Gsm5.0

MS MW

GsR9 N P

Gp5.0

R1 R2 R4 R7



FA

Ar

WJ III Understanding Directions

WJ III Visual Matching

Pushing the edge of the contemporary

cognitive (CHC) theory: New directions for

psychologists

Trail Making Tests: CHC task-analysis and

CHC-grounded follow-up testing example

g

GqKM A3




I RG RP RE

Trail Making Test (TMT) CHC Analysis Summary (© K. McGrew 9-13-10 Rev.)Cognitive Operations

Acquired Knowledge

Gf RQ



Gsm MS MW

GsR9 N P

GtR1 R2 R4 R7



FA

Gkn

Gh KS

Gk TS

Go OM OS

Gp P1 P2 P3 P4 P6 P7 P8 A1 A4

Gps R3 WS PT MT

EF/AC ? ? ? ?

Other/new

?

Test: Trail Making Test(s) (TMT) NP construct(s): Attention/Exec. Function.

Primary CHC interpretation

Broad CHC domain(s) and brief definition CHC (broad+narrow) task analysis & hypotheses

Gs: Processing speed

The ability to automatically and fluently

perform relatively easy or over-learned

elementary cognitive tasks, especially when

high mental efficiency (i.e., attention and

focused concentration) is required.

Gs: Perceputal Speed--Memory (Pm)—the ability to perform visual

perceptual speed tasks that place significant demands on immediate

short-term or working memory (Gsm)

• Attention-sustained-visual, attention-shifting (AC)

• Psychomotor (fine) speed, dexterity(Gps)

• Visual scanning, visual search (Gv-SS)

• EF- executive control, cognitive flexibility, inhibition-disinhibition ( )

Neuropsych. Test-CHC Analysis Summary: Trail Making Test( ©Institute for Applied Psychometrics, Kevin McGrew, 9-14-10)

Secondary CHC considerations

• Gps: The ability to rapidly and fluently perform physical body motor movements (e.g., movement of fingers, hands, legs) largely

independent of cognitive control.

• Gv-SS (Spatial Scanning): Ability to quickly and accurately survey (visually explore) a wide or complicated spatial field or pattern

and identify a particular configuration (path) through the visual field. Usually requires visually following the indicated route or path

through the visual field.

Possible (select) follow-up measures of CHC abilities measured

Gs Wech. Symbol Search, Coding, Cancellation; WJ III Visual Matching, Cross Out, Pair Cancellation

Gv-SS D-KEFS TMT (Condition 1); KABC-II Rover; WJ III Planning (No AUS); NEPSY Route Finding; UNIT Mazes

EF/AC TEA-CH-Creature Counting; D-KEFS Design Fluency (Condition 3); WJ III Pair Cancellation; Wech.

Cancellation

Gps Finger Tapping Test (FTT); Grooved Pegboard; Purdue Pegboard

Deconstruction: The

validated/published WJ III CHC

structure was “torn down”

Variety of Exploratory Data Analyses

with Variety of Datasets

Data Sets

•WJ III norm data

•WJ III+ other batteries (WISC-R; WAIS-III/WMS-III/KAIT)(WISC-R; WAIS-III/WMS-III/KAIT)

•WAIS-IV subtest correlations

Methods

•Cluster analysis

•Multidimensional scaling analysis (MDS) – 2D and 3D

•Standard and Carroll EFA+CFA exploratory factor analysis

•Model-generation CFA (SEM)

•CHC cognitive causal SEM models

CONFRMOR

ANLSYNER

ANLSYNOR

ConFrm

AnlSyn

r3

r0

r1

CONFRMERr2

f2

f3

NUMSERERr4

f1

Gf

ORLVOCER

PICVOCER

PICVOCOR

GENINFOR

GENINFER

ACKNOWOR

ACKNOWER

ORLVOCOR

PicVoc

GenInf

AcdKnw

OrlVoc

r12

r13

r14

r15

r16

r17

r18

r19

Gc

f8

f9

f10

f11

Gf

(vis)

f16

g

f18

f19

Gf sub-abilities differentiated by content/stimulus features (Wilhelm model)

NUMMATER

NumSer

NumMat

r6

f4

r7 NUMMATOR

NUMSERORr5

Gq

f7

APPROBER

APPROBOR

CALCER

r8

r9

r10

AppPrb

CALCORr11 Calc

f5

f6

VERBANLER

VERBANLOR

VrbAnl

r20

r21

f11

f12Gf

(lang)

f13

SNDAWRER

SNDAWROR

r22

UNDDIRER

UNDDIROR

r23

r24

r25

SndAwr

UndDir

f14

f15

Gf

(qnt)

f17

Although some fit stats are slightly better for this model (when compared to

model on prior slide) using practical criteria they are more-or-less equivalent

g

Gs

(Cognitive speed)

.39

Alternative Model 1

GcGq Ga GsmGlr GvGfGrw

Gs (Gv)

Gs (Gq)

Gs (Gc)

Gs (Grw)

(Cognitive speed)

.82.88.71.87 .86.79.841.0

.64.55.62.59

.36

.49.54

.62

First order measurement model and other lower-order latent factors (below

smallest oval latent factors) omitted for readability purposes. Thicker path

arrow with bold font 1.0 parameter designates path that had to be constrained

(fixed) to 1.0

g

Cog. knowledge domains/systems

(product/content abilities)

Lang/linguistic./symbolic abilities

Cognitive operations

(process/operations/analytic/rule-

based abilities) figural-spatial,

Type II cognitive processing:

More cognitively controlled & deliberate

Type I cognitive processing

(Cognitive efficiency):

More automatic & effortless

.361.0

.93 .99

1.0 .86

Alternative Model 2b

GcGq Ga GsmGlr GvGf

Lang/linguistic./symbolic abilities based abilities) figural-spatial,

lower-linguistic abilities

Grw

Gs (Gv)

Gs (Gq)

Gs (Gc)

Gs (Grw)

Gs

(Cognitive speed)

.89.76.91 .851.0.83 .82

.64.50.60.58

.41

.52.58

.67

First order measurement model and other lower-order latent factors (below smallest

oval latent factors) omitted for readability purposes. Thicker path arrow with bold font

1.0 parameter designates path that had to be constrained (fixed) to 1.0

Mapping of

current CHC

domains with

hypothesized

new CHC-

based

intelligence

model

Kevin McGrew

8-18-2010

Lets look at

the pieces one

by one – blow

them up

Cognitive Content/Stimulus Dimensions

Cog. Knowledge

Domains/SystemsLanguage Numerical - Visual- Somata- Olfactory

(aud-verb) Quantitative Figural sensory

General Acquired

Knowledge Gc, Grw Gq ? Gh/Gk GoKnowledge Gc, Grw Gq ? Gh/Gk Go

Domain-specific

Knowledge Gkn Gkn Gkn Gkn Gkn


Cognitive Operations Language

(aud-verb)

Numerical -

Quantitative

Visual-

Figural

Somata-

sensory

Olfactory

Complex Reasoning Gf

(lang.)

Gf

(quant.)

Gf

(Vis-figural)

? ?

Long-term storage & Long-term storage &

retrieval Glr ( ) Glr ( ) Glr ( ) ? ?

Processing (perceptual) Ga ? Gv Gh/Gk Go



Language

(auditory-

verbal)

Numerical -

Quantitative

Visual-

Figural

Somata-

sensory

Olfactory

Short-term/Working

Memory

Gsm ( ) Gsm ( ) Gsm ( ) ? ?

Processing Speed Gs(Gc)

Gs(Grw)

Gs(Gq) Gs(Gv)

? ?

Cognitive Control

Executive Functions

Controlled Executive

Attention


Sensory Language

(auditory-

verbal)

Numerical -

Quantitative

Visual-

Figural

Somata-

Sensory

Olfactory

Vision

HearingHearing

Tactile Gh

Kinesthetic Gk

Olfactory Go

Motor

Psychomotor Abilities

Psychomotor Speed Gp and Gps across domains

Content/stimulus dimension

This is NOT a model of human functioning – it is a “working” heuristic of Kevin McGrew’s

current hypothesized thinking (iteration 3?) regarding the important dimensions that may

be important in the development and interpretation of measures of human abilities ………….

(not a Guilford SOI model where all cells are believed to exist)

?: Is the low-how cog.

complexity continuum

simply a continuous

representation of the Type

1/I processing distinction ?

Cognitive knowledge

domains/systems

Cognitive operations

Cognitive control

Cognitive efficiency

Sensory functions

Motor functions

Ab

ilty

do

ma

in d

ime

nsi

on

Typ

e I

Pro

cess

ing

Typ

e I

I

Pro

cess

ing

Note: CHC taxonomy is embedded in the ability domain dimension (see prior slides)