 New HighIQWorld Site in Beta (iquadrivium)
posted Mon February 1st 2010 @ 4:51 PM
The new HighIQWorld site is now in beta and open for new members. I've invited the first five beta testers from the HighIQSingles group on Yahoo!Groups. Read More »
Are Apparent Sex Differences in Mean IQ Scores Created in Part by Sample Restriction and Increased M (iquadrivium)
posted Sat January 30th 2010 @ 3:19 PM
| Title:The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. |
Are Apparent Sex Differences in Mean IQ Scores Created in Part by Sample Restriction and Increased Male Variance? |
| Authors:Personal author, compiler, or editor name(s); click on any author to run a new search on that name. |
Dykiert, Dominika; Gale, Catharine R.; Deary, Ian J. |
| Descriptors:Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. |
Psychological Testing; Cognitive Tests; Intelligence Quotient; Factor Analysis; Longitudinal Studies; Gender Differences; Males; Cognitive Ability; Foreign Countries; Scores; Computation; Age Differences; Sampling |
| Source:The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. |
Intelligence, v37 n1 p42-47 Jan-Feb 2009 |
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| Abstract:A brief narrative description of the journal article, document, or resource. |
This study investigated the possibility that apparent sex differences in IQ are at least partly created by the degree of sample restriction from the baseline population. We used a nationally representative sample, the 1970 British Cohort Study. Sample sizes varied from 6518 to 11,389 between data-collection sweeps. Principal components analysis of scores obtained on four cognitive tests administered at age 10 was used to obtain estimates that we name "IQ". These age-10 scores were then used to estimate the sex differences at age 10, and also among participants in the two later waves, at age 26 and 30. At age 10, there was a small but significant advantage for boys (Cohen's d = 0.081). Boys had greater variability in these IQ scores. We then investigated how this very small male advantage at 10 changed with sample restriction. We used the same IQs obtained at age 10, but considered only those subjects who returned for data-collection sweeps at ages 26 and 30 years. Subjects returning at age 26 and 30 were more likely to be females and to have higher age-10 IQ scores. Attrition at age 30 was 28% and the male advantage in IQ scores increased by 15%. Attrition at age 26 was 43% and the male advantage in IQ scores increased by 48%. The findings underline the importance of monitoring attrition in longitudinal studies, as well as emphasising the need for representative samples in studying sex differences in intelligence. A proportion of the apparent male advantage in general cognitive ability that has been reported by some researchers might be attributable to the combination of greater male variance in general cognitive ability and sample restriction, though this remains to be tested in a sample with an appropriate mental test battery. (Contains 1 figure and 1 table.) |
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Do Sex Differences in a Faceted Model of Fluid and Crystallized Intelligence Depend on the Method Ap (iquadrivium)
posted Sat January 30th 2010 @ 3:17 PM
| Title:The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. |
Do Sex Differences in a Faceted Model of Fluid and Crystallized Intelligence Depend on the Method Applied? |
| Authors:Personal author, compiler, or editor name(s); click on any author to run a new search on that name. |
Steinmayr, Ricarda; Beauducel, Andre; Spinath, Birgit |
| Descriptors:Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. |
Intelligence; Intelligence Tests; Factor Analysis; Effect Size; Grade 11; Grade 12; Gender Differences; Cognitive Ability; Scores; Research Methodology; Foreign Countries; Verbal Ability; Mathematics Skills; Evaluation Methods |
| Source:The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. |
Intelligence, v38 n1 p101-110 Jan-Feb 2010 |
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| Abstract:A brief narrative description of the journal article, document, or resource. |
Recently, different methodological approaches have been discussed as an explanation for inconsistencies in studies investigating sex differences in different intelligences. The present study investigates sex differences in manifest sum scores, factor score estimates, and latent verbal, numerical, figural intelligence, as well as fluid and crystallized intelligence as measured by the German Intelligence-Structure-Test 2000-R (IST 2000-R; Liepmann, Beauducel, Brocke, & Amthauer, 2007). The not population-representative sample consisted of 977 German 11th and 12th graders enrolled in a "Gymnasium" (551 female; mean age: M = 16.70; SD = 0.65) who completed the IST 2000-R. Sex differences in fluid and crystallized intelligence were not influenced by the method applied with men performing better than women. However, extent and direction of sex differences in verbal, numerical, and figural intelligence differed by the method applied. Whereas there was a male advantage in all three factors measured as manifest sum scores, women performed better in verbal intelligence as measured by factor scores or as latent variables. Effect sizes of sex differences in numerical and figural intelligence were also greatly reduced when applying the latter two methods. Results are discussed with regard to their theoretical and practical implications. (Contains 2 figures and 3 tables.) |
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The Relative Roles of IQ and Cognitive Processes in Reading Disability (iquadrivium)
posted Sat January 30th 2010 @ 3:15 PM
| Title:The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. |
The Relative Roles of IQ and Cognitive Processes in Reading Disability |
| Authors:Personal author, compiler, or editor name(s); click on any author to run a new search on that name. |
Jimenez, Juan E.; Siegel, Linda; O'Shanahan, Isabel; Ford, Laurie |
| Descriptors:Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. |
Reading Difficulties; Intelligence Quotient; Cognitive Processes; Role; Reading Skills; Foreign Countries; Scores; Disabilities; Comparative Analysis; Memory; Measures (Individuals); Culture Fair Tests; Cognitive Ability; Intelligence Tests; Elementary School Students; Statistical Analysis |
| Source:The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. |
Educational Psychology, v29 n1 p27-43 Jan 2009 |
More Info:
Help Peer-Reviewed: An indication of whether the document came from a peer-reviewed journal or U.S. Department of Education publication. Note: Used from 2005 onward. More Info:
Help |
Yes |
| Publisher:Publisher name and contact information, as provided by the publisher; updated only if notified by the publisher. |
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Publication Date:The date the document or article was published. |
2009-01-00 |
| Pages:The total number of pages including all front-matter. |
17 |
| Pub Types:The type of document (e.g., report) or publication medium. |
Journal Articles; Reports - Research |
| Abstract:A brief narrative description of the journal article, document, or resource. |
The purpose of the present study was to explore the relative roles of IQ and cognitive processes in reading performance. A sample of 443 Spanish children (264 male, 179 female) ranging in age from 7 to 13 years were classified into four groups according to IQ scores (less than 80, 80-90, 90-110, greater than 110) and reading disabled (RD) and normally achieving readers (NR) were compared. The findings indicate that IQ scores were not related to the differences between children with RD and NR. We found that reading-related cognitive deficits do differentiate between RD and NR children. Therefore, IQ scores do not make a significant contribution to our understanding of reading disability. (Contains 2 tables and 2 figures.) |
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Assessing Pupils' Intelligence through Self, Parental, and Teacher Estimates (iquadrivium)
posted Sat January 30th 2010 @ 3:14 PM
| Title:The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. |
Assessing Pupils' Intelligence through Self, Parental, and Teacher Estimates |
| Authors:Personal author, compiler, or editor name(s); click on any author to run a new search on that name. |
Chamorro-Premuzic, Tomas; Arteche, Adriane; Furnham, Adrian; Trickot, Nadine |
| Descriptors:Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. |
Intelligence; Academic Achievement; Intelligence Quotient; Verbal Ability; Psychometrics; Cognitive Ability; Self Evaluation (Individuals); Parent Attitudes; Gender Differences; Single Sex Schools; Teacher Attitudes; Fathers; Evaluation Methods; Spatial Ability; Mathematics Skills; Measures (Individuals); Secondary School Students; Questionnaires; Intelligence Tests; Foreign Countries; Statistical Analysis |
| Source:The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. |
Educational Psychology, v29 n1 p83-97 Jan 2009 |
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| Publisher:Publisher name and contact information, as provided by the publisher; updated only if notified by the publisher. |
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Publication Date:The date the document or article was published. |
2009-01-00 |
| Pages:The total number of pages including all front-matter. |
15 |
| Pub Types:The type of document (e.g., report) or publication medium. |
Journal Articles; Reports - Research |
| Abstract:A brief narrative description of the journal article, document, or resource. |
This study examined the accuracy of self- and other-estimated intelligence in relation to tested cognitive ability and gender. Three groups of raters were examined: 187 (102 male, 85 female; mean age 14.33 years, SD = 0.32) pupils of single-sex comprehensive schools, 109 (55 mothers and 54 fathers) parents, and six teachers of the pupils. Pupils estimated their own overall IQ, while their parents and teachers estimated the pupils' overall, mathematical, spatial, and verbal abilities. Self- and other-estimates were compared to each other, and to the child's psychometric test scores in verbal, quantitative, and figural/non-verbal reasoning ability. Results suggested that participants were reasonably accurate at estimating pupils' intelligence--teachers significantly more so than parents, and pupils significantly more so than fathers. Although both parents significantly overestimated their child's IQ, this overestimation was more pronounced in fathers. (Contains 6 tables and 1 note.) |
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General and Specific Effects on Cattell-Horn-Carroll Broad Ability Composites: Analysis of the Woodc (iquadrivium)
posted Sat January 30th 2010 @ 1:21 AM
| Title:The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. |
General and Specific Effects on Cattell-Horn-Carroll Broad Ability Composites: Analysis of the Woodcock-Johnson III Normative Update Cattell-Horn-Carroll Factor Clusters across Development |
| Authors:Personal author, compiler, or editor name(s); click on any author to run a new search on that name. |
Floyd, Randy G.; McGrew, Kevin S.; Barry, Amberly; Rafael, Fawziya; Rogers, Joshua |
| Descriptors:Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. |
Intelligence; Psychologists; School Psychologists; Intelligence Tests; Scores; Cognitive Ability; Measures (Individuals); Test Interpretation; Data Analysis; Spatial Ability; Visual Learning; Cognitive Processes; Multivariate Analysis; Auditory Stimuli |
| Source:The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. |
School Psychology Review, v38 n2 p249-265 2009 |
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| Abstract:A brief narrative description of the journal article, document, or resource. |
Many school psychologists focus their interpretation on composite scores from intelligence test batteries designed to measure the broad abilities from the Cattell-Horn-Carroll theory. The purpose of this study was to investigate the general factor loadings and specificity of the broad ability composite scores from one such intelligence test battery, the Woodcock-Johnson III Tests of Cognitive Abilities Normative Update (Woodcock, McGrew, Schrank, & Mather, 2007). Results from samples beginning at age 4 and continuing through age 60 indicate that Comprehension-Knowledge, Long-Term Retrieval, and Fluid Reasoning appear to be primarily measures of the general factor at many ages. In contrast, Visual-Spatial Thinking, Auditory Processing, and Processing Speed appear to be primarily measures of specific abilities at most ages. We offer suggestions for considering both the general factor and specific abilities when interpreting Cattell-Horn-Carroll broad ability composite scores. (Contains 2 tables and 7 footnotes.) |
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Survey of Opinions on the Primacy of "g" and Social Consequences of Ability Testing: A Comparison of (iquadrivium)
posted Sat January 30th 2010 @ 1:19 AM
| Title:The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. |
Survey of Opinions on the Primacy of "g" and Social Consequences of Ability Testing: A Comparison of Expert and Non-Expert Views |
| Authors:Personal author, compiler, or editor name(s); click on any author to run a new search on that name. |
Reeve, Charlie L.; Charles, Jennifer E. |
| Descriptors:Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. |
Race; Psychologists; Testing; Predictive Validity; Cognitive Ability; Surveys; Expertise; Cognitive Science; Social Environment; Attitudes; Intelligence Tests; Intelligence; Cognitive Measurement; Thinking Skills; Predictive Measurement; Racial Bias; Racial Differences; Evaluation Problems; Testing Problems; Test Bias; Test Use |
| Source:The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. |
Intelligence, v36 n6 p681-688 Nov-Dec 2008 |
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| Abstract:A brief narrative description of the journal article, document, or resource. |
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 predictor) of important real world outcomes for which there is no substitute, and that tests of "g" are valid and generally free from racial bias. Experts did not reach consensus on issues such as the degree to which specific abilities or combinations of non-cognitive traits can yield predictive validities comparable to that of "g" alone, the predictive validity of "g" for non-technical work outcomes (e.g., contextual performance), and the nature and implications of race differences in intelligence. Second, a comparison of responses from experts and a group of applied psychologists reveals several discrepant beliefs between these groups, primarily dealing with the primacy of "g," susceptibility of ability tests to racial bias, and the potential value of ability testing. Results are discussed in terms of directions for future research and shared responsibility for various groups of researchers to enhance dissemination of research to relevant audiences. (Contains 1 table.) |
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Intelligence testing: Status and trends. (iquadrivium)
posted Sat January 30th 2010 @ 1:16 AM
Intelligence testing: Status and trends.
By Daniel, Mark H.
American Psychologist. Vol 52(10), Oct 1997, 1038-1045.
Abstract
A large number of new or revamped individually administered intelligence tests have been published in the past 2 decades. This article begins by describing the development status of 3 categories of intelligence tests: psychometric-ability instruments, neuropsychologically based instruments, and dynamic assessments, with particular attention to issues that require additional research. It then considers how these categories of tests lend themselves to educational applications. Finally, the article describes recent basic and applied research findings that may influence how intelligence tests continue to evolve. Read More »
Survey of expert opinion on intelligence and aptitude testing. (iquadrivium)
posted Sat January 30th 2010 @ 1:15 AM
Survey of expert opinion on intelligence and aptitude testing.
By Snyderman, Mark; Rothman, Stanley
American Psychologist. Vol 42(2), Feb 1987, 137-144.
Abstract
Psychologists and educational specialists with expertise in areas related to intelligence testing responded to a questionnaire dealing with a wide variety of issues constituting the IQ controversy. Overall, experts hold positive attitudes about the validity and usefulness of intelligence and aptitude tests. Tests are seen as adequately measuring most important elements of intelligence, although the tests are believed to be somewhat racially and socioeconomically biased. There is overwhelming support for a significant within-group heritability for IQ, and a majority of respondents feel that black-white and socioeconomic status IQ differences are also partially hereditary. Problems with intelligence tests are perceived in the influence of nonintellectual characteristics on test performance and in the frequent misinterpretation and overreliance on test scores in elementary and secondary schools. Despite these difficulties, experts favor the continued use of intelligence and aptitude tests at their present level. Read More »
Massive IQ gains in 14 nations: What IQ tests really measure. (iquadrivium)
posted Sat January 30th 2010 @ 1:14 AM
Massive IQ gains in 14 nations: What IQ tests really measure.
By Flynn, James R.
Psychological Bulletin. Vol 101(2), Mar 1987, 171-191.
Abstract
Data from 14 nations reveal IQ gains ranging from 5 to 25 points in a single generation. Some of the largest gains occur on culturally reduced tests and tests of fluid intelligence. The Norwegian data show that a nation can make significant gains on a culturally reduced test while suffering losses on other tests. The Dutch data proved the existence of unknown environmental factors so potent that they account for 15 of the 20 points gained. The hypothesis that best fits the results is that IQ tests do not measure intelligence but rather a correlate with a weak causal link to intelligence. This hypothesis can also explain difficult trends on various mental tests, such as the combination of IQ gains and Scholastic Aptitude Test losses in the United States. Read More »
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Karyn Peters
Group Administrator
LATEST NEWS: I've invited a select few individuals from HighIQSingles to be beta testers. :-) *** (NOTE to CMKENTAU: Ha! Of course!) *** Currently in development: Reviews (books, games, puzzles, restaurants, and more. *** Add events or birthdays to our new calendar! *** Coming this week: LIVE CHAT! Meet up and chat with your friends from HighIQSingles and other HighIQWorld groups! *** Jump in and have fun!