Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries

Canivez, Gary L.

doi:10.1093/oxfordhb/9780199796304.013.0004

Cited by 47 publications

(83 citation statements)

References 221 publications

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“…The VIQ-PIQ discrepancies of the latter study were also not related to outcomes on the CBCL scales. Furthermore, the present results correspond to the findings of Canivez [35]. He performed additional VIQ-PIQ analyses on a study relating outcomes of the WISC-III and the Adjustment Scales for Children and Adolescents [36] to academic achievement.…”

Section: Discussionsupporting

confidence: 88%

“…He stressed the importance of investigating the consequences of specific cognitive deficits in terms of impairment in daily life regardless of specific psychiatric disorders. Taken together, the results of the above studies [18,35] as well as our own research do not support the belief that a specific pattern of cognitive performance is associated with more or fewer psychosocial problems.…”

Section: Discussioncontrasting

confidence: 78%

“…9] showed that on a group level adolescents and adults with psychiatric disorders (schizophrenia, depression, and bipolar disorder) do have a larger VIQ than PIQ. This is still far, however, from saying that the VIQ > PIQ profile is evidence or even a marker of such a disorder [35].…”

Section: Discussionmentioning

confidence: 98%

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VIQ-PIQ Discrepancies are Unrelated to Mental Health Indicators in a Child Psychiatric Sample

Graauwmans

Scheirs

Feltzer

et al. 2017

Int. J. Clin. Psychiat. Ment. Health

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VIQ-PIQ Discrepancies are unrelated to mental health indicators in a child psychiatric sample Graauwmans, Peter E.A.; Scheirs, Jan; Feltzer, Martin; Kouijzer, Mirjam E.J.; de Kroon, Matthias M.J. General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.-Users may download and print one copy of any publication from the public portal for the purpose of private study or research -You may not further distribute the material or use it for any profit-making activity or commercial gain -You may freely distribute the URL identifying the publication in the public portal Take down policyIf you believe that this document breaches copyright, please contact us providing details, and we will remove access to the work immediately and investigate your claim. Abstract: In a sample of children aged 8-16 years (N = 151) in a child psychiatric setting, the relationship between VIQ-PIQ discrepancies and both Quality of Life (QoL) and psychosocial problems was explored. It was hypothesized that compared to children without a VIQ-PIQ discrepancy children with a discrepancy would have lower QoL and show more psychosocial problems. Using the WISC-III to measure IQ discrepancies, QoL and the severity of psychosocial problems (measured with the Child Behavior Checklist) were found not to differ between the two groups of children. Neither were there any significant correlations between VIQ-PIQ discrepancies and these mental health indicators. Moreover, the proportion of children showing a VIQ-PIQ discrepancy was found not to deviate from the value in the normal population. The conclusion is that in children with psychiatric problems, VIQ-PIQ differences and core mental health indicators are unrelated and that therefore in diagnostic practice psychologists should be hesitant in assuming such a relationship.

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Section: Discussionsupporting

confidence: 88%

Section: Discussioncontrasting

confidence: 78%

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VIQ-PIQ Discrepancies are Unrelated to Mental Health Indicators in a Child Psychiatric Sample

Graauwmans

Scheirs

Feltzer

et al. 2017

Int. J. Clin. Psychiat. Ment. Health

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“…Such results suggest that global scores can be useful indexes for clinical neuropsychologists to interpret, even though such scores mask the interpretation of the multiple individual characteristics (processes) that are more truly reflective of an individual's cognitive functioning. Further, findings of this study support Canivez's (2013) argument that global scores are valid and reliable when it comes to the interpretation of an individual's cognitive capacity. He supports his argument statistically, stating that global IQs have been found to have the strongest internal consistency, short-and longterm temporal stability, and predictive validity coefficients; they produce less error variance and account for the largest portion of the variance with a variety of criteria.…”

Section: Clinical Implications For Neuropsychologistssupporting

confidence: 78%

Which of the Three KABC-II Global Scores is the Least Biased?

Scheiber

Kaufman

2015

J Pediatr Neuropsychol

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In order to create fairer measures for the assessment of ethnic minority group children, the test authors of the Kaufman Assessment Battery for Children-Second Edition (KABC-II) created three different global indexes: the comprehensive Fluid-Crystallized Index (FCI); the Mental Processing Index (MPI), which excludes subtests that assess crystallized knowledge; and the Nonverbal Index (NVI), which excludes any subtest that requires verbal expression. The test authors encourage clinicians to use the MPI for children with cultural differences and the NVI for children with language differences. The implication is that the FCI is more biased than the MPI and NVI for assessing children from ethnic minorities. However, there has been no empirical evidence to support that hypothesis. Using structural equation modeling, we investigated the predictive validity of the three KABC-II global scores in predicting reading, writing, and math in a nationally representative sample of Caucasian, African-American, and Hispanic school-aged children across three grade groups (1-4, N=724; 5-8, N=743; and 9-12, N=534). Contrary to the test authors' predictions, the FCI emerged as the fairest predictor of achievement across all age and grade groups. Alternatively, the MPI and NVI showed a persistent intercept overprediction of African-American and Hispanic students' achievements across grades 5-8. The results provide evidence that more comprehensive global scaled scores might, in fact, be fairer predictor variables than less culturally and linguistically influenced indexes when predicting the achievement of children and adolescents from ethnic minorities.

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“…Nevertheless, structural validity is necessary but not singularly sufficient for establishing construct validity. As a consequence, additional examinations of concurrent and predictive relationships with external measures are also important elements of scale validation (Canivez, 2013b;Cronbach & Meehl, 1955). According to Schneider, Mayer, and Newman (2016) it is not enough that a factor analysis supports the existence of a latent dimension, that factor should also "predict something that matters, above and beyond the other facets of intelligence" (p. 12).…”

Section: Study Limitations and Future Directionsmentioning

confidence: 99%

Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

McGill¹

2017

JEDP

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Previously, Evans and colleagues (2001) utilized simultaneous multiple regression to examine relations between Cattell-Horn-Carroll (CHC;Schneider & McGrew, 2012) broad and narrow cognitive abilities and reading achievement across the school age span. Although their findings suggest that many broad/narrow abilities had clinically significant effects on reading achievement they failed to account for the potential moderating effects of the general factor. To account for these effects, the current study employed hierarchical multiple regression analysis to reexamine the relationships between CHC dimensions and reading achievement after controlling for the effects of the general factor with 4,722 participants ages 6-18 from the Woodcock Johnson III Psychoeducational Battery (WJ III; Woodcock, McGrew, & Mather, 2001a). Results from the present study indicate that the full scale GIA composite (as a proxy for g) consistently accounted for large effects across the school age span for all of the reading achievement variables that were assessed. Among the broad and narrow abilities, only Gc consistently accounted for meaningful proportions of reading scores beyond g. As a consequence, researchers are encouraged to give greater consideration to the dimensionality of broad and narrow CHC measures when examining cognitive-achievement relationships or they may risk over-interpreting the predictive effects associated with these indices. Potential implications for clinical application of CHC theory are also discussed.

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Psychometric Versus Actuarial Interpretation of Intelligence and Related Aptitude Batteries

Cited by 47 publications

References 221 publications

VIQ-PIQ Discrepancies are Unrelated to Mental Health Indicators in a Child Psychiatric Sample

VIQ-PIQ Discrepancies are Unrelated to Mental Health Indicators in a Child Psychiatric Sample

Which of the Three KABC-II Global Scores is the Least Biased?

Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

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