The Kaufman Ability Battery for Children Mental Processing Scale: A Valid Measure of “Pure” Intelligence?

Cahan, Sorel; Noyman, Alon

doi:10.1177/00131640121971545

Cited by 30 publications

(16 citation statements)

References 18 publications

(28 reference statements)

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“…This general pattern corresponds well with what has been obtained in a number of previous studies that have investigated various measures/ tests of intellectual performance -both those primarily measuring fluid ability (Gf; e.g., Artman & Cahan, 1993;Cahan & Cohen, 1989;Cahan & Noyman, 2001;Stelzl et al, 1995) and those that mainly measure crystallized ability (Gc; e.g., Cahan & Cohen, 1989;Cahan & Noyman, 2001;Crone & Whitehurst, 1999;Gustafsson, 2009;Stelzl et al, 1995).…”

Section: Discussionsupporting

confidence: 88%

Methodological issues in investigations of the relative effects of schooling and age on school performance: the between-grade regression discontinuity design applied to Swedish TIMSS 1995 data

Cliffordson

2010

Educational Research and Evaluation

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The primary purpose of the study was to examine methodological issues in investigations of the relative effects of schooling and age on school performance. One means of separating these 2 effects involves the use of a between-grade regression discontinuity approach. However, amongst other things, this approach is based on assumptions concerning the mechanism for allocating students to grades. Using the Swedish sample of the Third International Mathematics and Science Study (TIMSS) 1995, which comprised 3 grades (Grades 6, 7, and 8), the study investigates the robustness of the regression discontinuity approach in terms of deviations from underlying assumptions. The main finding is that the technique is robust vis-a`-vis deviations from a strictly age-based grade allocation present in the data. The pattern of substantive results also corresponds with those obtained in previous research, with the grade effect being about twice as strong as the age effect.

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Section: Discussionsupporting

confidence: 88%

Methodological issues in investigations of the relative effects of schooling and age on school performance: the between-grade regression discontinuity design applied to Swedish TIMSS 1995 data

Cliffordson

2010

Educational Research and Evaluation

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“…In conclusion, the results are compatible with the ones found in literature in the field (Ackerman, 1996;Cahan & Cohen, 1989;Cahan & Noyman, 2001;Ceci, 1991;Gustafsson, 2001;McGrew & Evans 2002;Stelzl et al, 1995), thus corroborating in part the interpretations of the specific factors involved in the BRT-5 sub-tests. These findings follow the logic of construct validity research, as delineated by Cronbach and Meehl (1955), whose study demonstrates a correspondence between a nomological network of relationships between constructs defined by theoretical and empirical studies in literature and the network of empirical correlations found between the observed variables that supposedly measure such constructs.…”

Section: Discussionsupporting

confidence: 90%

“…Although a decrease of the increase in scores in the final grades was expected, since Gf is relatively less easily influenced by schooling, the literature indicates that this influence exists (Cahan & Noyman, 2001;Ceci, 1991;Cliffordson & Gustafsson, 2008;Stelzl et al, 1995). within addition to this is the fact that a non-expected pattern was observed in the group of students in private schools, where both higher rates of developmental trajectories and also a higher quality of environmental stimulation -both formal (schools) and non-formal (family, friends) -was expected.…”

Section: Discussionmentioning

confidence: 99%

“…In order to differentiate the impact of schooling and age (development related to maturation), the results suggest that education has an important contribution for performance in testing situations, including those more related to fluid intelligence. Thus, there is some convergence of research, which suggests that fluid intelligence is influenced by education, even if this influence is less solid compared to that which occurred in tests related to crystallized intelligence (Cahan & Noyman, 2001;Stelzl, Merz, Eulers, & Remer, 1995).…”

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confidence: 99%

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Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Primi¹,

Couto²,

Almeida³

et al. 2012

Psicol. Reflex. Crit.

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Intelligence is commonly divided into two distinctive areas: fluid intelligence (Gf), which is understood as the skill of reasoning or intelligence as a process, and crystallized intelligence (Gc) that involves skills that are more related to learning and experience (knowledge-based skills). The objective of the present work was to investigate the effects that schooling and age exert on fluid and crystallized intelligence measuring students' results in sub-tests of the Battery of Reasoning Test . This study considered a sample composed of 1,722 students -603 were assessed with Form A of the battery and 1,119 with Form B. The results show that intelligence is systematically associated with schooling and age. Some difficulties in separating the effects of cognitive development from the effects of formal learning on students' cognitive performance are also emphasized. Keywords: Intelligence, fluid/crystallized intelligence, psychometrics, schooling, age. ResumoA inteligência é comumente dividida em fluida (Gf), entendida como habilidade de raciocínio ou inteligência como um processo, e cristalizada (Gc) como as habilidades mais associadas à aprendizagem e experiência (habilidades associadas aos conhecimentos). No presente trabalho, o objetivo foi investigar os efeitos que a escolarização e a idade exercem sobre Gf e Gc tomando os resultados dos alunos nos subtestes da Bateria de Provas de Raciocínio (BPR-5). Este estudo considerou uma amostra composta por 1722 estudantes respondendo 603 à forma A dessa bateria e 1119 à sua forma B. Os resultados apontam relações sistemáticas entre inteligência, escolaridade e idade. Também se enfatiza a dificuldade em se separar os efeitos do desenvolvimento cognitivo e da aprendizagem formal no desempenho cognitivo dos alunos. Palavras-chave: Inteligência, inteligência fluida/cristalizada, psicometria, escolarização, idade.Even though there is some controversy concerning the definition and measurement of intelligence, a relative consensus on the Cattell-Horn-Carroll hierarchical model of cognitive abilities has been noted in the last decade (McGrew, 1997(McGrew, , 2005. As its name suggests, this model incorporates the Gf-Gc theory, which initially originated with the work of Raymond Cattell (1963, 1971) and which later on was developed and extended by Horn and Cattell (1966) in articulation with the model proposed by Carroll (1993) based on a massive meta-analysis work.The psychometric theory of Cattell (Gf-Gc) initially proposed a detailed elaboration of the g factor concept of Spearman (1927) into two components: fluid intelligence, Gf, and crystallized intelligence, Gc. On one hand, Gf is understood as the potential for understanding and relating information, as well as solving new problems for which there is no available knowledge previously stored in memory. Thus, it implies deliberate implementation and controlled and systematic mental processes in order to find relationships between information organisation (induction) and the derivation of information (deduction)....

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“…Cahan & Davis, 1987;Cameron & Wilson, 1990;Elder & Lubotsky, 2009). Cahan, 2000;Cahan & Noyman, 2001;Cliffordson & Gustafsson, 2008;Kyriakides & Luyten, 2009;Stelzl, Merz, Ehlers, & Remer, 1995) reported higher estimates of the effect of schooling, typically ranging between 0.2 and 0.4 SD. Ceci, 1991).…”

Section: Introductionmentioning

confidence: 98%

Older children have a greater chance to be accepted to gifted student programmes

Segev

Cahan

2013

Assessment in Education: Principles, Policy & Practice

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Selection to programmes for gifted students in Israel, performed in the second grade, relies on raw ability and achievement test scores, irrespective of age, thereby ignoring the well-known effect of within-grade age differences on test scores. Employing the entire cohort of third graders of legal age (67,366 students, 1.4% of whom were enrolled in a gifted programme) in 2011, this study examined the relationship between chronological age and the probability of acceptance to programmes for the gifted in Israel. The results reveal an almost perfect correlation between chronological age and the probability of being selected for a gifted programme (r 2 = 0.92): older students have approximately 3.5 times greater chance of acceptance than younger students. Reliance on raw ability and achievement test scores, unadjusted for age, in selection to gifted students programmes is thus shown to be biased in favour of older students and to unintentionally discriminate against younger students.

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The Kaufman Ability Battery for Children Mental Processing Scale: A Valid Measure of “Pure” Intelligence?

Cited by 30 publications

References 18 publications

Methodological issues in investigations of the relative effects of schooling and age on school performance: the between-grade regression discontinuity design applied to Swedish TIMSS 1995 data

Methodological issues in investigations of the relative effects of schooling and age on school performance: the between-grade regression discontinuity design applied to Swedish TIMSS 1995 data

Intelligence, age and schooling: data from the Battery of Reasoning Tests (BRT-5)

Older children have a greater chance to be accepted to gifted student programmes

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