The document discusses the evolution of intelligence testing and theory from early waves focused on general intelligence to more recent waves incorporating contemporary cognitive ability theories like Cattell-Horn-Carroll (CHC). It argues that a tipping point was reached around 2001-2003 when CHC theory became widely adopted in intelligence test development and interpretation, aligning tests more closely with empirical research. Future directions may focus on integrating psychometric and information processing approaches using new statistical methods.

2. Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities: Historical Context and Development Within “Waves Of Intelligence Test Interpretation ”

3. In sociology , a tipping point or angle of repose is the event of a previously rare phenomenon becoming rapidly and dramatically more common Tipping Point

4. There is only one proven “law” in psychology The law of individual differences

6. The Need For A Scientific Foundation For The Development And Interpretation Of Cognitive Ability Tests “ Useful technology is based on scientific understanding; the better the science, the more effective the technology can be. So it is with psychological tests. They should be based on the most dependable and current evidence of science ” (Horn, 1991)

9. 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). 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.

10. Importance Of Classification Taxonomies: Two Examples Linnean hierarchical taxonomy

11. In psychology, we have have been searching for decades for an empirically and theoretically grounded taxonomy of cognitive abilities for the interpretation of the reliable variance of tests (Rectangle represents the total variance of a single cognitive ability test) Error variance - individual/situational variables (e.g., distractibility) -item variables (e.g., item sampling and item gradients ; test floor and ceiling ) -examiner variables (e.g., rapport, scoring and administration errors) -testing environment variables (e.g., noise, comfort) Unique abilities (variance) not shared in common with other tests (specificity ) Error variance Reliable variance ( reliability)

16. Wave 1 - Quantification Of A General Level ( g ) Spearman’s g- theory was major theoretical influence

17. Wave 1 - Quantification Of A General Level ( g ) Binet’s intelligence test was primary measurement breakthrough (provided global g -type score)

18. Reliable variance ( reliability) s g Wave 1 - Quantification Of A General Level ( g ) Primary test interpretation was focused on variance associated with g (general intelligence)

22. Cattell’s Fluid (Gf) and Crystallized (Gc) Theory of Intelligence (circa 1941) Did not immediately result in the development of a clinical/applied measure of intelligence

24. Thurstone’s Primary Mental Abilities model was influential (circa 1955) Shifted focus away from g to primary (WERCOF) mental abilities

25. Structure-Of-Intellect (SOI Model)

29. Wave 3 – Psychometric Profile Analyses Cohen, J. (1959). The factorial structure of the WISC at ages 7-6, 10-6, and 13-6, Journal of Consulting Psychology, 23 , 285-299. Kaufman, A. S. (1979). Intelligent testing with the WISC-R . New York: Wiley-Interscience.

31. Kaufman’s Wechsler-based psychometric (“Intelligent Testing”) approach contributed to the movement (in test interpretation) to beyond g Wave 3 – Psychometric Profile Analyses VC = Verbal Comprehension PO = Perceptual Organization Unique abilities not shared in common with other CHC factor indicators (specificity ) Reliable variance ( reliability) g PO VC Secondary ability Primary ability Error variance

33. An unfortunate impediment to the narrowing the intelligence theory/measurement gap was the development and influence of a Wechsler-centric philosophy of test interpretation VCI/POI/FFD/PS Evaluating Existing Tests Test Interpretation Individual Differences Research (e.g., ATI) Designing New Tests Communication (standard nomenclature) Outcomes Research

35. Ipsative Profile Analysis Average (mean) + 1 SD - 1 SD Strength Weaknesses Generate hypotheses based on patterns of strengths and weaknesses among subtests

37. Wave 2 & 3 Contributed to Attempts to Measure “Differential Aptitudes” 1 Apt 1 Apt 2 Apt 3 IQ (g)

38. IQ (g) Criterion After g was accounted for In the prediction…….. But, research found that………. 1 Apt 3 … .measures of specialized or differential abilities contributed little or nothing to the prediction

39. McNemar, Q. (1964 ). Lost: Our intelligence: Why? American Psychologist , 19 , 871-882 The search to develop differential predictors of academic performance was deemed a failure Therefore…long live full-scale g -scores !!

43. So…..get ready, buckle up and……… Wave 4+5

44. Wave 4 – Applying Contemporary Intelligence Theories to Test Interpretation (and research & development)

45. Wave 4 – The placement of empirically-grounded theories of intelligence in the center of test development and interpretation – a Theory-centric philosophy and approach to test interpretation VCI/POI/FFD/PS Evaluating Existing Tests Test Interpretation Individual Differences Research (e.g., ATI) Designing New Tests Communication (standard nomenclature) Outcomes Research

47. In sociology , a tipping point or angle of repose is the event of a previously rare phenomenon becoming rapidly and dramatically more common Tipping Point

48. “ It is this author’s personal opinion, that this moment, a moment where the interests and wisdom of a leading applied test developer ( Woodcock ), the leading proponent of Cattell-Horn Gf-Gc theory ( Horn ), and one of the preeminent educational psychologists and scholars of the factor analysis of human abilities ( Carroll ) intersected (see section C in Table 1), was the flash point that resulted in all subsequent theory-to--practice bridging events that led to today’s CHC theory and related assessment developments . A fortuitous set of events had resulted in the psychometric stars aligning themselves in perfect position to lead the way for most all subsequent CHC assessment related developments.” (McGrew, 2004, 2005) The fortuitous March, 1986 “meeting of the minds” – the CHC Intelligence-to-Theory “flash point”

49. 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Year 0 100 200 300 400 500 600 700 Freq. of terms in NASP listserv messages WJ CHC Gf-Gc CHC designed WJ III battery published Carroll/Horn informally agree to CHC umbrella term

50. Founded July 8, 2001 Current n (11-5-07) = 956

51. The CHC “Theory-to-Practice” Tipping Point has occurred – sometime between 2001 and 2003 CHC Tipping Point So……what!!!!! Why is this relevant to me???

54. Among contemporary intelligence tests, the Woodcock-Johnson III …is the instrument most closely aligned with the Cattell-Horn…and Carroll theories of intelligence . CHC theory … served as the blueprin t for the WJ III (Kamphaus et al., 2005)

55. Wave 5 – (stay tuned –Part II of today’s presentation)