Article

Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance

Dawn P. Flanagan, Vincent C. Alfonso, Samuel O. Ortiz and Agnieszka M. Dynda

in The Oxford Handbook of Child Psychological Assessment

Published in print April 2013 | ISBN: 9780199796304
Published online May 2013 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780199796304.013.0012

Series: Oxford Library of Psychology

Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance

More Like This

Show all results sharing these subjects:

  • Psychology
  • Clinical Psychology

GO

Show Summary Details

Preview

This chapter highlights the progress that has been made in theories of intelligence (particularly psychometric theories), the structure of cognitive ability batteries, and methods of cognitive ability test interpretation over the past century. Early theories of intelligence revolved around notions of a single general factor, or g, but steadily advanced into two-factor models (e.g., original Gf–Gc), early multiple-factor models (e.g., Thurstone's Primary Mental Abilities), and eventually to current, multiple-factor models (e.g., Cattell-Horn-Carroll [CHC] theory). Also discussed is the fact that cognitive batteries seldom kept pace with developments in theory, but they nevertheless have shown significant growth and development overall, particular within the last decade. The latter half of the chapter provides a discussion of refinements to CHC theory at both the broad and narrow ability levels, application of CHC theory to academic outcomes research, integration of CHC and neuropsychological theories, and greater emphasis on flexible battery approaches. We conclude that contemporary cognitive assessment allows for sufficient illustration of the links between abilities (e.g., cognitive and academic) and neuropsychological processes such that avenues for instruction, intervention, and treatment of individuals who struggle to learn will not only be clear, but also empirically supported.

Keywords: psychometric theories; CHC theory; cognitive assessment; cross-battery; flexible battery; intelligence; neuropsychological assessment

Article.  29347 words. 

Subjects: Psychology ; Clinical Psychology

Full text: subscription required

How to subscribe Recommend to my Librarian

Buy this work at Oxford University Press »

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.