383
Views
8
CrossRef citations to date
0
Altmetric
Articles

Today's IQ Tests: Are They Really Better Than Their Historical Predecessors?

Pages 211-223 | Published online: 22 Dec 2019

References

  • Alfonso, V. C., & Flanagan, D. P. (in press). Assessment of cognitive functioning in preschoolers. In E. V. Nuttall, I. Romero, & J. Kalesnik (Eds.), Assessing and screening preschoolers (2nd ed.). New York: Allyn and Bacon.
  • American Educational Research Association [AERA], American Psychological Association [APA], and National Council on Measurement in Education [NCME]. (1985). Standards for educational and psychological testing. Washington, DC: American Psychological Association.
  • Ayers, R. R., Cooley, E. J., & Severson, H. H. (1988). Educational translation of the Kaufman Assessment Battery for Children: A construct validity study. School Psychology Review, 17, 113–124.
  • Berliner, D. C., & Cahen, L. S. (1973). Traittreatment interaction and learning. In F. Kerlinger (Ed.), Review of research in education (Vol. 1; pp. 58–94). Itasca, IL: Peacock.
  • Binet, A., & Simon, T. (1905). Methodes nouvelles pour le diagnostic du niveau intellectuel des anormaux. Anee Psychologique, 11, 191–244.
  • Brodsky, S. L. (1991). Testifying in court: Guidelines and maxims for the expert witness. Washington, DC: American Psychological Association.
  • Butcher, J. N., & Han, K. (1996). Methods of establishing cross-cultural equivalence. In J. N. Butcher (Ed.), International adaptations of the MMPI-2: A handbook of research and clinical applications (pp. 44–63). Minneapolis, MN: University of Minnesota Press.
  • Butcher, J. N., & Pancheri, P. (1976). A handbook of cross-national MMPI research. Minneapolis, MN: University of Minnesota Press.
  • Carroll, J. B. (1995). [Review of Assessment of cognitive processes: The PASS theory of intelligence]. Journal of Psychoeducational Assessment, 13, 397–409.
  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge, Eng.: Oxford University Press.
  • Casas, J. M., & Pytluk, S. D. (1995). Hispanic identity development: Implications for research and practice. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 155–180). Thousand Oaks, CA: Sage.
  • Cuellar, I., Harris, L., & Jasso, R. (1980). An acculturation scale for Mexican American normal and clinical populations. Hispanic Journal of Behavioral Sciences, 2, 199–217.
  • Das, J. P., Mishra, R. K, & Pool, J. (1995). An experiment on cognitive remediation of word-reading difficulty. Journal of Learning Disabilities, 28, 66–79.
  • Das, J. P., Naglieri, J. A., Kirby, J. R. (1994). Assessment of cognitive processes: The PASS theory of intelligence. Boston, MA: Allyn and Bacon.
  • Evans, J. H., Carlsen, R. N., & McGrew, K. S. (1993). Classification of exceptional students with the Woodcock-Johnson Psycho-Educational Battery-Revised [Monograph Series: WJ-R Monograph]. Journal of Psychoeducational Assessment, pp. 6–19.
  • Flanagan, D. P. (1995). Review of the Kaufman Adolescent and Adult Intelligence Test. In J. C. Conoley, & J. C. Impara (Eds.), The twelfth mental measurements yearbook (pp. 527–530). Lincoln, NE: University of Nebraska, Buros Institute.
  • Flanagan, D. P., Andrews, T. J., & Genshaft, J. L. (1997). The functional utility of intelligence tests with special education populations. In D. P. Flanagan, G. L. Genshaft, & P. L Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 457–483). New York: Guilford.
  • Flanagan, D. P., & McGrew, K S. (1997). A cross-battery approach to assessing and interpreting cognitive abilities: Narrowing the gap between practice and cognitive science. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 314–325). New York: Guilford.
  • Fraiser, S. (Ed.). (1995). The bell curve wars: Race, intelligence, and the future of America. New York: Harper Collins.
  • Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6, 304–312.
  • Halpin, G., Simpson, R. G., & Martin, S. L. (1990). An investigation of racial bias in the Peabody Picture Vocabulary Test-Revised. Educational and Psychological Measurement, 50, 183–189.
  • Haney, W. (1993). Testing and minorities. In L. Weis & M. Fine (Eds.), Beyond silent voices: Class, race, and gender in the United States schools (pp. 45–73). Albany, NY: State University of New York.
  • Harrison, P. L., Flanagan, D. P., & Genshaft, J. L (1997). An integration and synthesis of contemporary theories, tests, and issues in the field of intellectual assessment. In D. P. Flanagan, J. L Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 533–562). New York: Guilford.
  • Helms, J. E. (1997). The triple quandry of race, culture, and social class in standardized cognitive ability testing. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 517–532). New York: Guilford.
  • Helms, J. E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 47, 1083–1101.
  • Herrnstein, R. J., & Murray, C. (1994). The bell curve: Intelligence and class structure in American life. New York: Free Press.
  • Horn, J. L. (1968). Organization of abilities and the development of intelligence. Psychological Review, 75, 242–259.
  • Horn, J. L. (1991). Measurement of intellectual capabilities: A review of theory. In K S. McGrew, J. K. Werder, & R. W. Woodcock, Woodcock-Johnson Technical Manual (pp. 197–232). Chicago: Riverside.
  • Horn, J. L. (1994). Theory of fluid and crystallized intelligence. In R. J. Sternberg (Eds.), Encyclopedia of human intelligence (pp. 443–451). New York: Macmillan.
  • Horn, J. L., & Cattell, R. B. (1966). Refinement and test of the fluid and crystallized general intelligences. Journal of Educational Psychology, 57, 253–270.
  • Horn, J. L., & Noll, J. (1997). Human cognitive capabilities: Gf-Gc theory. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (pp. 53–91). New York: Guilford.
  • Huberty, C. J. (1994). Applied discriminant analysis. New York: Wiley & Sons.
  • Humphreys, L. G. (1992). Commentary: What both critics and users of ability tests need to know. Psychological Science, 3, 271–274.
  • Ittenbach, R. F. (1997). Ethics and issues in assessment. In R. M. Thorndike, (Ed.), Measurement and evaluation in psychology and education (6th ed.; pp. 419–442). Upper Saddle River, NJ: Prentice Hall.
  • Jacoby, R., & Glauberman, N. (Eds.). (1995). The bell curve debates. New York: Random House.
  • Jensen, A. R. (1980). Bias in mental testing. New York: Free Press.
  • Jensen, A. R. (1969). How can we boost IQ and scholastic achievement? Harvard Educational Review, 39, 1–123.
  • Kamphaus, R. W., Frick, P. J., & Lahey, B. B. (1991). Methodological issues in learning disabilities diagnosis in clinical populations. Journal of Learning Disabilities, 24, 613–618.
  • Kaufman, A. S. (1994). Intelligent testing with the WISC-III. New York: Wiley & Sons.
  • Kaufman, A. S., Harrison, P. L., & Ittenbach, R. F. (1990). Intelligence testing in the schools. In T. B. Gutkin & C. R. Reynolds (Eds.), Handbook of school psychology (2nd ed., pp. 289–327). New York: Wiley & Sons.
  • Kaufman, A. S., & Kaufman, N. L. (1993). Kaufman Adolescent & Adult Intelligence Test: manual. Circle Pines, MN: American Guidance Service.
  • Kaufman, A. S., & Kaufman, N. L. (1983). Kaufman Assessment Battery for Children (K-ABC). Circle Pines, MN: American Guidance Service.
  • Kavale, K. A., & Forness, S. R. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228–239.
  • Kavale, K. A., & Forness, S. R. (1984). A meta-analysis of the validity of the Wechsler scale profiles and re-categorizations: Patterns or parodies? Learning Disability Quarterly, 7, 136–152.
  • Keith, T. Z. (1995). [A review of the Kaufman Adolescent and Adult Intelligence Test]. In J. C. Conoley & J. C. Impara (Eds.), The twelfth mental measurements yearbook (pp. 530–532). Lincoln, NE: University of Nebraska, Buros Institute.
  • Kranzler, J. H., & Weng, L. (1995). Factor structure of the PASS cognitive tasks: A reexamination of Naglieri et al. Journal of School Psychology, 33, 143–157.
  • Laurent, J., Swerdlik, M., & Ryburn, M. (1992). Review of validity research on the Stanford-Binet Intelligence Scale: Fourth Edition. Psychological Assessment, 4(1), 102–112.
  • Lopez, E. C. (1997). The cognitive assessment of limited English proficient and bilingual children. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (pp. 503–516). New York: Guilford.
  • Luria, A. R. (1966). Human brain and higher psychological processes. New York: Harper & Row.
  • Matarazzo, J. D. (1990). Psychological assessment versus psychological testing. American Psychologist, 45, 999–1017.
  • Miller, A. (1981). Conceptual matching models and interactional research in education. Review of Educational Research, 51, 33–84.
  • Miller, G. A. (1984). The test. Science '84: Fifth anniversary issue, 5, 55–60.
  • Mueller, H. H., Dennis, S. S., & Short, R. H. (1986). A meta-exploration of WISC-R factor score profiles as a function of diagnosis and intellectual level. Canadian Journal of School Psychology, 2, 21–43.
  • Naglieri, J. A. (1997). Planning, attention, simultaneous, and successive theory and the Cognitive Assessment System: A new theory-based measure of intelligence. In D. P. Flanagan, G. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests and issues (pp. 247–267). New York: Guilford.
  • Naglieri, J. A., & Cas, J. P. (in press). Das-Naglieri Cognitive Assessment System. Chicago: Riverside.
  • Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77–101.
  • Reschly, D. J. (1997). Diagnostic and treatment utility of intelligence tests. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 437–456). New York: Guilford.
  • Reschly, D. J., & Wilson, M. S. (1990). Cognitive processing versus traditional intelligence: Diagnostic utility, intervention implications, and treatment validity. School Psychology Review, 19, 443–458.
  • Reynolds, C. R. (1982). The problem of bias in psychological assessment. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (pp. 178–208). New York: Wiley & Sons.
  • Sattler, J. M. (1992). Assessment of children. San Diego, CA: Author.
  • Sattler, J. M., & Gwynne, J. (1982). White examiners generally do not impede the intelligence test performance of black children: To debunk a myth. Journal of Clinical and Consulting Psychology, 50, 196–208.
  • Snow, R. E. (1992). Aptitude theory: Yesterday, today, and tomorrow. Educational Psychologist, 27(1), 5–32.
  • Spearman, C. E. (1927). The abilities of man. New York: Macmillan.
  • Suinn, R., Rickard-Figueroa, K., Lew, S., & Virgil, P. (1987). Suinn-Lew Self Identity Acculturation Scale: An initial report. Educational and Psychological Measurement, 47, 401–407.
  • Suzuki, L. A., & Kugler, J. F. (1995). Intelligence and personality assessment: Multicultural perspectives. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, & C. M. Alexander (Eds.), Handbook of multicultural counseling (pp. 493–515). Thousand Oaks, CA: Sage.
  • Suzuki, L. A., Vraniak, D. A., & Kugler, J. F. (1996). Intellectual assessment across cultures. In L. A. Suzuki, P. J. Meller, & J. G. Ponterotto (Eds.), Handbook of multicultural assessment: Clinical psychological and educational applications (pp. 141–177). San Francisco: Jossey-Bass.
  • Swenson, L. C. (1993). Psychology and law for helping professions. Pacific Grove, CA: Brooks/Cole.
  • Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1996). Stanford-Binet Intelligence Scale: Fourth Edition. Chicago: Riverside.
  • U.S. Department of Education. (1996). To assure the free public education of all children with disabilities: Eighteenth annual report to Congress on the implementation of the Education of Individuals with Disabilities Act. Washington, DC: U.S. Department of Education, Office of Special Education and Rehabilitation Services.
  • Vernon, P. E. (1950). The structure of human abilities. New York: Wiley.
  • Wechsler, D. (1991). Wechsler Intelligence Scale for Children-III. San Antonio, TX: The Psychological Corporation.
  • Wechsler, D. (1981). Wechsler Adult Intelligence Scale-Revised. San Antonio, TX: The Psychological Corporation.
  • Wechsler, D. (1949). Wechsler Intelligence Scale for Children. San Antonio, TX: The Psychological Corporation.
  • Whitener, E. M. (1989). A meta-analysis review of the effect on learning of the interaction between prior achievement and instructional support. Review of Educational Research, 59, 65–86.
  • Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psycho-Educational Battery-Revised Tests of Cognitive Abilities. Chicago: Riverside.
  • Yee, A. H., Fairchild, H. H., Weizmann, F., & Wyatt, G. E. (1993). Addressing psychology's problems with race. American Psychologist, 48, 1132–1140.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.