september 2010 "reflections on 35 years of intelligence testing"
TRANSCRIPT
Intelligent Insights on Intelligence Tests:
What I’ve Learned from 35 Years of IQ
Testing, Development and Research
Kevin S. McGrew, PhD
Woodcock-Muñoz Foundation (WMF)
University of Minnesota (Ed. Psych.)
Handout information
A select set of slides presented today can be
downloaded (pdf format) @
www.iapsych.com/aus34.pdf
Stay informed
Conflict of interest disclosure for Kevin McGrew
A portion of the research summarized in
the project described in this presentation
has been based on the WJ-R and WJ III. has been based on the WJ-R and WJ III.
Dr. Kevin McGrew has a financial interest
in the WJ III (co-author of the WJ III
Battery)
An old man, a boy and a donkey were going to town. The
boy rode on the donkey and the old man walked. As they
went along they passed some people who remarked it was
a shame the old man was walking and the boy was riding.
The man and boy thought maybe the critics were right, so
My Presentation PhilosophyMy Presentation Philosophy
The man and boy thought maybe the critics were right, so
they changed positions. Later, they passed some people
that remarked, "What a shame, he makes that little boy
walk."
They then decided they both would walk! Soon they
passed some more people who thought they were stupid
to walk when they had a decent donkey to ride.
So, they both rode the donkey.
Now they passed some people that shamed them by
saying how awful to put such a load on a poor donkey. The
boy and man said they were probably right, so they
decided to carry the donkey.
My Presentation PhilosophyMy Presentation Philosophy
As they crossed the bridge, they lost their grip on the
animal and he fell into the river and drowned.
The moral of the story?
If you try to please everyone, you might as well kiss your
ass good-bye.
There is only one proven “law” in psychology
The law of individual differences
In search of the holy grail of human intelligence
In search of the holy grail of human intelligence:
A taxonomy of human cognitive ability elements
The Cattell-Horn-Carroll (CHC) theory of cognitive
abilities is the contemporary consensus
psychometric model of the structure of human
intelligence
The CHC Timeline Project (and detailed information re: CHC
theory/model) can be found at IQ’s Corner blog
www.iqscorner.com
g
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11
Spearman’s general factor model
(T# = designates different test measures)
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11
g
(1a) Spearman’s general Factor model
PMA1
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11
PMA2 PMA3 PMA4 …etc
…etc
(1b) Thurston’s Multiple Factor (Primary Mental Abilities) Model
…etcG2G1
g
Arrows from g to each test
(rectangle) have been
omitted for readability
Stratum II
Stratum III
G1 G2 G3 …etc
PMA1
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11
…etc
…etc
PMA2 PMA3 PMA4Stratum I
(1d) Carroll’s Schmid-Leiman Hierarchical Three-Stratum Model
PMA1
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11
PMA2 PMA3 PMA4 …etc
…etc
(1c) Cattell-Horn Gf-Gc Hierarchical Model
Note: Circles represent
latent factors. Squares
represent manifest
measures (tests; T1..).
Single-headed path
arrows designate factor
loadings. Double
headed arrows designate
latent factor correlations
PMA1
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11
PMA2 PMA3 PMA4 …etc
…etc
G1 G2 G3…etc
g ?
(1e) Consensus Cattell-Horn-Carroll (CHC)Hierarchical Three-Stratum Model
Stratum I
Stratum II
Stratum III
PMA1 PMA2 PMA3 PMA4…etc
G1 G2 G3
…etc
g ?
Stratum I
Stratum II
Stratum III
Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11…etc
(T# = designates different test measures)
(PMA# = different “primary mental ability”)
Contemporary psychometric research has converged on
the Cattell-Horn-Carroll (CHC) theory of cognitive abilities as the
consensus working taxonomy of human intelligence
McGrew, K. (2009). Editorial: CHC theory and the human cognitive abilities project: Standing on the shoulders
of the giants of psychometric intelligence research, Intelligence, 37, 1-10.
Because the Carroll model is largely consistent with the model originally
proposed by Cattell (1971), McGrew (2009) has proposed an integration of
PMA1
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11
PMA2 PMA3 PMA4 …etc
…etc
G1 G2 G3
…etc
g ?
(1e) Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model
CHC as the consensus
psychometric model of
intelligence
proposed by Cattell (1971), McGrew (2009) has proposed an integration of
the two models which he calls the Cattell-Horn-Carroll (C-H-C) Integration
model….Because of the inclusiveness of this model, it is becoming the
standard typology for human ability. It is certainly the culmination of
exploratory factor analysis.
The Science of Intelligence
(Doug Detterman, 2010; book manuscript in preparation)
“The Cattell–Horn–Carroll (CHC) theory of cognitive
PMA1
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11
PMA2 PMA3 PMA4 …etc
…etc
G1 G2 G3…etc
g ?
(1e) Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model
CHC as the consensus
psychometric model of
intelligence
“The Cattell–Horn–Carroll (CHC) theory of cognitive
abilities is the best validated model of human
cognitive abilities”
[Ackerman, P. L. & Lohman D. F. (2006). Individual differences in cognitive
functions. In P. A. Alexander, P. Winne (Eds.), Handbook of educational
psychology, 2nd edition (pp. 139-161). Mahwah, NJ: Erlbaum.]
A significant number of Australian intelligence scholars
have framed (and/or continue to frame) their research as
per the extended Gf-Gc (aka. CHC) model of intelligence.
PMA1
T2 T3 T4 T5 T6 T7 T8 T9T1 T12T10 T11
PMA2 PMA3 PMA4 …etc
…etc
G1 G2 G3…etc
g ?
(1e) Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model
CHC as the consensus
psychometric model of
intelligence
per the extended Gf-Gc (aka. CHC) model of intelligence.
Many have made foundational contributions to building
the model.
N. R. Burns
T. Nettlebeck
L. Stankov
R. Roberts
S. Bowden
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).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.
Pre-Copernican view
of the universe was
geocenteric
Post-Copernican view
of the universe was
heliocentric
Test Interpretation Individual Differences
Research (e.g., ATI)
Designing
New Tests
Outcomes
Research
Evaluating
Existing Tests
Communication
(standard nomenclature)
This is a Pre-Copernican Wechsler-Centric Model
of Intelligence Testing Practice
Test Interpretation Individual Differences
Research (e.g., ATI)
Designing
New TestsOutcomes
Research
g
Gf
Gc
Gv
Gsm
GlrGs
Ga
Evaluating
Existing Tests
Communication
(standard nomenclature)
This is a Post-Copernican Theory-Centric Model
of Intelligence Testing Practice
Gsm
We now know that the world is not flat---and, we know have an
empirically based workable taxonomic “map” of the terrain of
cognitive abilities.
We are now charting a more accurate course in our search for
the “holy grail” of COG-ACH abilities research
The impact of the CHC taxonomy has resulted in
rapid developments in intelligence test
development and research
Some examples
SB5 (Roid, 2003) CHC-based revision includes composite scores for 5 broad
abilities (Gf, Gc, Gq, Gsm, Gv), via verbal and nonverbal tests.
• Horn, Carroll, Woodcock and McGrew served as original consultants
CHC theory “has formed the foundation
for most contemporary IQ tests” (Kaufman,
2009, p. 91)
• Horn, Carroll, Woodcock and McGrew served as original consultants
to SB5 revision team.
Kaufman & Kaufman (2004) revise the KABC-II with a dual theoretical
model (Luria-Das and CHC) blueprint, but with the CHC model
recommended as the primary organizational structure to use.
Elliott (2007) revises the Differential Abilities Scales--II (DAS-II) with a heavy
CHC influence.
WISC-IV (2003) and WAIS-IV (2008), although not explicitly based on CHC
theory, were implicitly influenced by CHC theory.
General
Ability (g)
Dichotomous
Abilities
Multiple
Cognitive Abilities(Incomplete; not implicitly
or explicitly CHC-organized
Multiple
Cognitive Abilities(Incomplete; implicitly
or explicitly CHC-organized
Multiple
Cognitive Abilities(“Complete”; implicitly
or explicitly CHC-organized
Pri
ma
ry T
he
ori
es
(Ne
uro
psy
ch.
Psy
cho
me
tric
)
Spearman Original Gf-Gc
Simultaneous-
Successive
Thurstone PMAs
PASS(Planning, Attention,
Cattell-Horn Carroll (CHC)
Theory of Cognitive Abilities
g
Continuum of Progress: Intelligence Theories and Test Batteries
Broad Abilities
Ap
pli
ed
IQ B
att
eri
es
Pri
ma
ry T
he
ori
es
(Ne
uro
psy
ch.
Psy
cho
me
tric
)
Successive (Planning, Attention,
Simultaneous, Successive)
WJ-R (1989) WJ III (2001)WJ III NU (2005)
WJ (1977)
Stanford-
Binet LM(1937; 1960;
1972)
SB-IV (1986) SB-V(2003)
DAS-II (2007)
CAS (1997)
DAS (1990)
WPPSI-R (1989)
WISC-R (1974)
W-B (1939; 1946)
WAIS-R (1981)
WPPSI-III (2002)
WISC-III 1991)
WAIS-III (1997)
WISC-IV (2003)
WAIS-IV (2008)
K-ABC (1983)
KAIT (1993)
KABC-II (2004)
Note: This is an adaptation (9-29-09) by Kevin
McGrew of Figure 2.1 in Flanagan, McGrew &
Ortiz (2000).
Bold font designates most current version of
battery.
Bold Italic font designates batteries with adult
norms.
Placement of WISC-IV/WAIS-IV recognizes that
although only providing four broad composite
scores, the revisions implicitly incorporated
aspects of CHC theory
WJ III NU reflects a Normative Update to the WJ
III norms without changes to the tests
CHC theory is the most empirically and theoretically sound contemporary
cognitive ability taxonomy and is now being used to develop and interpret
intelligence tests
Gf
Gc
Gv
Gsm
Glr
Ga
Gs
g
Theoretical
(substantive)
domain
Unique abilities
(variance) not
shared in common
with other tests
(specificity)
Reliable variance
(reliability)
Error varianceMeasurement
domain
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
McGrew Table of CHC Gf-Gc Cognitive Elements
(© Kevin McGrew 3-25-99; 9-13-10 Rev.)
Cognitive Operations
Acquired Knowledge
Gf RQ
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
Gkn ? ? ? ?
Gh KS ? ? ?
Gk TS ? ? ?
Go OM OS ? ?
Gp P1 P2 P3 P4 P6 P7 P8 A1 A4
Gps R3 WS PT MT
EF/AC ? ? ? ?
Other/new
WISC (1949) WISC-R (1974) WISC-III (1991) WISC-IV (2003)
Subtests
Information x x x o
Comprehension x x x x
Arithmetic x x x o
Similarities x x x x
Vocabulary x x x x
Digit Span o o o x
Letter-Number Seq. x
Word Reasoning o
The changing FS IQ content of the WISC series
Word Reasoning o
Picture Completion x x x o
Picture Arrangment x x x
Block Design x x x x
Object Assembly x x x
Coding x x x x
Mazes o o
Symbol Search o x
Matrix Reasoning x
Picture Concepts x
Cancellation o
WISC/WISC-R/WISC-III/WISC-IV CHC test classifications: Kevin McGrew 2-5-10
Subtests WISC (1949) WISC-R (1974) WISC-III (1991) WISC-IV (2003)
Information Gc Gc Gc Gc
Comprehension Gc Gc Gc Gc
Arithmetic Gq/Gsm Gq/Gsm Gq/Gsm Gq/Gsm
Similarities Gc Gc Gc Gc
Vocabulary Gc Gc Gc Gc
Digit Span Gsm Gsm Gsm Gsm
The changing FS IQ content of the WISC series: CHC ability analysis
Digit Span Gsm Gsm Gsm Gsm
Letter-Number Seq. Gsm
Word Reasoning Gc
Picture Completion Gv/Gc Gv/Gc Gv/Gc Gv
Picture Arrangment Gv/Gc Gv/Gc Gv/Gc
Block Design Gv Gv Gv Gv
Object Assembly Gv Gv Gv
Coding Gs Gs Gs Gs
Mazes Gv Gv
Symbol Search Gs Gs/Gv
Matrix Reasoning Gf
Picture Concepts Gf
Cancellation Gs
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
Wechsler CHC Analysis Summary (© K. McGrew 9-13-10 Rev.)Cognitive Operations
Acquired Knowledge
Gf RQ
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
?
10
20
30
40
50
60
% C
HC
co
ntr
ibu
tio
n t
o F
S I
Q
CHC DNA Fingerprints of the WISC series
Gc Gv Gs Gq Gsm Gf Glr Ga
1949 50 30 10 5 5 0 0 0
1974 50 30 10 5 5 0 0 0
1991 50 30 10 5 5 0 0 0
2003 30 15 15 0 20 20 0 0
0
10
% C
HC
co
ntr
ibu
tio
n t
o F
S I
Q
WISC
WISC-R
WISC-III
WISC-IV
The evolution of the CHC ability content of the various WISC FS IQ scores
© Institute for Applied Psychometrics, Kevin McGrew, 2-5-2010
Note: Conflict of interest disclosure
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
Cognitive Operations
Acquired Knowledge
Gf RQ
WJ III (Stnd+Ext Batteries Cog+Ach) CHC Analysis Summary (K. McGrew 9-13-10 Rev.)
[Note. g (GIA) score does not include tests from Gq or Grw]
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
50%
60%
70%
80%
90%
100%
% CHC broad abilities represented by W
AIS-IV and W
J III IQ
score
Broad CHC cognitive
ability domains
Gc = comprehension-knowledge
Gv = visual-spatial processing
Gs = processing speed
Ga = auditory processing
Gsm = Short-term memory
Gf = fluid reasoning
Glr = long-term storage/retrieval
Gq = quantitative knowledge
Grw = reading/writing
Gk =domain specific knowledge
Comparing global IQ score compositions from two different IQ
test batteries (WAIS-IV & WJ III)
Gf Gq Gc Glr Ga Gv Gsm Gs Grw Gk
WJ-III/BAT-III 18.0% 0.0% 20.0% 17.0% 12.0% 10.0% 13.0% 10.0% 0.0% 0.0%
WAIS-IV 10.0% 5.0% 30.0% 0.0% 0.0% 20.0% 15.0% 20.0% 0.0% 0.0%
0%
10%
20%
30%
40%
50%
% CHC broad abilities represented by W
AIS
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
Cognitive Operations
Acquired Knowledge
Gf RQ
Wechsler WJ III COG Analysis Comparison K. McGrew 9-13-10 Rev.)
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
?
Common to both (11)
Specific to Wechsler (2)
Specific to WJ III COG (10)
30%
40%
50%
60%
70%
80%
90%
100%
% CHC broad abilities represented in IQ score
Broad CHC cognitive
ability domains
Gc = comprehension-knowledge
Gv = visual-spatial processing
Gs = processing speed
Ga = auditory processing
Gsm = Short-term memory
Comparing IQ’s from special purpose and comprehensive test batteries
Gc Gv Gs Ga Gsm Gf Glr Gq
WJ-R/BAT-R 14.3% 14.3% 14.3% 14.3% 14.3% 14.3% 14.3% 0.0%
TONI-2 0.0% 0.0% 0.0% 0.0% 0.0% 100.0% 0.0% 0.0%
0%
10%
20%
% CHC broad abilities represented in IQ score
IQ Test CHC DNA Fingerprint comparison of proportional coverage
of broad CHC ability domains for WJ-R and TONI-2
© Institute for Applied Psychometrics (IAP) llc Kevin McGrew, 2-6-2010
Gsm = Short-term memory
Gf = fluid reasoning
Glr = long-term storage/retrieval
Gq = quantitative knowledge
Source of rest of presentation
McGrew & Wendling (2010) www.iapsych.com/aus1a.pdf
Gf
Gc
Ga
Glr
Gs
Gv
GsmAch
Coding of studies
• 19 research reports
•43 samples•43 samples
•135 separate analyses
• Studies can be differentiated by manifest vs latent variable
• Most studies are with normal subjects
Broad Domain
Markers
GcCrystallized
Intelligence
GsmShort-Term
Memory
Gs Processing
Speed
Long-Term
Numbers Reversed (MW)
Understanding Dir (MW/LS)
Aud. Working. Mem. (MW)
Visual Matching (P)
Verbal Comp. (LD/VL)
Oral Comp. (LS)
General Info (K0)
Picture Vocab. (VL)
Narrow Domain
Markers
Work Mem (MW)
Lang. Dev. (LD)
Listen. Ability (LS)
Gen. Info. (K0)
Lex. Know. (VL)
Perc. Speed (P)
Most Relevant WISC-
III/IV tests
WJ III XBA
Supplemental Tests
Digit Span (MS/MW)
Letter-Number Seq. (MW)
Coding (P/R9)
Symbol Search (P)
Cancellation (P)
Vocabulary (VL)
Similarities (LD/VL)
Comprehension (LD)
Information (K0)
Word Reasoning (LD/VL)
Basic Reading Skills – ages 6 to 8
GaAuditory
Processing
GlrLong-Term
Retrieval
Snd. Aware (PC/MW)
Snd. Blending (PC)
Vis.-Aud.-Lrng. (MA)
Rapid. Pic. Nam. (NA)
Retrieval Fluency (FI) (NA)
Phonetic Coding (PC)
Assoc. Mem. (MA)
Naming Fac. (NA)
Broad Domain
Markers
GcCrystallized
Intelligence
GsmShort-Term
Memory
Gs Processing
Speed
Long-Term
Short-term Memory
Working Memory
Processing Speed
Perceptual Speed-DS
Comp-Knowledge
Listening Comp.
Most Relevant
WJ III Clusters
Long-term Retrieval
Work Mem (MW)
Lang. Dev. (LD)
Listen. Ability (LS)
Gen. Info. (K0)
Lex. Know. (VL)
Perc. Speed (P)
Narrow Domain
Markers
Assoc. Mem. (MA)
Numbers Reversed (MW)
Understanding Dir (MW/LS)
Aud. Working. Mem. (MW)
Visual Matching (P)
Verbal Comp. (LD/VL)
Oral Comp. (LS)
General Info (K0)
Picture Vocab. (VL)
Most Relevant
WJ III Tests
Vis.-Aud.-Lrng. (MA)
Basic Reading Skills – ages 6 to 8
GaAuditory
Processing
GlrLong-Term
Retrieval
Phonemic Awareness
Phonemic Awareness 3
Long-term Retrieval
Associative Memory-DS
Cognitive Fluency
Phonetic Coding (PC)
Assoc. Mem. (MA)
Naming Fac. (NA)
Snd. Aware. (PC/MW)
Snd. Blending (PC)
Vis.-Aud.-Lrng. (MA)
Rapid. Pic. Nam. (NA)
Retrieval Fluency (FI) (NA)
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Work Mem (MW)
Memory Span (MS)
Lang. Dev. (LD)
General Info (K0)
Lex. Know. (VL)
Perc. Speed (P)
Narrow Domain
Markers
Short-term Memory
Working Memory
Memory Span-DS
Processing Speed
Perceptual Speed-DS
Comp-Knowledge
Most Relevant
WJ III Clusters
GcCrystallized
Intelligence
GsmShort-Term
Memory
Gs Processing
Speed
Broad Domain
Markers
Num Reversed (MW)
Mem. for Words (MS)
Understanding Dir. (MW/LS)
Visual Matching (P)
Verbal Comp. (LD/VL)
General Info (K0)
Picture Vocab. (VL)
Most Relevant
WJ III Tests
Phonetic Coding (PC)
Spch-Snd Discrim/
Res to ASD (US/UR)
Phonemic Awareness
Phonemic Awareness 3GaAuditory
Processing
Snd. Aware. (PC/MW)
Snd. Blending (PC)
Snd. Pat.-Voice (US/UR)-DS
Basic Reading Skills
ages 9 to 13
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practiceWJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Work Mem (MW)
Memory Span (MS)
Lang. Dev. (LD)
General Info (K0)
Lex. Know. (VL)
Perc. Speed (P)
Narrow Domain
Markers
Short-term Memory
Working Memory
Memory Span-DS
Perceptual Speed-DS
Comp-Knowledge
Most Relevant
WJ III Clusters
GcCrystallized
Intelligence
GsmShort-Term
Memory
Gs Processing
Speed
Broad Domain
Markers
Num. Reversed (MW)
Mem. for Words (MS)
Mem. for Sent. (MS)-DS
Aud. Work. Mem. (MW)
Visual Matching (P)
Verbal Comp. (LD/VL)
General Info (K0)
Picture Vocab. (VL)
Most Relevant
WJ III Tests
Phonemic Awareness
Phonemic Awareness 3GaAuditory
Processing
Snd. Aware. (PC/MW)
Snd. Blending (PC)
Snd. Pat-Voice (US/UR)-DS
Basic Reading Skills
ages 14 to 19
Phonetic Coding (PC)
Spch-Snd Discrim/
Res to ASD (US/UR)
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practiceWJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Work Mem (MW)
Narrow Domain
Markers
Working Memory
Most Relevant
WJ III Clusters
GcCrystallized
Intelligence
GsmShort-Term
Memory
Gs Processing
Speed
Broad Domain
Markers
Numbers Rev. (MW)
Under. Dir. (MW/LS)
Mem. for Sent (MS/LS)-DS
Aud. Work. Memory (MW)
Perc. Speed (P) Perceptual Speed-DS Visual Matching (P)
Lang. Dev. (LD)
Listen. Ability (LS)
General Info (K0)
Lex. Know. (VL)
Comp-Knowledge
Listening Comp.
Verbal Comp. (LD/VL)
General Info (K0)
Oral Comprehension (LS)
Picture Vocab. (VL)
Most Relevant
WJ III Tests
GlrLong-Term
Assoc. Memory (MA)
Naming Facility (NA)
Associative Memory-DS
Cognitive Fluency
Vis.-Aud.-Lrng (MA)
Rapid. Pic. Nam. (NA)
GaAuditory
Processing
Phonetic Coding (PC) Auditory Processing
Phonemic Awareness
Phonemic Awareness 3
Snd. Aware. (PC/MW)
Snd. Blending (PC)
Incomplete Words (PC)
GlrLong-Term
Retrieval
Reading Comp.
ages 6 to 8
Naming Facility (NA) Cognitive Fluency Rapid. Pic. Nam. (NA)
Retrieval Fluency (FI) (NA)
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practiceWJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Narrow Domain
Markers
Most Relevant
WJ III Clusters
GcCrystallized
Intelligence
GsmShort-Term
Memory
Gs Processing
Speed
Broad Domain
Markers
Perc. Speed (P) Perceptual Speed-DS Visual Matching (P)
Lang. Dev. (LD)
General Info (K0)
Listen. Ability (LS)
Lex. Know. (VL)
Comp-Knowledge
Listening Comp.
Verbal Comp. (LD/VL)
General Info (K0)
Picture Vocab. (VL)
Oral Comp. (LS)
Most Relevant
WJ III Tests
Naming Fac. (NA) Long-term Retrieval Story Recall (MM/LS)
Work. Mem. (MW) Working Memory Under. Dir (MW/LS)
Mem. for Sent. (MS/LS)
Aud. Wrk. Memory (MW)
Numbers Reversed (MW)
GaAuditory
Processing
GlrLong-Term
Retrieval
Phonetic Coding (PC) Phonemic Awareness
Phonemic Awareness 3
Snd. Aware. (PC/MW)
Sound Blending (PC)
Naming Fac. (NA)
Meaningful Mem. (MM)
Long-term Retrieval
Cognitive Fluency
Story Recall (MM/LS)
Vis.-Aud.-Lrng (MA)
Rapid. Pic. Nam. (NA)
Retrieval Fluency (FI)(NA)
Reading Comp.
ages 9 to 13
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice
WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Work Mem (MW)
Memory Span (MS)
Lang. Dev. (LD)
General Info (K0)
Lex. Know. (VL)
Listen. Ability (LS)
Narrow Domain
Markers
Working Memory
Memory Span
Comp-Knowledge
Listening Comp.
Most Relevant
WJ III Clusters
GcCrystallized
Intelligence
GsmShort-Term
Memory
Gs Processing
Speed
Broad Domain
Markers
Perc. Speed (P) Perceptual Speed-DS Visual Matching (P)
Verbal Comp. (LD/VL)
General Info (K0)
Oral Comp. (LS)
Picture Vocab. (VL)
Most Relevant
WJ III Tests
Understanding Dir (MW/LS)
Mem. for Sent. (MS/LS)
Numbers Reversed (MW)
Aud. Work. Mem. (MW)
Meaningful Mem. (MM) Story Recall (MM/LS)Cognitive Fluency
Phonetic Coding (PC) Phonemic Awareness
Phonemic Awareness 3Ga
Auditory
Processing
GlrLong-Term
Retrieval
Snd. Aware. (PC/MW)
Sound Blending (PC)
Reading Comp.
ages 14 to 19
Meaningful Mem. (MM)
Naming Facility (NA)
Story Recall (MM/LS)
Rapid. Pic. Nam. (NA)
Retrieval Fluency (FI) (NA)
Cognitive Fluency
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice
WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Work Mem (MW)
Associative Mem. (MA)
Naming Fac. (NA)
Gen. Seq. Reas. (RG)
Perc. Speed (P)(Number Facility-N)
AtnCon/ExFun (AC/EF)
Narrow Domain
Markers
Working Memory
Processing Speed
Perceptual Speed-DS
Fluid Reasoning
Most Relevant
WJ III Clusters
GsmShort-Term
Memory
Fluid
GlrLong-Term
Retrieval
Gs Processing
Speed
Broad Domain
Markers
Visual Matching (P/N?)
Cross Out (P)
Pair Cancellation (AC/EF?)
Most Relevant
WJ III Tests
Retrieval Fluency (FI)
Rapid. Pic. Nam. (NA)
Vis.-Aud.-Lrng (MA)
(NA)
Numbers Rev. (MW)
Aud. Wrk. Mem. (MW)
Under. Dir (MW/LS)
Cognitive Fluency
Associative Memory-DS
Number Series (RQ)-DS Gen. Seq. Reas. (RG)
Quant. Reas. (RQ)
Fluid Reasoning
Numerical Reas.-DSGf
Fluid
Intelligence
Number Series (RQ)-DS
Number Matrices (RQ)-DS
Analysis-Synthesis (RG)
Basic Math Skills
ages 6 to 8
GaAuditory
ProcessingPhonetic Coding (PC) Phonemic Aware. 3 Sound Aware. (PC/MW)
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice
WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Ga-PC findings in math are specific to the WJ
III Sound Awareness (Ga-PC; Gsm-MW) test
• The Math-Ga findings are more specific than those reported
in the BRS and RC research where purer and a wider array of
measures of Ga-PC are consistently implicated (e.g., WJ III
Sound Blending)
• Some math research implicates the the phonological-
articulatory loop in math (e.g., use of private speech in
maintaing numerals & operands; “subitizing”; etc.)
• The current findings appear to reflect the role of
phonological processes (Ga-PC) in the context of working
memory (Gsm-MW) during math performance
Work Mem (MW)
Naming Fac. (NA)
Gen. Seq. Reas. (RG)
Quant. Reas. (RQ)
Narrow Domain
Markers
Working Memory
Fluid Reasoning
Numerical Reas.-DS
Most Relevant
WJ III Clusters
GsmShort-Term
Memory
GfFluid
GlrLong-Term
Retrieval
Broad Domain
Markers
Visual Matching (P/N?)
Cross Out (P)
Pair Cancel. (AC/EF?)
Number Series (RQ)-DS
Number Matrices (RQ)-DS
Most Relevant
WJ III Tests
Numbers Rev. (MW)
Aud. Wrk. Mem. (MW)
Under. Dir. (MW/LS)
Perc. Speed (P)(Number Facility-N)
AtnCon/ExFun (AC/EF)
Processing Speed
Perceptual Speed-DSGs Processing
Speed
Retrieval Fluency (FI)
Rapid. Pic. Nam. (NA) (NA)
Quant. Reas. (RQ) Numerical Reas.-DSGfFluid
IntelligenceNumber Matrices (RQ)-DS
Analysis-Synthesis (RG)
Lang. Dev. (LD)
Listening Ability (LS)
Comp-KnowledgeGc
Crystallized
IntelligenceVerbal Comp. (LD/VL)
GaAuditory
Processing
Phonetic Coding (PC) Phonemic Aware. 3 Sound Aware. (PC/MW)
Basic Math Skills
ages 9 to 13
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice
WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Work Mem (MW)
Gen. Seq. Reas. (RG)
Narrow Domain
Markers
Working Memory
Fluid Reasoning
Most Relevant
WJ III Clusters
GsmShort-Term
Memory
GfFluid
GlrLong-Term
Retrieval
Broad Domain
Markers
Visual Matching (P/N?)
Pair Cancellation (AC/EF?)
Rapid. Pic. Nam. (NA)
Retrieval Fluency (NA)
Number Series (RQ)-DS
Most Relevant
WJ III Tests
Numbers Rev. (MW)
Aud. Wrk. Mem. (MW)
Sound Aware. (MW/PC)
Under. Dir. (MW/LS)
Gs Processing
Speed
Perc. Speed (P)(Number Facility-N)
AtnCon/ExFun (AC/EF)
Processing Speed
Perceptual Speed-DS
Naming Fac. (NA)
Quant. Reas. (RQ) Numerical Reas.-DSGfFluid
IntelligenceNumber Matrices (RQ)-DS
Analysis-Synthesis (RG)
GcCrystallized
Intelligence
Verbal Comp (LD/VL) Lang. Dev. (LD)
Listen. Ability (LS)
Comp-Knowledge
Basic Math Skills
ages 14 to 19
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice
WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Work Mem (MW)
Quant. Reas. (RQ)
Gen. Seq. Reas. (RG)
Narrow Domain
Markers
Working Memory
Fluid Reasoning
Numerical Reas.-DS
Most Relevant
WJ III Clusters
GsmShort-Term
Memory
GfFluid
Intelligence
Gs Processing
Speed
Broad Domain
Markers
Visual Matching (P/N?)
Cross Out (P)
Pair Cancellation (AC/EF?)
Most Relevant
WJ III Tests
Numbers Rev. (MW)
Aud. Wrk. Mem. (MW)
Under. Dir (MW/LS)
Number Matrices (RQ)-DS
Number Series (RQ)-DS
Analysis-Synthesis (RG)
Perc. Speed (P)(Number Facility-N)
Processing Speed
Perceptual Speed-DS
Gc Crystallized
Intelligence
Lang. Dev. (LD)
General Info (K0)
Listen. Ability (LS)
Comp-Knowledge Verbal Comp. (LD/VL)
General Info (K0)
Math Reasoning
ages 6 to 8
GaAuditory
Processing
Phonetic Coding (PC) Phonemic Aware. 3 Sound Aware. (PC/MW)
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice
WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Work Mem (MW)
Narrow Domain
Markers
Working Memory
Perceptual Speed-DS
Most Relevant
WJ III Clusters
GsmShort-Term
Memory
Gs Processing
Speed
Broad Domain
Markers
Visual Matching (P/N?)
Cross Out (P)
Pair Cancellation (AC/EF?)
Most Relevant
WJ III Tests
Numbers Rev. (MW)
Under. Dir. (MW/LS)
Aud. Wrk. Mem. (MW)
Gc Crystallized
Intelligence
Lang. Dev. (LD)
General Info (K0)
Listen. Ability (LS)
Comp-Knowledge Verbal Comp. (LD/VL)
General Info (K0)
Oral Comp. (LS)
Perc. Speed (P)(Number Facility-N)
Gen. Seq. Reas. (RG)
Quant. Reas. (RQ)
Fluid Reasoning
Numerical Reas.-DSGfFluid
Intelligence
Number Matrices (RQ)-DS
Number Series (RQ)-DS
Analysis-Synthesis (RG)
Math Reasoning
ages 9 to 13
GaAuditory
Processing
Phonetic Coding (PC) Phonemic Aware. 3 Sound Aware. (PC/MW)
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice
WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Work Mem (MW)
Narrow Domain
Markers
Working Memory
Perceptual Speed-DS
Most Relevant
WJ III Clusters
GsmShort-Term
Memory
Gs Processing
Speed
Broad Domain
Markers
Visual Matching (P/N?)
Most Relevant
WJ III Tests
Numbers Rev. (MW)
Under. Dir (MW/LS)
Gc Crystallized
Intelligence
Lang. Dev. (LD)
General Info (K0)
Listen. Ability (LS)
Comp-Knowledge Verbal Comp. (LD/VL)
General Info (K0)
Oral Comprehension (LS)
Story Recall (LS/MM)
Perc. Speed (P)(Number Facility-N)
Gen. Seq. Reas. (RG)
Quant. Reas. (RQ)
Fluid Reasoning
Numerical Reas.-DSGfFluid
Intelligence
Number Matrices (RQ)-DS
Number Series (RQ)-DS
Analysis-Synthesis (RG)
Math Reasoning
ages 14 to 19
GaAuditory
Processing
Phonetic Coding (PC) Phonemic Aware. 3 Sound Aware. (PC/MW)
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice
WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Broad Domain
Markers
GcCrystallized
Intelligence
GsmShort-Term
Memory
Gs Processing
Speed
Long-Term
Short-term Memory
Working Memory
Processing Speed
Perceptual Speed-DS
Comp-Knowledge
Listening Comp.
Most Relevant
WJ III Clusters
Long-term Retrieval
Work Mem (MW)
Lang. Dev. (LD)
Listen. Ability (LS)
Gen. Info. (K0)
Lex. Know. (VL)
Perc. Speed (P)
Narrow Domain
Markers
Assoc. Mem. (MA)
Numbers Reversed (MW)
Understanding Dir (MW/LS)
Aud. Working. Mem. (MW)
Visual Matching (P)
Verbal Comp. (LD/VL)
Oral Comp. (LS)
General Info (K0)
Picture Vocab. (VL)
Most Relevant
WJ III Tests
Vis.-Aud.-Lrng. (MA)
Basic Reading Skills – ages 6 to 8
GaAuditory
Processing
GlrLong-Term
Retrieval
Phonemic Awareness
Phonemic Awareness 3
Long-term Retrieval
Associative Memory-DS
Cognitive Fluency
Phonetic Coding (PC)
Assoc. Mem. (MA)
Naming Fac. (NA)
Snd. Aware. (PC/MW)
Snd. Blending (PC)
Vis.-Aud.-Lrng. (MA)
Rapid. Pic. Nam. (NA)
Retrieval Fluency (FI) (NA)
Research foundation: From McGrew @
Wendling (2009) CHC COG-ACH
relations research synthesis (prior slides)
Bridge research –
real world practice WJ III clusters/test selected based on
McGrew & Wendling (2009) plus expert-
knowledge and clinical experience with
WJ III battery
Achievement Domains BRS BRS BRS RC RC RC MCS MCS MCS MR MR MR
Age Range 6-8 9-13 14-19 6-8 9-13 14-19 6-8 9-13 14-19 6-8 9-13 14-19
Broad/Narrow CHC Abilities
Gsm Short-term memory X X X
Working Memory (MW) X X X X X X X X X X X X
Memory Span (MS) X X X
Gs Processing speed X X X X X
Perceptual Speed (P) [# fluency N ?] X X X X X X X X X X X X
Attention-conc/Exec-funct (AC/EF?) X X X
Glr Long-term storage and retrieval X
Associative Memory (MA) X X X
Naming Facility (NA) X X X X X X X
CHC COG����ACH Important Broad & Narrow AbilitiesCognitive Efficiency
Naming Facility (NA) X X X X X X X
Meaningful Memory (MM) X X
Gc Comprehension-Knowledge X X X X X X X X X X X
Language Development (LD) X X X X X X X X X X X
General Information (K0) X X X X X X X X X
Listening Ability (LS) X X X X X X X X X
Lexical Knowledge (VL) X X X X X X
Ga Auditory Processing X
Phonetic Coding (PC) X X X X X X ? ? ? ? ? ?
Spc-Snd Disc/Res to ASD (US/UR) X X
Gf Fluid Reasoning X X X X X X
Gen. Seq. Reasoning (RG) X X X X X X
Quantitative Reasoning (RQ) X X X X X X
Most of the “action” appears to be at the narrow (vs broad) CHC
ability level
Some CHC abilities appear to be important across reading AND
math – domain general
Important conclusions
Some CHC abilities appear to be differentially important for
reading vs math– domain specific
Some CHC abilities more important at certain ages –
developmental specificity
Narrow cognitive ability X ach. domain X developmental status (age) interactions
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
Cognitive Operations
Acquired Knowledge
Gf RQ
Significant COG narrow abilities for reading and math (K. McGrew 9-13-10 Rev.)
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
? ? ?
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
Cognitive Operations
Acquired Knowledge
Gf RQ
Significant COG narrow abilities WJ III COG coverage (K. McGrew 9-13-10 Rev.)
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
? ? ?
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
Cognitive Operations
Acquired Knowledge
Gf RQ
Significant COG narrow abilities Wechsler COG coverage (K. McGrew 9-13-10 Rev.)
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
? ? ?
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
Cognitive Operations
Acquired Knowledge
Gf RQ
E4 Kids WJ III measures – Verb Comp; Con. Form.; Vis.
Match.; Und. Dir.; App. Prob.
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
Reading – ages 6 to 8
E4 Kid WJ III measure mapping
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
Cognitive Operations
Acquired Knowledge
Gf RQ
E4 Kids WJ III measures – Verb Comp; Con. Form.; Vis.
Match.; Und. Dir.; App. Prob.
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
Math – ages 6 to 8
E4 Kid WJ III measure mapping
g
Gq22.5
KM A3
Gc12.5
LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw35.0
RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
5.0
I RG RP RE
Cognitive Operations
Acquired Knowledge
Gf RQ
E4 Kids WJ III measures – Verb Comp; Con. Form.; Vis.
Match.; Und. Dir.; App. Prob.
CHC Arm-chair task analysis of AEDI Lang & Cog Skills items &
related correlations from Canadian EDI study (n=190+)
WJ III Quantitative Concepts = .53; WJ III Applied Problems = .37
DIAL3 Rec. Lang.= .63
WJ III Letter-Word ID = .50; WJ III Spelling = .64
WJ III Snd. Aware = .34 ; WJIII Sound Blending = .28; WJIII Incomplete Words= .15
5.0
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr5.0
M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm5.0
MS MW
GsR9 N P
Gp5.0
R1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
Ar
WJIII Understanding Directions = .35
g
Gq22.5
KM A3
Gc12.5
LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw35.0
RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
5.0
I RG RP RE
Cognitive Operations
Acquired Knowledge
Gf RQ
E4 Kids WJ III measures – Verb Comp; Con. Form.; Vis.
Match.; Und. Dir.; App. Prob.
CHC Arm-chair task analysis of AEDI Lang & Cog Skills items & CHC coverage by
WJ III test battery in E4 study
WJ III Applied Problems
WJ III Verbal Comprehension
WJ III Concept Formation5.0
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr5.0
M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm5.0
MS MW
GsR9 N P
Gp5.0
R1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
Ar
WJ III Understanding Directions
WJ III Visual Matching
Pushing the edge of the contemporary
cognitive (CHC) theory: New directions for
psychologists
Trail Making Tests: CHC task-analysis and
CHC-grounded follow-up testing example
g
GqKM A3
Gc LD K0 VL LS K1 K2 LA A5 CM OP MY KL
Grw RC SG V RD CZ RS WA EU
Ga PC US UR U3 UM UK UL U1/9 U8 U6 U5 UA/T/U UP
I RG RP RE
Trail Making Test (TMT) CHC Analysis Summary (© K. McGrew 9-13-10 Rev.)Cognitive Operations
Acquired Knowledge
Gf RQ
Gv Vz SR MV CS SS CF PI LE IL PN IM
Glr M6 MA L0 MM FE FI FF FX FO SP OP FW NA
Gsm MS MW
GsR9 N P
GtR1 R2 R4 R7
Cognitive Operations
Cognitive Efficiency
FA
Gkn
Gh KS
Gk TS
Go OM OS
Gp P1 P2 P3 P4 P6 P7 P8 A1 A4
Gps R3 WS PT MT
EF/AC ? ? ? ?
Other/new
?
Test: Trail Making Test(s) (TMT) NP construct(s): Attention/Exec. Function.
Primary CHC interpretation
Broad CHC domain(s) and brief definition CHC (broad+narrow) task analysis & hypotheses
Gs: Processing speed
The ability to automatically and fluently
perform relatively easy or over-learned
elementary cognitive tasks, especially when
high mental efficiency (i.e., attention and
focused concentration) is required.
Gs: Perceputal Speed--Memory (Pm)—the ability to perform visual
perceptual speed tasks that place significant demands on immediate
short-term or working memory (Gsm)
• Attention-sustained-visual, attention-shifting (AC)
• Psychomotor (fine) speed, dexterity(Gps)
• Visual scanning, visual search (Gv-SS)
• EF- executive control, cognitive flexibility, inhibition-disinhibition ( )
Neuropsych. Test-CHC Analysis Summary: Trail Making Test( ©Institute for Applied Psychometrics, Kevin McGrew, 9-14-10)
Secondary CHC considerations
• Gps: The ability to rapidly and fluently perform physical body motor movements (e.g., movement of fingers, hands, legs) largely
independent of cognitive control.
• Gv-SS (Spatial Scanning): Ability to quickly and accurately survey (visually explore) a wide or complicated spatial field or pattern
and identify a particular configuration (path) through the visual field. Usually requires visually following the indicated route or path
through the visual field.
Possible (select) follow-up measures of CHC abilities measured
Gs Wech. Symbol Search, Coding, Cancellation; WJ III Visual Matching, Cross Out, Pair Cancellation
Gv-SS D-KEFS TMT (Condition 1); KABC-II Rover; WJ III Planning (No AUS); NEPSY Route Finding; UNIT Mazes
EF/AC TEA-CH-Creature Counting; D-KEFS Design Fluency (Condition 3); WJ III Pair Cancellation; Wech.
Cancellation
Gps Finger Tapping Test (FTT); Grooved Pegboard; Purdue Pegboard
Deconstruction: The
validated/published WJ III CHC
structure was “torn down”
Variety of Exploratory Data Analyses
with Variety of Datasets
Data Sets
•WJ III norm data
•WJ III+ other batteries (WISC-R; WAIS-III/WMS-III/KAIT)(WISC-R; WAIS-III/WMS-III/KAIT)
•WAIS-IV subtest correlations
Methods
•Cluster analysis
•Multidimensional scaling analysis (MDS) – 2D and 3D
•Standard and Carroll EFA+CFA exploratory factor analysis
•Model-generation CFA (SEM)
•CHC cognitive causal SEM models
CONFRMOR
ANLSYNER
ANLSYNOR
ConFrm
AnlSyn
r3
r0
r1
CONFRMERr2
f2
f3
NUMSERERr4
f1
Gf
ORLVOCER
PICVOCER
PICVOCOR
GENINFOR
GENINFER
ACKNOWOR
ACKNOWER
ORLVOCOR
PicVoc
GenInf
AcdKnw
OrlVoc
r12
r13
r14
r15
r16
r17
r18
r19
Gc
f8
f9
f10
f11
Gf
(vis)
f16
g
f18
f19
Gf sub-abilities differentiated by content/stimulus features (Wilhelm model)
NUMMATER
NumSer
NumMat
r6
f4
r7 NUMMATOR
NUMSERORr5
Gq
f7
APPROBER
APPROBOR
CALCER
r8
r9
r10
AppPrb
CALCORr11 Calc
f5
f6
VERBANLER
VERBANLOR
VrbAnl
r20
r21
f11
f12Gf
(lang)
f13
SNDAWRER
SNDAWROR
r22
UNDDIRER
UNDDIROR
r23
r24
r25
SndAwr
UndDir
f14
f15
Gf
(qnt)
f17
Although some fit stats are slightly better for this model (when compared to
model on prior slide) using practical criteria they are more-or-less equivalent
g
Gs
(Cognitive speed)
.39
Alternative Model 1
GcGq Ga GsmGlr GvGfGrw
Gs (Gv)
Gs (Gq)
Gs (Gc)
Gs (Grw)
(Cognitive speed)
.82.88.71.87 .86.79.841.0
.64.55.62.59
.36
.49.54
.62
First order measurement model and other lower-order latent factors (below
smallest oval latent factors) omitted for readability purposes. Thicker path
arrow with bold font 1.0 parameter designates path that had to be constrained
(fixed) to 1.0
g
Cog. knowledge domains/systems
(product/content abilities)
Lang/linguistic./symbolic abilities
Cognitive operations
(process/operations/analytic/rule-
based abilities) figural-spatial,
Type II cognitive processing:
More cognitively controlled & deliberate
Type I cognitive processing
(Cognitive efficiency):
More automatic & effortless
.361.0
.93 .99
1.0 .86
Alternative Model 2b
GcGq Ga GsmGlr GvGf
Lang/linguistic./symbolic abilities based abilities) figural-spatial,
lower-linguistic abilities
Grw
Gs (Gv)
Gs (Gq)
Gs (Gc)
Gs (Grw)
Gs
(Cognitive speed)
.89.76.91 .851.0.83 .82
.64.50.60.58
.41
.52.58
.67
First order measurement model and other lower-order latent factors (below smallest
oval latent factors) omitted for readability purposes. Thicker path arrow with bold font
1.0 parameter designates path that had to be constrained (fixed) to 1.0
Mapping of
current CHC
domains with
hypothesized
new CHC-
based
intelligence
model
Kevin McGrew
8-18-2010
Lets look at
the pieces one
by one – blow
them up
Cognitive Content/Stimulus Dimensions
Cog. Knowledge
Domains/SystemsLanguage Numerical - Visual- Somata- Olfactory
(aud-verb) Quantitative Figural sensory
General Acquired
Knowledge Gc, Grw Gq ? Gh/Gk GoKnowledge Gc, Grw Gq ? Gh/Gk Go
Domain-specific
Knowledge Gkn Gkn Gkn Gkn Gkn
Cognitive Content/Stimulus Dimensions
Cognitive Operations Language
(aud-verb)
Numerical -
Quantitative
Visual-
Figural
Somata-
sensory
Olfactory
Complex Reasoning Gf
(lang.)
Gf
(quant.)
Gf
(Vis-figural)
? ?
Long-term storage & Long-term storage &
retrieval Glr ( ) Glr ( ) Glr ( ) ? ?
Processing (perceptual) Ga ? Gv Gh/Gk Go
Cognitive Content/Stimulus Dimensions
Cognitive Efficiency
Language
(auditory-
verbal)
Numerical -
Quantitative
Visual-
Figural
Somata-
sensory
Olfactory
Short-term/Working
Memory
Gsm ( ) Gsm ( ) Gsm ( ) ? ?
Processing Speed Gs(Gc)
Gs(Grw)
Gs(Gq) Gs(Gv)
? ?
Cognitive Control
Executive Functions
Controlled Executive
Attention
Cognitive Content/Stimulus Dimensions
Sensory Language
(auditory-
verbal)
Numerical -
Quantitative
Visual-
Figural
Somata-
Sensory
Olfactory
Vision
HearingHearing
Tactile Gh
Kinesthetic Gk
Olfactory Go
Motor
Psychomotor Abilities
Psychomotor Speed Gp and Gps across domains
Content/stimulus dimension
This is NOT a model of human functioning – it is a “working” heuristic of Kevin McGrew’s
current hypothesized thinking (iteration 3?) regarding the important dimensions that may
be important in the development and interpretation of measures of human abilities ………….
(not a Guilford SOI model where all cells are believed to exist)
?: Is the low-how cog.
complexity continuum
simply a continuous
representation of the Type
1/I processing distinction ?
Cognitive knowledge
domains/systems
Cognitive operations
Cognitive control
Cognitive efficiency
Sensory functions
Motor functions
Ab
ilty
do
ma
in d
ime
nsi
on
Typ
e I
Pro
cess
ing
Typ
e I
I
Pro
cess
ing
Note: CHC taxonomy is embedded in the ability domain dimension (see prior slides)