1) The document summarizes the evolution of psychometric theories of intelligence from Spearman's g factor model to contemporary Cattell-Horn-Carroll (CHC) theory. 2) It analyzes key developments including Spearman's two-factor theory, Thurstone's primary mental abilities model, Cattell's Gf-Gc theory, and extensions of the Gf-Gc theory by Horn, Carroll, and others. 3) The document notes that until recently, individually administered IQ tests were not explicitly linked to psychometric theories of intelligence, leaving a gap between IQ theory and tests.

1. The evolution of psychometric theories of intelligence from Spearman’s g to contemporary CHC: With Special analysis and commentary on the 2010 AAIDD ID/MR definition—intelligence theory gap Kevin S. McGrew, PhD. Institute for Applied Psychometrics (IAP) – Director [www.iapsych.com] Conflict of interest disclosure: Kevin McGrew is a co-author of (and thus has a financial interest in) the WJ III Battery, a battery of cognitive and achievement tests mentioned in this presentation. This presentation reflects the views of Kevin McGrew and do not necessarily reflect the views of the other WJ III authors or the publisher of the battery.

2. The current set of slides have been adapted and revised from three primary sources. Viewers of this presentation can find additional background information and detail by consulting the following sources. The IAP CHC Timeline Project @ http://tinyurl.com/ykz4wwm 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. McGrew, K. S. (2005). The Cattell-Horn-Carroll (CHC) theory of cognitive abilities: Past, present and future. In D. Flanagan, & Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues-Second Edition (p.136-202). New York: Guilford Press (both manuscripts can be accessed @ http://tinyurl.com/ykzesml

3. Note……icons in the timeline specific slides are not active. They are only active when using the timeline software used to develop the CHC Timeline Project

4. Galton lab and individual differences research (1884-1889)

5. “Mental test” concept born: James McKeen Cattell (1885-1890)

6. Charles Spearman (1904)

7. CHC evolution Spearman g (general intelligence) + s (specific abilities research (1904-1939)

8. Spearman developed a “two-factor theory” (general intelligence factor-g + specific factors) to account for correlations between measures of sensory-discrimination (Galton tradition). Carroll (1993) suggested that it might be better called a "one-general-factor theory." g was hypothesized to represent a fixed amount of “mental energy.” Spearman hypothesized that the g factor involved three major mental processes--apprehension of experience; eduction of relations; eduction of correlates. Spearman generally credited with introducing the notion of factor analysis to the study of human abilities. According to Carroll (1993), Spearman and his students eventually began to study other possible factors beyond g. The Spearman-Holzginer Model, which was based on Holzinger's development of the "bi-factor" method, suggested g plus five group factors (verbal, perceptual speed, spatial relations, recognition, and associative memory) (Spearman, 1939).

9. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 g Spearman’s general factor model (T# = designates different test measures)

10. British factor analysis tradition (1909-1961) The British models suggested that most of the variance of human intelligence was attributable to g and to very small group factors, and that the importance of the broader group factors was meager (Gustafsson, 1988). According to Gustafsson (1988), Burt’s model was to a great extent “logically constructed” and thus did not have major impact. In contrast, Horn stated that Burt’s model was very influential (Horn & Noll, 1997). Vernon 's (1950, 1961) model, which had a g-factor at the apex of the hierarchy, and at the next level two major group-factors (verbal-numerical-educational-v:ed; spatial-practical-mechanical-physical--k:m) received more widespread attention.

11. British factor analysis tradition (1909-1961)

12. American factor analysis tradition (1928-1979) Eckstrom (1979) Thurston (1931)

13. American factor analysis tradition (1928-1979)

14. American factor analysis tradition (1928-1979)

17. The ETS factor-reference group work established the WERCOF (well-replicated common factors) abilities.

19. Original Gf-Gc Theory (1941-1965) Raymond Cattell was a student and research associate of Charles Spearman. He proposed the original Gf-Gc theory of intelligence (Cattell, 1941, 1943 ), the formal beginning of the Cattell-Horn Gf-Gc theory. Fluid (Gf) and Crystallized (Gc) intelligence factors were extracted from second-order factor analysis of first-order (e.g., PMA) abilities Gf intelligence reflected basic reasoning abilities and higher mental processes while Gc intelligence reflected what an individual had learned from exposure to their culture through education and experiences, via the "investment" of their Gf abilities.

20. Original Gf-Gc Theory (1941-1965) Raymond Cattell (1941)

21. Original Gf-Gc Theory (1941-1965) Raymond Cattell (1943)

22. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 Gf Gc …etc …etc …etc Original Gf-Gc Theory (1941-1965) Cattell Dichotomous Gf-Gc (no g) Model (T# = designates different test measures) (PMA# = different “primary mental ability”) . Cattell & Horn’s Fluid (Gf) and Crystallized (Gc) intelligence factors were extracted from second-order factor analysis of first-order (e.g., PMA) abilities.

23. Original Gf-Gc Theory (1941-1965) According to Carroll (1993), it wasn't until John Horn, a student of Cattell's, completed his dissertation (Horn, 1965) that there was "the first clear test of the theory."

24. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 PMA1 PMA2 PMA3 PMA4 …etc …etc Gf Gc …etc …etc …etc At the end of Psychometric Period A (Early Psychometric Theory Roots) Three Dominant Psychometric Models of Intelligence Existed g Thurston’s Multiple Factor (Primary Mental Abilities) Model Cattell Dichotomous Gf-Gc (no g) Model Spearman’s general factor model

25. Sidebar note: The icon key below will be used in subsequent slides to represent the evolution of psychometric theories and tests of intelligence 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 g Broad Abilities

26. Dashed arrows indicate that IQ test was not directly linked to any psychometric theoretical research listed in timeline. Solid arrows represent IQ tests grounded in a particular psychometric based theory Stanford-Binet LM (1937; 1960; 1972) Binet Simon test (1905) Terman & Merrill Stanford Revision and Extension (1916,1937) At the end of this period of psychometric research & theory development, no individually administered IQ test had been explicitly based on a psychometrically-based theory of intelligence. The IQ theory-test gap had not yet been bridged Wechsler Bellevue (1939, 1946) WISC (1949) WPPSI (1967) WISC-R (1974) WJ (1977)

29. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 At the end of Psychometric Period A (Early Psychometric Theory Roots) the intellectual component of official AAMR MR/ID definition focused on g (general intelligence) g Mental retardation refers to significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period (1983) Spearman’s general factor model

30. Note. Period C (below) is integrated together with Period B in the next set of slides

32. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 G1 G2 G3 …etc …etc …etc Gf-Gc Theory Extended (1965-1998) Horn & Catell Cattell-Horn Gf-Gc Hierarchical (no g) Model (T# = designates different test measures) (PMA# = different “primary mental ability”)

33. Gf-Gc Theory Extended (1965-1998) – Horn & Stankov (1982) Gc Gf Gv Gs Ga Gt Glr Factor abbreviation print clarification (and translation to contemporary CHC terms) completed by K. McGrew 7-11-09 Gsm

34. Gf-Gc Theory Extended (1965-1998) – Gustaffson (1988) Gustaffson(1988) proposed and tested a three-level hierarchical LISREL model (HILI) model as a general unifying framework for integrating the British (Spearman, Burt, Vernon) and American (Thurston, Cattell, Horn) traditions of psychometric/theoretical research. According to Gustaffson, most all prior historical models (e.g., Cattell-Horn; Vernon) can be viewed as “classes” of models within the general HILI framework. Suggests that Gf may be identical to g.

35. Vz Gf-Gc Theory Extended (1965-1998) – Gustaffson (1988) Gv S Cf Cs CFR Gf g I Factor abbreviation clarifications) completed by K. McGrew 7-11-09 Ms V Gc Ve Ach Nu Ach

36. Gf-Gc Theory Extended (1965-1998) – Horn (1994)

38. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 Gf-Gc Theory Extended (1965-1998) – Carroll 1993) Arrows from g to each test (rectangle) have been omitted for readability Stratum III g G1 Stratum II G2 …etc Stratum I …etc …etc Carroll’s Schmid-Leiman Hierarchical Three-Stratum Model (T# = designates different test measures) (PMA# = different “primary mental ability”)

39. The verdict is unanimous re: the importance of Carroll’s (1993) work Richard Snow (1993): “John Carroll has done a magnificent thing. He has reviewed and reanalyzed the world’s literature on individual differences in cognitive abilities…no one else could have done it… it defines the taxonomy of cognitive differential psychology for many years to come.” Burns (1994): Carroll’s book “is simply the finest work of research and scholarship I have read and is destined to be the classic study and referencework on human abilities for decades to come” (p. 35). John Horn (1998): A “tour de force summary and integration” that is the “definitive foundation for current theory” (p. 58). Horn compared Carroll’s summary to “Mendelyev’s first presentation of a periodic table of elements in chemistry” (p. 58). Arthur Jensen (2004): “…on my first reading this tome, in 1993, I was reminded of the conductor Hans von Bülow’s exclamation on first reading the full orchestral score of Wagner’s Die Meistersinger, ‘‘It’s impossible, but there it is!’’ “Carroll’s magnum opus thus distills and synthesizes the results of a century of factor analyses of mental tests. It is virtually the grand finale of the era of psychometric description and taxonomy of human cognitive abilities. It is unlikely that his monumental feat will ever be attempted again by anyone, or that it could be much improved on. It will long be the key reference point and a solid foundation for the explanatory era of differential psychology that we now see burgeoning in genetics and the brain sciences” (p. 5).

40. Gf-Gc Theory Extended (1965-1998) – Woodcock (1998) (1998) Addition of Grw (general reading/writing broad factor), similar to “English language use” factor/ability suggested by Horn over a number of years

41. Gf-Gc Theory Extended (1965-1998) – Woodcock (1999) Addition of Gq (quantitative knowledge) broad factor/ability as distinct from quantitative reasoning under Gf broad factor.

42. This period of psychometric research resulted in a flurry of test revisions and the introduction of new intelligence batteries measuring multiple cognitive abilities Venerable Wechsler and SB batteries revised to reflect research that suggested a number of broad cognitive abilities (between g and narrow abilities). Both moved to four-factor/index models. Note that arrows are still dashed as these developments were not explicitly based on a “complete” psychometric theoretical model of intelligence. Same designation holds for original DAS (1990) Movement in IQ test development was clearly the embracing of more broad multiple cognitive abilities as most all (excluding KAIT) new tests provided at least four cluster/composite ability measures. Note solid arrows for K-ABC and CAS as they were theory-based, albeit on non-psychometric models of intelligence (Luria-Das). KAIT also noted with bold arrow as it was grounded in Cattell’s original dichotomous Gf-Gc theoretical model Due to space limitations the most significant IQ test development event (Ext. Gf-Gc theory based WJ-R) is reported separately (a few slides later) SB-IV (1986) WISC-III(1991) WAIS-III (1997) WAIS-R (1981) K-ABC (1983) CAS (1997) DAS (1990) KAIT (1993)

43. The fortuitous March, 1986 “meeting of the minds” – the CHC Intelligence-to-Theory “flash point” “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)

44. WJ-R (1989) John Horn and John “Jack” Carroll were theoretical consultants on the 1989 WJ-R and 2001 WJ III Thus, the WJ-R was the first IQ battery to bridge the contemporary intelligence theory/research and assessment practice gap WJ III (2001)

45. What was occurring with the formal AAMD/AAMR/AAIDD IQ component of the definition of MR/ID? Information extracted from Greesspan & Switzky (2006) chapter: “Forty-four years of AAMR Manuals” Note. Both 1992 and 2002 AAMR models dropped the word “general” from “general intellectual functioning” – result was reference only to intellectual functioning. 1992 manual 2002 manual Mental retardation refers to substantial limitations in present functioning. It is characterized by significantly subaverageintellectual functioning , existing concurrently with related limitations in two or more of the following applicable adaptive skill areas; communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure and work. Mental retardation manifests itself before age 18 Mental retardation is a disability characterized by significant limitations in intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical living skills. This disability originates before age 18.

46. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 At the end of Extended Gf-Gc Period the intellectual component of official AAMR MR/ID definition focused on intellectual functioning and not “general” intellectual functioning…almost..but… g According to Greenspan & Switzky (2006), an innovation in the 2002 manual was an effort to conceptually define intelligence as “a general mental ability [that] includes reasoning, planning, solving problems, thinking abstractly, comprehending complex ides, learning quickly, and learning from experience” (p. 51) However, intellectual functioning was operationally defined as being based on a “general functioning IQ” The manual (correctly, IMHO) noted the movement among intelligence scholars, as reflected in the above referenced psychometric period of research and theory (as defined by current author—Kevin McGrew), away from a reliance on a single measure of “g” (general intelligence). But……. “until more robust instruments based upon one of the many promising multifactor theories of intellectual abilities are developed and demonstrated to be psychometrically sound, we will continue to rely on a global (general factor) IQ [score]. (p. 66). Spearman’s general factor model

47. What was occurring with the formal AAMD/AAMR/AAIDD IQ component of the definition of MR/ID? The 2002 manual correctly noted the movement among intelligence scholars, away from a reliance on a single measure of “g” (general intelligence). But…the manual was incorrect in the following conclusion “until more robust instruments based upon one of the many promising multifactor theories of intellectual abilities are developed and demonstrated to be psychometrically sound, we will continue to rely on a global (general factor) IQ [score]. (p. 66). Instruments based upon the then recognized Extended Gf-Gc theory had “bridged” the intelligence theory-IQ assessment gap 13 years earlier, and had been advanced further in 2001. 1992 manual 2002 manual WJ III (2001) WJ-R (1989) Contemporary Psychometric Intelligence Theory—AAMR MR Def. Gap

48. National Research Council, Committee on Disability Determination for Mental Retardation(2002). In D. J. Reschly, T. G. Meters, & C. R. Hartel (Eds.), Mental retardation: Determining eligibility for Social Security benefits. Washington, DC: National Academy Press In 2002, a national panel of MR experts recognized the clear CHC movement in the design and revision of IQ tests used to identify MR/ID. More importantly, there was a recognition of a movement (based on solid psychometric theory research) on part scores and less reliance on a g-based full scale total composite IQ score

49. At the end of Extended Gf-Gc Period B the intellectual component of official AAMR MR/ID definition was still “stuck on g” (general intelligence)…and a contemporary intelligence theory-AAMR MR definition gapnow existed Three and 13 years prior to the publication of the 1992 and 2002 AAMR manuals respectively, the first-ever IQ (+ ACH) battery (WJ-R) explicitly based on the then known and validated Extended Gf-Gc theory, was published (1989), a battery that measured 9 broad Gf-Gc abilities and also provided general intelligence (g) composite scores (Broad Cognitive Ability) The 1992 manual made no mention of Ext. Gf-Gc theory nor the WJ-R. The manuals list of IQ instruments included the SB-IV, Wechsler batteries, and K-ABC (p. 37) and not the 1989 WJ-R. 10 years later (2002) the red manual recognized and referenced the seminal work of Carroll (1993) yet (a) referenced outdated articles for Horn & Cattell (1963, 1966) that reflected a lack of awareness of Ext. Gf-Gc Theory, (b) did not recognize that the Carroll and Cattell-Horn models were very similal models (major difference was over validity of g) and both were descendants of the Spearman psychometric tradition, (c) listed only non-Gf-Gc developed IQ batteries (Wechslers, SB-IV, CAS, K-ABC, and other special purpose tests) and omitted the 1989 (WJ-R) which had been published 13 years previously, and (d) failed to recognize a sizeable number of Cattell-Horn, Carroll, and WJ-R focused journal publications, books and book chapters published well before the 2002 manual revision.[See illustrative, but not exhaustive, WJ (and select Gf-Gc/CHC model references) reference list and examples on next set of slides]. Contemporary Psychometric Intelligence Theory—AAMR MR Def. Gap

50. (1990) Article analyzed ALL major IQ batteries as per Extended Gf-Gc model

52. (1991) In WJ-R Technical Manual

53. (1994)

54. (1998) (2000) (2001)

55. Select WJ/WJ-R/WJ III and CHC/Gf-Gc references up to 2002 (in descending order) 1 of 14 slides (in case you don’t want to view them all and want to skip ahead Woodcock, R. W. (2002). New looks in the assessment of cognitive ability. Peabody Journal of Education, 77(2), 6-22. Vanderwood, M. L., McGrew, K. S., Flanagan, D. P., & Keith, T. Z. (2002). The contribution of general and specific cognitive abilities to reading achievement. Learning and Individual Differences, 13, 159-188. Schrank, F. A., Flanagan, D. P., Woodcock, R. W., & Mascolo, J. T. (2002). Essentials of WJ III Cognitive Abilities Assessment. New York: John Wiley. Osmon, D., & Jackson, R. (2002). Inspection time and IQ: Fluid or perceptual aspects of intelligence? Intelligence, 30(2), 119-128. McGrew, K. S., Woodcock, R. W., & Ford, L. (2002). The Woodcock-Johnson--Third Edition (WJ III): Description and application with adolescents and adults. In A. Kaufman, N. Kaufman, & E. Lichtenberg (Eds.), Clinical assessment with adolescents and adults (2nd ed., ). New York: John Wiley. McGrew, K. S. (2002). Advanced interpretation of the Woodcock-Johnson III. Workshop presented at the annual convention of the National Association of School Psychologists Chicago, IL. McArdle, J. J., FerrerCaja, E., Hamagami, F., & Woodcock, R. W. (2002). Comparative longitudinal structural analyses of the growth and decline of multiple intellectual abilities over the life span. Developmental Psychology, 38(1), 115-142. Lee, E., Murry, V. M., Brody, G., & Parker, V. (2002). Maternal resources, parenting, and dietary patterns among rural African American children in single-parent families. Public Health Nursing, 19(2), 104-111. Huff, E., Sorenson, J., & Dancer, J. (2002). Relation of reading rate and rapid automatic naming among third graders. Perceptual Motor Skills, 95(3 Pt 1), 925-926. Gregg, N., & Mather, N. (2002). School is fun at recess: Informal analyses of written language for students with learning disabilities. Journal of Learning Disabilities, 35( 1), 7-22. Evans, J. J., Floyd, R. G., McGrew, K. S., & Leforgee, M. H. (2002). The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence. School Psychology Review, 31(2), 246-262. Daleiden, E., Drabman, R. S., & Benton, J. (2002). The Guide to the Assessment of Test Session Behavior: Validity in relation to cognitive testing and parent-reported behavior problems in a clinical sample. Journal of Clinical Child & Adolescent Psychology, 31(2), 263-271. Bell, N. L., Rucker, M., Finch, A., & Alexander, J. (2002). Concurrent validity of the Slosson Full-Range Intelligence Test: Comparison with the Wechsler Intelligence Scale for Children--Third Edition and the Woodcock Johnson Tests of Achievement--Revised. Psychology in the Schools, 39(1), 31-38. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III. Itasca, IL: Riverside Publishing.

56. Schrank, F. A., & Woodcock, R. W. (2001). WJ III Compuscore and Profiles Program [Woodcock-Johnson III]. Itasca, IL: Riverside Publishing. Rizza, M. G., McIntosh, D. E., & McCunn, A. (2001). Profile analysis of the Woodcock-Johnson III Tests of Cognitive Abilities with gifted students. Psychology in the Schools, 38(5), 447-455. McGrew, K. S., & Woodcock, R. W. (2001). Technical Manual. Woodcock-Johnson III. Itasca, IL: Riverside Publishing. McGrew, K. S., Gregg, N., Hoy, C., Stennett, R., Davis, M., Knight, D., Coleman, C., & Ford, L. (2001). Cattell-Horn-Carroll confirmatory factor analysis of the WJ III, WAIS-III, WMS-III and KAIT in a university sample. manuscript in preparation. Mather, N., & Woodcock, R. W. (2001). Examiner's Manual. Woodcock-Johnson III Tests of Cognitive Abilities. Itasca, IL: Riverside Publishing. Mather, N., & Woodcock, R. W. (2001). Examiner's Manual. Woodcock-Johnson III Tests of Achievment. Itasca, IL. Mather, N., Wendling, B. J., & Woodcock, R. W. (2001). Essentials of WJ III Tests of Achievement assessment. John Wiley & Sons. Mather, N., & Schrank, F. A. (2001). Assessment Service Bulletin No. 3, Use of the WJ III discrepancy procedures for learning disabilities identification and diagnosis. Itasca, IL: Riverside Publishing. Mather, D. S. (2001). Does dyslexia develop from learning the alphabet in the wrong hemisphere? A cognitive neuroscience analysis. Brain and Language, 76(3), 282-316. Keith, T. Z., Kranzler, J. H., & Flanagan, D. P. (2001). What does the cognitive assessment system (CAS) measure? Joint confirmatory factor analysis of the CAS and the Woodcock-Johnson tests of cognitive ability (3rd edition). School Psychology Review, 30(1), 89-119. Flanagan, D. P., & Ortiz, S. (2001). Essentials of cross-battery assessment. New York: John Wiley & Sons. Roid, G. H., & Woodcock, R. H. (2000). Uses of Rasch scaling in the measurement of cognitive development and growth. Journal of Outcome Measurement, 4(2), 579-594. Flanagan, D. P., McGrew, K. S., & Ortiz, S. (2000). The Wechsler Intelligence Scales and Gf-Gc Theory: A contemproary approach to interpretation. Needham Heights, MA: Allyn & Bacon. Flanagan, D. P. (2000). Wechsler-based CHC cross-battery assessment and reading achievement: Strengthening the validity of interpretations drawn from Wechsler test scores. School Psychology Quarterly, 15(3), 295-329. Dumont, R., Willis, J. O., Farr, L. P., McCarthy, T., & Price, L. (2000). The relationship between the Differential Ability Scales (DAS) and the Woodcock-Johnson tests of Cognitive ability-revised (WJ-R COG) for students referred for special education evaluations. Journal of Psychoeducational Assessment, 18(1), 27-38.

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68. Shinn, M., Algozzine, B., Martston, D., & Ysseldyke, J. (1980). Review of Woodcock-Johnson Psycho-Educational Battery. School Psychology International, 1(4), 20-22. Marston, D. (1980). Research Report #46: An analysis of subtest scatter on the tests of cognitive ability fron the Woodcock-Johnson Psycho-Educational Battery. 10. Reeve, R. E., Hall, R. J., & Zakreski, R. S. (1979). The Woodcock-Johnson Tests of Cognitive Ability: Concurrent validity with the WISC-R. Learning Disability Quarterly, 2, 63-69. McGue, M., Shinn, M., & Ysseldyke, J. (1979). Validity of the Woodcock-Johnson Psychoeducational Battery with learning disabled students (Research Report No. 15). Minneapolis, MN: University of Minnesota, Institute of Research on Learning Disabilities. Woodcock, R. W., & Johnson, M. B. (1978). Woodcock-Johnson Psycho-Educational Battery. Hingham, MA: Teaching Resources. Woodcock, R. W. (1978). Development and standardization of the Woodcock-Johnson Psycho-Educational Battery. Hingham, MA: Teaching Resources. Woodcock, R. W., & Johnson, M. B. (1977). Woodcock Johnson Psycho EducationalBattery. Chicago: Riverside.

69. (McGrew, 1997) – Integrated Cattell-Horn and Cattell Gf-Gc Model

70. (1997)

71. (1997)

72. (1997)

73. (1997) Origin of combined Cattell-Horn and Carroll models into Integrated Gf-Gc model framework..later to be called Cattell-Horn-Carroll Theory (CHC)

74. Carroll and Cattell-Horn Model Comparison g Gf Gy Gv Gs Gt Gc Gr Gu Carroll Broad Retrieval Ability Broad Cognitive Speediness Broad Auditory Perception Fluid Intelligence Gen. Memory & Learning Dec/Reaction Time/Speed Broad Visual Perception Crystallized Intelligence CDS Gf Gq Gsm Gv Ga Gs Grw Gc Glr Cattell-Horn Correct Decision Speed Crystallized Intelligence Fluid Intelligence Quantitative Knowledge Visual Processing Auditory Processing Processing Speed Short-Term Memory Long-Term Retrieval Reading/ Writing

75. (McGrew, 1997) – Integrated Cattell-Horn and Cattell Gf-Gc Model

76. T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 g ? …etc G1 G2 G3 …etc …etc Stratum III Stratum II Stratum I Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model (T# = designates different test measures) (PMA# = different “primary mental ability”)

77. Note…details from this period (E) not dealt with in current slide show

78. McGrew, K. S. (2005). The Cattell-Horn-Carroll (CHC) theory of cognitive abilities: Past, present and future. In D. Flanagan, & Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (p.136-202). New York: Guilford Press. 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.

79. g T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 T2 T3 T4 T5 T6 T7 T8 T9 T1 T12 T10 T11 PMA1 PMA2 PMA3 PMA4 PMA1 PMA2 PMA3 PMA4 PMA1 PMA2 PMA3 PMA4 PMA1 PMA2 PMA3 PMA4 …etc (1b) Thurston’s Multiple Factor (Primary Mental Abilities) Model …etc (1a) Spearman’s general Factor model G1 G2 G3 …etc …etc …etc g ? …etc G1 G2 G3 …etc …etc (1e) Consensus Cattell-Horn-Carroll Hierarchical Three-Stratum Model Summary of evolution of psychometric intelligence theories Arrows from g to each test (rectangle) have been omitted for readability Stratum III g G1 Stratum II G2 …etc Stratum I …etc …etc (1d) Carroll’s Schmid-Leiman Hierarchical Three-Stratum Model (1c) Cattell-Horn Gf-Gc Hierarchical Model Stratum III 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 Stratum II Stratum I Figure 1: Major stages in the evolution of psychometric theories from Spearman’s g to Cattell-Horn-Carroll (CHC) theory

81. CHC-IQ test design bandwagon begins: Other major IQ tests are revised and place the CHC model as the center of each batteries design blueprint. SB5 (Roid, 2003) CHC-based revision includes composite scores for 5 broad abilities (Gf, Gc, Gq, Gsm, Gv), via verbal and nonverbal tests. 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.

82. WJ III (2001) CHC IQ test bandwagon SB-V (2003) KABC-II (2004) DAS-II (2007) WISC-IV (2003) WAIS-IV (2008)

83. (2003) (2001; 2007) (2004) (2007)

84. National Research Council, Committee on Disability Determination for Mental Retardation(2002). In D. J. Reschly, T. G. Meters, & C. R. Hartel (Eds.), Mental retardation: Determining eligibility for Social Security benefits. Washington, DC: National Academy Press In 2002, a national panel of MR experts recognized the clear CHC movement in the design and revision of IQ tests used to identify MR/ID. More importantly, there was a recognition of a movement (based on solid psychometric theory/research) on part scores and less reliance on a g-based full scale total composite IQ score

85. AAIDD 11th edition (green manual) published 2010 “Stuck on g” Quotes from manual (emphasis via underline added by K. McGrew) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. This disability originates before age 18 (p. 5) Intelligence is a general mental ability (p.31) Intelligence is a single trait (p.32). A single dimension of intelligence continues to garner the most support within the scientific community…Thus, until such measures of multiple intelligences can be assessed reliably and validly, it is the position of AAIDD that intellectual functioning…is best conceptualized and captured by a general factor of intelligence (g) (p, 34)

86. Not to be covered in current presentation National MR/ID expert panel recognized CHC theory and trend toward CHC-based IQ tests 2010 manual 2002 WAIS-IV (2008) WISC-IV (2003) KABC-II (2004) SB-V (2003) DAS-II (2007) Contemporary Psychometric Intelligence Theory—AAIDD MR Def. Gap WJ III (2001)

87. Thecurrent AAIDD ID definition is still “stuck on g” (general intelligence)…and continues to be out of step with contemporary psychometric intelligence theory. A major intelligence theory-- AAIDD ID definition gap exists. This gap has potentially serious consequences for individuals with disabilities Despite the widespread acceptance and recognition of the contemporary CHC (aka Extended Gf-Gc) theory of intelligence by intelligence scholars, a 2002 national panel of MR/ID experts, and the clear movement in applied IQ test development to test batteries grounded in the CHC framework, AAIDD continues to be “stuck on g” The AAIDD definition of intelligence is out-of-date. A major intelligence theory—AAIDD ID definition gap exists Contemporary intelligence scholars, experts, and test developers recognize that although g (general intelligence) may exist at the apex of the CHC taxonomy of human cognitive abilities, there are broad (stratum II) abilities that are important (i.e., have differential validities) that can be assessed and, when interpreted appropriately, can provide a more valid and multidimensional picture of an individuals intellectual functioning. AAIDD’s continued use of the statement (with regard to measurement of multiple cognitive abilities) that “until such measures of multiple intelligences can be assessed reliably and validly, it is the position of AAIDD that intellectual functioning…is best conceptualized and captured by a general factor of intelligence” is simply wrong! Reliable and valid measures of the broad CHC ability domains exist and have been published in most intelligence batteries published from 1989 to 2008. The AAIDD g-position is at odds with the known heterogeneity of abilities within the ID (and general) population and fails to recognize that although a g-based total composite score may often represent the best single index of a person’s intellectual functioning, often the g-based composite score may lead to inaccurate conclusions regarding a person’s intellectual functioning and in these cases more attention should be focused on the component part scores. The stuck on g position has the potential to result in serious consequences for individuals, such as denial of special education services; denial of SS benefits, and unjust execution as in “Atkins MR/ID death penalty cases”. Contemporary Psychometric Intelligence Theory—AAIDD ID Def. Gap

88. Summary Continuum of Progress: Intelligence Theories and Test Batteries 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 AAIDD MR intelligence g focus definition 2010 g Broad Abilities Spearman Original Gf-Gc Simultaneous- Successive Thurstone PMAs PASS (Planning, Attention, Simultaneous, Successive) Cattell-Horn Carroll (CHC) Theory of Cognitive Abilities AAIDD MR Def. /IQ Theory Gap Primary Theories (Neuropsych. Psychometric) WJ III (2001) WJ III NU (2005) WJ (1977) WJ-R (1989) Stanford- Binet LM (1937; 1960; 1972) SB-IV (1986) SB-V(2003) 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 WPPSI-R (1989) WISC-R (1974) W-B (1939; 1946) WAIS-R (1981) WPPSI-III (2002) WISC-III 1991) WAIS-III (1997) Applied IQ Batteries WISC-IV (2003) WAIS-IV (2008) K-ABC (1983) KAIT (1993) KABC-II (2004) CAS (1997) DAS (1990) DAS-II (2007)