Academic literature on the topic 'Cattell-Horn-Carroll'

The Cattell-Horn-Carroll theory of intelligence and the Spearman-Jensen hypothesis were applied to help interpret mean IQ differences among ethnic groups. The Cattell-Horn-Carroll theory classifies cognitive abilities on three strata, which differ by magnitude of generality including specific, broad, and general abilities. The Spearman-Jensen hypothesis advances the belief that mean IQ differences between African Americans and Euro-Americans occur as a function of the test's g loadings. Although IQ differences between African Americans and Euro-Americans occur, the differences should be larger on tests with higher g loadings and smaller on tests with lower g loadings. The analysis described in this paper may serve as the catalyst to encourage all intelligence test publishers to supply test users with data regarding mean IQ differences among various ethnic groups.

The Cattell–Horn–Carroll (CHC) model is a comprehensive model of the major dimensions of individual differences that underlie performance on cognitive tests. Studies evaluating the generality of the CHC model across test batteries, age, gender, and culture were reviewed and found to be overwhelmingly supportive. However, less research is available to evaluate the CHC model for clinical assessment. The CHC model was shown to provide good to excellent fit in nine high-quality data sets involving popular neuropsychological tests, across a range of clinically relevant populations. Executive function tests were found to be well represented by the CHC constructs, and a discrete executive function factor was found not to be necessary. The CHC model could not be simplified without significant loss of fit. The CHC model was supported as a paradigm for cognitive assessment, across both healthy and clinical populations and across both nonclinical and neuropsychological tests. The results have important implications for theoretical modeling of cognitive abilities, providing further evidence for the value of the CHC model as a basis for a common taxonomy across test batteries and across areas of assessment.

The dissociation of fluid cognitive functions from g is implicit in the Cattell-Horn-Carroll gF-gC theory. Nevertheless, Blair is right that fluid functions are extremely important. I suggest that the key mental operation assessed by measures of gF is the ability to sustain mental simulation while keeping the relevant representations decoupled from the actual world – an ability that underlies all hypothetical thinking.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-Graduação em Psicologia Social, do Trabalho e das Organizações, 2018.
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O objetivo geral desta dissertação foi a construção de uma bateria de testes de inteligência com base na teoria Cattell-Horn-Carroll. No estudo 1, foi realizada uma avaliação crítica da literatura brasileira a partir de um modelo teórico de maturação da literatura proposto por Kamphaus. Foram analisados 91 artigos publicados em periódicos brasileiros. Uma quantidade significativa (22,9%) utilizarem testes medindo apenas o fator geral de inteligência, apesar de a teoria CHC ter sido a mais utilizada (28,9%). Também foi frequente a utilização de testes sem o uso destas interpretações, como o WISC-III e o BPR-5 (ambos com 18,5% cada). No geral, os artigos encontrados não discutiram seus achados à luz desta teoria de destaque, não alcançando completamente as tendências mais recentes de produção segundo Kamphaus. Parte do motivo pode ser a pequena quantidade de testes que permitem a interpretação com base nas habilidades previstas no modelo CHC. Neste sentido, no estudo 2, uma bateria com cinco testes de inteligência (Informação Geral Verbal, Raciocínio Geral Sequencial, Memória Visual, Velocidade Perceptiva e Visualização) foi construída com base em habilidades desta teoria. Todos os testes foram aprovados por especialistas após pequenas alterações. Os testes foram aplicados em 104 agentes de segurança pública, sendo que o teste Visualização também foi aplicado em 38 estudantes de universidade pública. Os escores foram analisados com base na teoria de resposta ao item com dois parâmetros, e revelaram dificuldade média de -0,64, e discriminação média de 1,32. No entanto, ainda não havia evidências de validade com base na relação com variáveis externas. No estudo 3, foram analisados os escores da bateria aqui construída juntamente com os escores dos testes RA, RV e RE da BPR-5, o teste de Atenção Alternada do BPA e o TMR. As relações hipotetizadas entre os testes foram confirmadas na matriz de correlações em magnitude e direção. Por fim, um modelo de equações estruturais foi construído com base no modelo teórico da CHC, e obteve coeficientes adequados.
The general objective of this dissertation was the construction of a battery of intelligence tests based on the Cattell-Horn-Carroll theory. In the first study, the Brazilian literature was critically reviewed based on a theoretical model proposed by Kamphaus. We analyzed 91 articles published on Brazilian periodicals. Although the most widely used theory was CHC (28,9%), a significant amount, 22,9%, used tests measuring only the general intelligence factor. In any case, the use of tests without a CHC interpretation, such as WISC-III and BPR-5, was frequent (each accounted for 18,5% of the tests used). In general, the articles found did not discuss their findings in light of this prominent theory, failing to fulfill the most recent tendencies according to Kamphaus. Part of the reason might have been the small number of instruments based on CHC theory with validity evidence for Brazilian samples. In this sense, in study 2, a battery of five intelligence tests (General Verbal Information, General Sequential Reasoning, Visual Memory, Perceptual Speed and Visualization) was built based on the abilities from this theory. All tests were approved by specialists after small modifications. The tests were administered to 104 public security agents. The scores were analyzed using a 2-parameter item response theory model and revealed overall mean difficulty -0.64 and mean discrimination 1.32. However, there hadn’t been analyzed validity evidence based on the relationship with external variables. In study 3, the scores were analyzed along with the RA, RV, and RE tests of BPR-5, as well as the Alternating Attention test from BPA and the visual memory test TMR. The hypothesized relationships were confirmed in the table of correlations, both in magnitude and direction. Finally, a structural equation model was built based on CHC theoretical model, and presented adequate coefficients.

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The adaptation or elaboration of tests that can validly and accurately evaluate the intellectual abilities of Brazilian preschool children is relevant, considering, among other factors, the lack of instruments. The Cattell-Horn-Carroll Model (CHC) is regarded as the one that most tends to give rise to techniques of intellectual evaluation and consists of a multidimensional vision that conceives the intelligence through capacities or general factors. The Multidimensional Battery of Children Intelligence (BMI), based on such a model, is intended for the evaluation of children between 7 and 12 years. The general objective of the present study was to adapt for preschoolers and to analyze the evidence of validity and accuracy of the sub-tests General Vocabulary, Memory for Names, Speed of Perception and Response Speed of BMI. The first stage of the study consisted of the adaptation of the General Vocabulary, to be used in children between 4 years and 6 years and 11 months. Participants included 10 mothers and 10 female teachers who answered a questionnaire and the original BMI items. 227 different words of children's knowledge were raised and 86 which they were not yet able to understand, according to parents and teachers. Through the relative frequency of the words, the selection was made to compose the new items of the subtest. Thus, from the study with parents and teachers, the 1st version of the General Vocabulary subtest for preschoolers was prepared, consisting of the 35 original BMI and 18 new items. The second step consisted in sending the four subtests to five expert judges to investigate the evidences of content validity through the analysis of agreement between them. The first version of the General Vocabulary sub-test for preschoolers was sent to the judges, as well as three other original BMI subtests: Memory for Names, Speed of Perception, and Speed of Response. After the judges' analysis, the General Vocabulary subtest had 6 excluded items and 5 reformulated items. The Memory for Names only had change in one item and the other subtests did not change in their items, only in the instructions. The third step consisted of a pilot study with 10 children, so that changes in instructions and two subtests were found. Eight items of the General Vocabulary were excluded, giving rise to the 3rd version of the General Vocabulary with a total of 38 items; In Velocity of Perception the numbers were replaced by figures, giving rise to the 1st version of this subtest for preschoolers. Finally, the fourth step was the application in a sample of 43 preschoolers for the analysis of validity evidences based on relations with external variables and precision. All subtests had statistically significant results in relation to the "age" variable. As for accuracy, the 3rd version of the General Vocabulary had alpha of 0.81 and the 1st version in the Memory for Names of 0.42. In the Rapid Response and in the 1st version of the Processing Speed it was not possible to calculate the accuracy. In this way, we conclude that the adaptation to preschoolers of BMI subtests presented evidence of validity based on the variable "age" and the 3rd version of the General Vocabulary was accurate. It is necessary to carry out studies with a larger sample, in order to continue the validity and precision surveys
A adaptação ou elaboração de testes que possam avaliar, de maneira válida e precisa, as capacidades intelectuais de pré-escolares brasileiros, mostra-se relevante, considerando, dentre outros fatores, a carência de instrumentos. O Modelo Cattell- Horn- Carroll (CHC) é apontado como o que mais tende a dar origem a técnicas de avaliação intelectual e consiste em uma visão multidimensional que concebe a inteligência por meio de capacidades ou fatores gerais. A Bateria Multidimensional de Inteligência Infantil (BMI), fundamentada em tal modelo, é destinada à avaliação de crianças entre 7 e 12 anos. O objetivo geral do presente estudo foi adaptar para pré-escolares e analisar as evidências de validade e precisão dos subtestes Vocabulário Geral, Memória para Nomes, Velocidade de Percepção e Rapidez de Resposta da BMI. A primeira etapa do estudo consistiu na adaptação do Vocabulário Geral, para ser utilizado em crianças entre 4 a 6 anos e 11 meses. Participaram 10 mães e 10 professoras que responderam a um questionário de levantamento de palavras e sobre os itens originais da BMI. Foram levantadas 227 palavras diferentes de conhecimento das crianças e 86 que elas ainda não eram capazes de compreender, de acordo com pais e professores. Através da frequência relativa das palavras ocorreu a seleção para compor os novos itens do subteste. Assim, a partir do estudo com pais e professores, foi elaborada a 1° versão do subteste Vocabulário Geral destinada a pré-escolares, composta pelos 35 itens originais da BMI e 18 novos. A segunda etapa consistiu no envio dos quatro subtestes a cinco juízes especialistas para investigação das evidências de validade de conteúdo por meio da análise de concordância entre eles. Foram encaminhadas aos juízes a primeira versão do subteste Vocabulário Geral para pré-escolares, bem como outros três subtestes originais da BMI: Memória para Nomes, Velocidade de Percepção e Rapidez de Resposta. Após a análise dos juízes, o subteste Vocabulário Geral teve 6 itens excluídos e 5 itens reformulados. O Memória para Nomes contou apenas com alteração em um item e os demais subtestes não sofreram alterações em seus itens, apenas nas instruções. A terceira etapa consistiu em um estudo piloto com 10 crianças, de modo que foram constatadas necessidades de modificações nas instruções e em dois subtestes. Foram excluídos 8 itens do Vocabulário Geral, dando origem à 3° versão do Vocabulário Geral com total de 38 itens; no Velocidade de Percepção os números foram substituídos por figuras, originando a 1° versão desse subteste para pré-escolares. Finalmente, a quarta etapa foi a aplicação em uma amostra de 43 pré-escolares para a análise das evidências de validade baseadas nas relações com variáveis externas e precisão. Todos os subtestes obtiveram resultados estatisticamente significativos em relação à variável “idade”. Quanto à precisão, a 3° versão do Vocabulário Geral teve alpha de 0,81 e a 1° versão no Memória para Nomes de 0,42. No Rapidez de Resposta e na 1° versão do Velocidade de Processamento não foi possível calcular a precisão. Desta forma, conclui-se que a adaptação para pré-escolares de subtestes da BMI apresentou evidências de validade baseadas na variável “idade” e a 3° versão do Vocabulário Geral mostrou-se precisa. Constata-se a necessidade de estudos com uma amostra maior, de modo a dar continuidade às pesquisas de validade e precisão.

In spite of the long-standing tradition of including measures of visual-motor integration in psychological evaluations, visual-motor abilities have not been included in the Cattell-Horn-Carroll (CHC) theory of cognitive abilities or its complementary cross-battery approach to assessment. The purpose of this research was to identify the shared constructs of a popular test of visual-motor integration and a test of intellectual functioning, and to investigate how a test of visual-motor integration would be classified within the CHC model. A large normative sample of 3,015 participants that ranged in age from 5 to 97 years completed the Bender Visual-Motor Gestalt Test, Second Edition (Bender-Gestalt II; Brannigan & Decker, 2003) and the Stanford-Binet Intelligence Scale, Fifth Edition (SB5; Roid, 2003). Correlational analyses indicated positive moderate correlations across all age ranges between the Bender-Gestalt II Copy measure and the SB5 Nonverbal Visual-Spatial Processing subscale and between the Bender-Gestalt II Recall measure and the SB5 Nonverbal Visual-Spatial Processing and Nonverbal Working Memory subscales. Exploratory factor analyses revealed a three-factor model for four age groupings and four-factor model for one age grouping, suggesting factors which represent crystallized ability, fluid reasoning, and visual-motor ability. The results of this study suggest that the Bender-Gestalt II measures abilities that are not included in the SB5. Therefore, the Bender-Gestalt II would complement an intelligence test such as the SB5 in order to form a CHC Visual Processing (Gv) broad ability factor. These findings also address the need for further research to validate the constructs measured by newer versions of widely-used tests of cognitive ability.

Individual differences in human intellectual abilities and the measurement of those differences have been of great interest to the field of school psychology. As such, different theoretical perspectives and corresponding test batteries have evolved over the years as a way to explain and measure these abilities. A growing interest in the field of school psychology has been to use more than one intelligence test in a "cross-battery" assessment in hopes of measuring a wider range (or a more in-depth but selective range) of cognitive abilities. Additionally, interest in assessing intelligence began to focus on preschool-aged children because of initiatives to intervene early with at-risk children. The purpose of this study was to examine the Stanford-Binet Intelligence Scales, Fifth Edition (SB-V) and Kaufman Assessment Battery for Children, Second Edition (KABC-II) in relation to the Cattell-Horn-Carroll (CHC) theory of intelligence using a population of 200 preschool children. Confirmatory factor analyses (CFAs) were conducted with these two tests individually as well as in conjunction with one another. Different variations of the CHC model were examined to determine which provided the best representation of the underlying CHC constructs measured by these tests. Results of the CFAs with the SBV revealed that it was best interpreted from a two-stratum model, although results with the KABC-II indicated that the three-stratum CHC model was the best overall design. Finally, results from the joint CFA did not provide support for a cross-battery assessment with these two particular tests.3
Department of Educational Psychology

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Psychometrics began with the investigation of individual differences in the 19th century. Initially, the differences were attributed to sensory acuity; however, soon they were replaced by the mental faculties. Since then, many theories, models and different types of assessment were proposed to enable a better understanding of what is called intelligence. Currently, the Cattell-Horn-Carroll intelligence model is the most widely used and includes the contributions from different theorists in the area. Behaviour Analysts did not consider intelligence an object of study because they regarded it as a mentalistic entity. Additionally, behaviour analysts criticised many crucial elements of Psychometrics such as the use of tests to assess intelligence and statistical criteria to establish behavioural criteria. However, when Stimulus Equivalence Theory and Relational Frame Theory emerged, it became possible to interpret and study language, complex behaviour and cognitive processes as stimulus relations. As correlations between relational tasks performances and the IQ were provided by different tests, Cassidy, Roche e Hayes (2011) investigated whether a relational training could enhance intellectual functioning. These authors found significant improvements in IQ in 12 year-olds following a relational training involving sameness, opposition and comparison relations. The present study replicated Cassidy et al. (2011) with 11 participants ranging from 6 to 9 years, adapting the procedure accordingly to their needs. Only one child was able to finish the training, almost one and a half years after started training. Most children improved their IQ scores; nevertheless, improvements shown by the participants from the experimental condition were equivalent to the ones presented by children from the control condition. The procedure was too complex for younger participants. Future studies should assess and train prerequisite repertoires for relational training, as well as promote alterations in the training structure. Correlation analyses between relational task performance and the intelligence assessment scores were run and results corroborated the literature. The number of sessions and stimulus sets of the contextual cue training were correlated with verbal measures from WISC-III, showing a relationship between relational repertoires and language. A preliminary behavioural interpretation of intellectual abilities described in the Cattell-Horn-Carroll model was proposed, which should be seen as first steps toward planning new relational training protocols which might contain critical features to improve cognitive functioning. Despite their relevance, terminological, theoretical and philosophical differences between Psychometrics and Behaviour Analysis were not in the centre of our analysis. The main objective was to promote a dialogue between both areas. The interchange between them may help in the planning of effective interventions, which is the ultimate goal for both of them.
As investigações das diferenças individuais deram início à Psicometria no século XIX. Inicialmente as diferenças foram atribuídas à acuidade dos sentidos; contudo, logo foram substituídas pelas chamadas faculdades mentais. Desde então, houve a proposição de várias teorias, modelos e tipos de avaliação para compreender melhor o que chamamos de inteligência. Atualmente, o modelo de inteligência de Cattell-Horn-Carroll é o mais popular e reúne a contribuição de diversos teóricos da área. A Análise do Comportamento não considerava a inteligência parte do seu escopo por vê-la como uma entidade mentalista. Mais do que isso, os analistas do comportamento criticaram uma série de aspectos considerados fundamentais para a Psicometria, tais como o uso de testes para avaliar a inteligência e a utilização da estatística para estabelecer critérios comportamentais. Entretanto, com a Teoria de Equivalência de Estímulos e da Teoria das Molduras Relacionais, a linguagem, comportamentos complexos e até mesmo a inteligência puderam ser interpretados e estudados em termos de relações entre estímulos. Quando foram encontradas correlações entre o desempenho em tarefas relacionais e diversas medidas de funcionamento cognitivo, Cassidy, Roche e Hayes (2011) investigaram se treinos relacionais promoveriam melhoras nas habilidades cognitivas. Os autores obtiveram aumentos significativos no QI de crianças de 12 anos após realizarem um treino com relações de similaridade, oposição e comparação. O presente trabalho replicou o estudo de Cassidy et al. (2011) com 11 participantes de 6 a 9 anos, adaptando o procedimento para as demandas das crianças mais novas. Apenas uma criança concluiu o treino, quase um ano e meio após o seu inicio. A maioria das crianças melhorou os escores das avaliações, contudo, as melhoras da condição experimental foram equiparadas àquelas da condição controle. O procedimento se mostrou muito complexo para crianças mais novas, uma vez que o número de erros e repetições de sessões foi alto. Em estudos futuros, recomenda-se a avaliação e treino de repertórios que sejam pré-requisito para o treino relacional, assim como realizar mudanças na estrutura de treino. Foram realizadas análises de correlações entre os resultados das avaliações e o desempenho no treino relacional e os resultados corroboraram os dados da literatura. Houve diversas correlações entre o número de sessões e de conjuntos de estímulos para o treino das pistas contextuais com as medidas verbais do WISC-III, demonstrando a relação entre repertórios relacionais e linguagem. Uma interpretação comportamental preliminar das habilidades que compõem o modelo Cattell- Horn-Carroll de inteligência foi proposta como um primeiro passo em direção ao planejamento de novos protocolos de treinos relacionais que contemplem aspectos críticos para o funcionamento cognitivo. Apesar de relevantes, as diferenças terminológicas e teóricofilosóficas entre a Psicometria e a Análise do Comportamento foram colocadas em segundo plano com o objetivo de somar a contribuição de cada uma das áreas. A interlocução entre elas visa o planejamento de intervenções mais efetivas, o que é visto como o objetivo máximo das duas perspectivas.
FAPESP: 2012/24018-3

Despite their widespread use, controversy remains about how to best interpret norm-referenced tests of cognitive ability. Due to the fact that contemporary cognitive measures appraise performance at multiple levels (e.g., subtest, factor, full-scale), a multitude of inferences about individual functioning are possible. Because school psychologists primarily utilize intelligence tests for predicting achievement outcomes, the cognitive variables that provide the most optimal weighting for prediction are of greatest importance. This study examined the predictive validity of the Cattell-Horn-Carroll (CHC) factor structure from the Woodcock-Johnson III Tests of Cognitive Abilities (WJ-COG; Woodcock, McGrew, & Mather, 2011c). Specifically, the incremental achievement variance accounted for by the CHC broad factors, after controlling for the effects of the General Intellectual Ability (GIA) composite, was assessed across reading, mathematics, writing, and oral language variables from the Woodcock-Johnson III Tests of Achievement (WJ-ACH; Woodcock, McGrew, & Mather, 2001b). Hierarchical regression was used to assess predictive relationships between the cognitive-achievement variables on the Woodcock-Johnson III assessment battery (WJ-III; Woodcock, McGrew, & Mather, 2001a). This study utilized archived standard score data from individuals (N = 4,722) who participated in the original WJ-III standardization project. Results showed that the GIA accounted for the largest portions of achievement for all but one of the regression models that were assessed. Across the models, the GIA variance coefficients represented moderate to large effects whereas the CHC factors accounted for non-significant incremental effects in most of the models. Nevertheless, the WJ-COG factor scores did account for meaningful portions of achievement variance in several situations: (a) in predicting oral expression scores; (b) in the presence of significant inter-factor variability; and (c) when the effects of Spearman's law of diminishing returns (SLODR) was accounted for in reading, mathematics, and written language regression models. Additionally, the chi-square goodness of fit test was utilized to assess model invariance across several moderating variables. Results suggest that incremental validity is not a unitary construct and is not invariant across samples on the WJ-COG. Additionally, simultaneous interpretation of both the GIA and CHC factor scores on the WJ-COG may be useful within specific clinical contexts.

L'objectif principal de la thèse est de montrer les apports de l'évaluation contextualisée à l'évaluation de l'intelligence chez les adolescents.e.s, à travers cinq articles. Le premier fait l'état des lieux de l'évaluation contextualisée de l'intelligence. Le second développe les évaluations auto et hétéro-rapportées de l'intelligence. Les trois suivants rendent compte des apports d'outils d'évaluation contextualisée notamment en termes de preuve de validité. Seul le facteur de raisonnement fluide du questionnaire d'auto-évaluation prédit les résultats scolaires. Les liens avec le comportement adaptatif existent, notamment avec le facteur de vitesse de traitement du questionnaire (r=.69). Les questionnaires d'hétéro-évaluations entretiennent des liens modérés à forts avec les résultats scolaires. Enfin, pour le test de performance composé de sept subtests, seule une épreuve (intelligence cristallisée) corrèle positivement et significativement avec la moyenne scolaire générale (r=.42); et trois avec le comportement adaptatif (corrélations néanmoins faibles). Les résultats et implications de ces résultats sont discutés dans la conclusion et une ouverture sur la réalité virtuelle est proposée
The main objective of the thesis is to show the contributions of the contextualized evaluation to the evaluation of the intelligence of teenagers, through five articles. The first takes stock of the contextualized evaluation of intelligence. The second develops self and hetero-reported assessments of intelligence. The following three report the contributions of contextualized evaluation tests, particularly in terms of proof of validity. Only the fluid reasoning factor of the self-report questionnaire predicts school results. The links with adaptive behavior exist, notably with the processing speed factor of the questionnaire (r = .69). Hetero-assessment questionnaires have moderate to strong links to school performance. Finally, for the performance test composed of seven subtests, only one subtest (crystallized intelligence) correlates positively and significantly with school results (r = .42); and three with adaptive behavior (yet weak correlations). The results and implications of these results are discussed in the conclusion and an opening on virtual reality is proposed

This chapter essentially makes a non-elusive attempt in quest of ‘I’ (Intelligence) in ‘AI’ (Artificial Intelligence). In the year 1950, Alan Turing proposed “the imitation game” which was a gaming problem to make a very fundamental question — “can a machine think?”. The said article of Turing did not provide any tool to measure intelligence but produced a philosophical argument on the issue of intelligence. In 1950, Claude Shannon published a landmark paper on computer chess and rang the bell of the computer era. Over the past decades, there have been huge attempts to define and measure intelligence across the fields of cognitive psychology and AI. We critically appreciate these definitions and evaluation approaches in quest of intelligence, which can mimic the cognitive abilities of human intelligence. We arrive at the Cattell-Horn-Carroll (C–H–C) concept, which is a three-stratum theory for intelligence. The C–H–C theory of intelligence can be crudely approximated by deep meta-learning approach to integrate the representation power of deep learning into meta-learning. Thus we can combine crystallized intelligence with fluid intelligence, as they complement each other for robust learning, reasoning, and problem-solving in a generalized setup which can be a benchmark for flexible AI and eventually general AI. In far-reaching future to search for human-like intelligence in general AI, we may explore neuromorphic computing which is essentially based on biological neurons.