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Journal articles on the topic 'Slosson Intelligence Test – Validity'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Alston, Reginald J. "A Concurrent Validity Study of the APTCOM's General Intelligence Scale: A Pilot Investigation." Journal of Applied Rehabilitation Counseling 21, no. 1 (March 1, 1990): 32–34. http://dx.doi.org/10.1891/0047-2220.21.1.32.

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The general intelligence scale of the APT/COM computer-assisted vocational evaluation system was investigated for concurrent validity, using the Slosson Intelligence Test as the criterion. Fifteen university students with disabilities served as subjects in this pilot study. It was found that the APTICOM's intelligence scale is significantly correlated to the Slosson Intelligence Test. Implications for rehabilitation research and practice are discussed.

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2

Prewett, Peter N., and Diane B. Fowler. "Predictive validity of the Slosson Intelligence Test with the WISC-R and the WRAT-R level 1." Psychology in the Schools 29, no. 1 (January 1992): 17–21. http://dx.doi.org/10.1002/1520-6807(199201)29:1<17::aid-pits2310290104>3.0.co;2-e.

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3

Bell, Nancy L., Marggi Rucker, A. J. Finch, and Joanne Alexander. "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, no. 1 (2001): 31–38. http://dx.doi.org/10.1002/pits.10002.

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4

Erford, Bradley T., and Donald B. Hofler. "Technical Analysis of the Slosson Written Expression Test." Psychological Reports 94, no. 3 (June 2004): 915–25. http://dx.doi.org/10.2466/pr0.94.3.915-925.

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The Slosson Written Expression Test was designed to assess students ages 8–17 years at risk for difficulties in written expression. Scores from three independent samples were used to evaluate the test's reliability and validity for measuring students' written expression. Test-retest reliability of the SWET subscales ranged from .80 to .94 ( n = 151), and .95 for the Written Expression Total Standard Scores. The median alternate-form reliability for students' Written Expression Total Standard Scores was .81 across the three forms. Scores on the Slosson test yielded concurrent validity coefficients ( n = 143) of .60 with scores from the Woodcock-Johnson: Tests of Achievement–Third Edition Broad Written Language Domain and .49 with scores on the Test of Written Language–Third Edition Spontaneous Writing Quotient. Exploratory factor analytic procedures suggested the Slosson test is comprised of two dimensions, Writing Mechanics and Writing Maturity (47.1% and 20.1% variance accounted for, respectively). In general, the Slosson Written Expression Test presents with sufficient technical characteristics to be considered a useful written expression screening test.

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5

Karnes, Frances A., James E. Whorton, Billie Bob Currie, and Steven W. Cantrall. "Correlations of Scores on the WISC—R, Stanford-Binet, the Slosson Intelligence Test, and the Developing Cognitive Abilities Test for Intellectually Gifted Youth." Psychological Reports 58, no. 3 (June 1986): 887–89. http://dx.doi.org/10.2466/pr0.1986.58.3.887.

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For a sample of 173 intellectually gifted students, percentiles from the Developing Cognitive Abilities Test were correlated with IQs from the Wechsler Intelligence Scale for Children—Revised, Stanford-Binet, and Slosson Intelligence Test—Revised. Although the coefficients of the WISC—R and Slosson with the DCAT tended to be significant, they were too low to have practical meaning and those with Stanford-Binet IQs were nonsignificant.

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6

Brown, Ted, and Carolyn Unsworth. "Evaluating Construct Validity of the Slosson Visual-Motor Performance Test Using the Rasch Measurement Model." Perceptual and Motor Skills 108, no. 2 (April 2009): 367–82. http://dx.doi.org/10.2466/pms.108.2.367-382.

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The aim of this study was to evaluate the construct validity of the Slosson Visual-Motor Performance Test by applying the Rasch Measurement Model to evaluate the test's scalability, dimensionality, differential item functioning based on sex, and hierarchical ordering. Participants were 400 children ages 5 to 12 years, recruited from six schools in Melbourne, Victoria, Australia. The Slosson Visual-Motor Performance Test requires a child to copy 14 different geometric designs three times each for a total 42 scale items. Children completed the test under the supervision of an occupational therapist. Overall, 13 of 42 of the test items exhibited poor measurement properties. As nearly one-third of the scale items were problematic, the Slosson Visual-Motor Performance Test in its current form is not recommended for clinical use.

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7

Williams, Thomas O., Ronald C. Eaves, Suzanne Woods-Groves, and Gina Mariano. "Stability of Scores for the Slosson Full-Range Intelligence Test." Psychological Reports 101, no. 1 (August 2007): 135–40. http://dx.doi.org/10.2466/pr0.101.1.135-140.

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The test-retest stability of the Slosson Full-Range Intelligence Test by Algozzine, Eaves, Mann, and Vance was investigated with test scores from a sample of 103 students. With a mean interval of 13.7 mo. and different examiners for each of the two test administrations, the test-retest reliability coefficients for the Full-Range IQ, Verbal Reasoning, Abstract Reasoning, Quantitative Reasoning, and Memory were .93, .85, .80, .80, and .83, respectively. Mean differences from the test-retest scores were not statistically significantly different for any of the scales. Results suggest that Slosson scores are stable over time even when different examiners administer the test.

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8

Sattler, Jerome M., Dene E. Hilson, and Theron M. Covin. "Comparison of Slosson Intelligence Test—Revised Norms and Peabody Picture Vocabulary Test—Revised with Black Headstart Children." Perceptual and Motor Skills 60, no. 3 (June 1985): 705–6. http://dx.doi.org/10.2466/pms.1985.60.3.705.

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Slosson Intelligence Test IQs (revised norms) and Peabody Picture Vocabulary Test—Revised (PPVT-R, Form L) standard scores for 100 black rural Headstart children were correlated and then compared by use of a one-way design for repeated measures. Although the correlation of .48 between the two tests was significant, Slosson IQs ( M = 100.27, SD = 14.82) were significantly higher than PPVT-R scores ( M = 74.80, SD = 14.23). These results suggest that the two instruments are not equivalent. There is a need for further research with these two instruments with black and with white children.

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9

Myers, Meyer, John C. Brantley, Lisbet Nielsen, Gary Cowan, and Cynthia Howard. "Software Review: Slosson Intelligence Test Computer Report (SIT-CR)." Journal of Psychoeducational Assessment 8, no. 4 (December 1990): 556–57. http://dx.doi.org/10.1177/073428299000800413.

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10

WILLIAMS, THOMAS O. "STABILITY OF SCORES FOR THE SLOSSON FULL-RANGE INTELLIGENCE TEST." Psychological Reports 101, no. 5 (2007): 135. http://dx.doi.org/10.2466/pr0.101.5.135-140.

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11

Clark, Priscilla, R. Steve McCallum, Ron P. Edwards, and Lee K. Hildman. "Use of the slosson intelligence test in screening of gifted children." Journal of School Psychology 25, no. 2 (June 1987): 189–92. http://dx.doi.org/10.1016/0022-4405(87)90029-x.

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12

Tomsic, Margie, and Richard J. Rankin. "Selecting gifted children with the Slosson Intelligence Test: 1981 vs. 1961 norms." Psychology in the Schools 22, no. 1 (January 1985): 102–3. http://dx.doi.org/10.1002/1520-6807(198501)22:1<102::aid-pits2310220120>3.0.co;2-e.

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13

Erford, Bradley T., and Deborah Pauletta. "Psychometric Analysis of Young Children’s Responses to the Slosson Intelligence Test-Primary (SIT-P)." Measurement and Evaluation in Counseling and Development 38, no. 3 (October 2005): 130–40. http://dx.doi.org/10.1080/07481756.2005.11909774.

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14

Flynt, Samuel W., Janet S. Warren, Rhonda C. Morton, and Furman H. Smith. "EXAMINING THE QUESTION OF GENDER BIAS IN THE SLOSSON INTELLIGENCE TEST IN RELATION TO READING." Reading Psychology 18, no. 3 (July 1997): 237–48. http://dx.doi.org/10.1080/0270271970180302.

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15

Canivez, Gary L. "Validity of the Kaufman Brief Intelligence Test." Assessment 2, no. 2 (June 1995): 101–11. http://dx.doi.org/10.1177/107319119500200201.

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Concurrent validity of the Kaufman Brief Intelligence Test (K-BIT) with a sample of elementary- and middle-school students referred for multidisciplinary evaluations in a public school setting is presented. All correlations between the K-BIT and the Wechsler Intelligence Scale for Children–Third Edition (WISC-III) were significant. Correlations ranged from .36 ( r2 = .10) to .87 ( r2 = .75), Mr = .71 ( Mr2 = .50). K-BIT Vocabulary-Matrices discrepancy scores accounted for a significant but small proportion (13%) of the variability in WISC-III VIQ-PIQ discrepancies, but kappa ( k) coefficients for these discrepancies indicated that agreement was generally no better than chance. The K-BIT appears to be a promising general intellectual screening instrument when more comprehensive assessment is not possible or needed, but interpretation is best left at the IQ Composite level for the present time.

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16

Naugle, Richard I., Gordon J. Chelune, and Gretchen D. Tucker. "Validity of the Kaufman Brief Intelligence Test." Psychological Assessment 5, no. 2 (1993): 182–86. http://dx.doi.org/10.1037/1040-3590.5.2.182.

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17

Hunter, Maxwell W., and Joan B. Ballash. "Comparison of the Slosson Intelligence Test and the Stanford-Binet Intelligence Scale, Fourth Edition, with Children Referred for Psychoeducational Assessment." Diagnostique 16, no. 1 (October 1990): 10–14. http://dx.doi.org/10.1177/153450849001600102.

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18

Eaves, Ronald C., Gloria Campbell-Whatley, Caroline Dunn, AmySue Reilly, and Carbestha Tate-Braxton. "Comparison of the Slosson Full-Range Intelligence Test and Teacher Judgments as Predictors of Students' Academic Achievement." Journal of Psychoeducational Assessment 12, no. 4 (December 1994): 381–92. http://dx.doi.org/10.1177/073428299401200408.

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19

Ariffin, Siti Rahayah, Suriana Mohd Asari, Shafiza Mohamed, Shah Nazim Shahar, Noriah Mohd Ishak, Rosseni Din, Abdul Ghafur Ahmad, Hamidah Yamat, Rosadah Majid, and Siti Fatimah Mohd Yasin. "Validity of UKM1 Intelligence Test using Rasch Analysis." Procedia - Social and Behavioral Sciences 7 (2010): 205–9. http://dx.doi.org/10.1016/j.sbspro.2010.10.029.

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20

Rossen, Eric A., Deirdre K. Shearer, Randall D. Penfield, and John H. Kranzler. "Validity of the Comprehensive Test of Nonverbal Intelligence (CTONI)." Journal of Psychoeducational Assessment 23, no. 2 (June 2005): 161–72. http://dx.doi.org/10.1177/073428290502300205.

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21

Naugle, R. I., G. D. Tucker, and G. J. Chelune. "The concurrent validity of the Kaufman Brief Intelligence Test." Archives of Clinical Neuropsychology 7, no. 4 (January 1, 1992): 352. http://dx.doi.org/10.1093/arclin/7.4.352.

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22

Tasbihsazan, Reza, Ted Nettelbeck, and Neil Kirby. "Predictive validity of the Fagan Test of Infant Intelligence." British Journal of Developmental Psychology 21, no. 4 (November 2003): 585–97. http://dx.doi.org/10.1348/026151003322535237.

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23

Reed, Mellissa Testerman, and R. Steve McCallum. "Construct validity of the universal nonverbal intelligence test (UNIT)." Psychology in the Schools 32, no. 4 (October 1995): 277–90. http://dx.doi.org/10.1002/1520-6807(199510)32:4<277::aid-pits2310320406>3.0.co;2-m.

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24

Canivez, Gary L., Timothy R. Konold, Jason M. Collins, and Greg Wilson. "Construct validity of the Wechsler Abbreviated Scale of Intelligence and Wide Range Intelligence Test: Convergent and structural validity." School Psychology Quarterly 24, no. 4 (December 2009): 252–65. http://dx.doi.org/10.1037/a0018030.

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25

Miners, Christopher T. H., Stéphane Côté, and Filip Lievens. "Assessing the Validity of Emotional Intelligence Measures." Emotion Review 10, no. 1 (April 11, 2017): 87–95. http://dx.doi.org/10.1177/1754073917693688.

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We describe an approach that enables a more complete evaluation of the validity of emotional intelligence measures. We argue that a source of evidence for validity is often overlooked by researchers and test developers, namely, evidence based on response processes. This evidence can be obtained through (a) a definition of the ability, (b) a description of the mental processes that operate when a person uses the ability, (c) the development of a theory of response behaviour that links variation in the construct with variation on the responses to the items of a measure, and (d) a test of the theory of response behaviour through one or more strategies that we describe.

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26

Zagar, Robert John, Joseph W. Kovach, Kenneth G. Busch, Michael D. Zablocki, William Osnowitz, Jonas Neuhengen, Yutong Liu, and Agata Karolina Zagar. "Ammons Quick Test Validity among Randomly Selected Referrals." Psychological Reports 113, no. 3 (December 2013): 823–54. http://dx.doi.org/10.2466/03.04.pr0.113x29z0.

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After selection using a random number table, from volunteer referrals, 89 Youth (61 boys, 28 girls; 48 African Americans, 2 Asian Americans, 27 Euro-Americans, 12 Hispanic Americans), and 147 Adults (107 men, 40 women; 11 African Americans, 6 Asian Americans, 124 Euro-Americans, 6 Hispanic Americans) were administered the Amnions Quick Test (QT). Means, confidence intervals, standard deviations, and Pearson product-moment correlations among tests were computed. The Amnions QT was moderately to strongly and significantly correlated statistically with: the Peabody Picture Vocabulary Test-3b (PPVT-3b); the Vineland Adaptive Behavior Scales-2 Parent/Teacher Form; the Wechsler Intelligence Scale for Children (WISC-4) or the Wechsler Adult Intelligence Scale (WAIS-4); and the Wide Range Achievement Test-Fourth Edition (WRAT-4) Blue and Green Forms. After 51 years, the original norms for the Amnions QT remain valid measures of receptive vocabulary, verbal intelligence, and auditory information processing useful to clinicians.

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27

Osisanya, Ayo, Kelechi Lazarus, and Abiodun Adewunmi. "Manifestations of Dyslexia and Dyscalculia." Journal of International Special Needs Education 16, no. 1 (March 1, 2013): 40–52. http://dx.doi.org/10.9782/2159-4341-16.1.40.

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This study examined the prevalence of dyslexia and dyscalculia among persons with academic deficits in English Language and Mathematics in public primary schools in Ibadan metropolis. A correlational survey study, sampling 477 pupils who were between the ages of eight and 12 years, and in 4th and 5th grades with the use of four research instruments- the Myklebust Pupil Rating Scale (MPRS), the Slosson Intelligence Test- Revised Third Edition (SIT-R3), the Test of Pupil Reading Abilities Test (TPRA) and the Mathematical Abilities Test (MAT) was adopted. It was discovered that dyslexia and dyscalculia were prevalent among pupils with academic deficits in English Language and Mathematics, and that pupils with both dyslexia and dyscalculia are in the larger percentage. It was also discovered that learning disabilities, dyslexia and dyscalculia were not peculiar to any gender. Persons with academic deficits in English language and mathematics should be screened for either dyslexia or dyscalculia, even both. Also, they should be taught according to a carefully developed Individualized Education Plan.

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28

de Jong, Peter F., and E. A. Das-Smaal. "Attention and intelligence: The validity of the Star Counting Test." Journal of Educational Psychology 87, no. 1 (March 1995): 80–92. http://dx.doi.org/10.1037/0022-0663.87.1.80.

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29

Sattler, Jerome M., and Theron M. Covin. "Comparison of the slosson intelligence test, revised norms, and WISC-R for children with learning problems and for gifted children." Psychology in the Schools 23, no. 3 (July 1986): 259–64. http://dx.doi.org/10.1002/1520-6807(198607)23:3<259::aid-pits2310230306>3.0.co;2-i.

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30

Iliescu, Dragos, Alexandra Ilie, Dan Ispas, and Andrei Ion. "Examining the Psychometric Properties of the Mayer-Salovey- Caruso Emotional Intelligence Test." European Journal of Psychological Assessment 29, no. 2 (May 1, 2013): 121–28. http://dx.doi.org/10.1027/1015-5759/a000132.

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Based on four samples and more than 2,000 participants, the authors examined the structural equivalence, discriminant validity as well as criterion and incremental validity of the Romanian version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), an ability-based measure of emotional intelligence. Results suggest that the Romanian version of the MSCEIT has a very good structural equivalence and good discriminant validity compared with measures of cognitive ability, personality (Big Five), and empathy. Also, the Romanian MSCEIT has incremental validity over personality when predicting job performance. Based on these results, the authors encourage usage of the MSCEIT as a sound measure of emotional intelligence.

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31

Johnstone, Brick, and Karen L. Wilhelm. "The Construct Validity of the Hooper Visual Organization Test." Assessment 4, no. 3 (September 1997): 243–48. http://dx.doi.org/10.1177/107319119700400304.

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Although the Hooper Visual Organization Test (VOT) is commonly described as a measure of “visual-spatial integration,” face validity suggests it measures global visual-spatial intelligence similar to the revised edition of the Wechsler Adult Intelligence Scale (WAIS-R) performance IQ (PIQ) subtests. The present study investigated the construct validity of the VOT by comparing it to conceptually similar and dissimilar cognitive abilities in a principal components factor analysis of 240 participants with cognitive impairment. Results indicated that the VOT falls within a global visual-spatial factor and shares the following variance with the other tests that loaded on this factor: WAIS-R PIQ subtests, 12% to 23%; Category Test, 11%; the revised edition of the Wechsler Memory Scale Visual Reproduction I subtest, 10%; and the Rey-Osterrieth Complex Figure, 9%. Previous studies, current results, and face validity suggest the VOT is best considered a measure of global visual-spatial intelligence. Clinical implications are discussed.

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32

Krumm, Stefan, Joachim Hüffmeier, and Filip Lievens. "Experimental Test Validation." European Journal of Psychological Assessment 35, no. 2 (March 2019): 225–32. http://dx.doi.org/10.1027/1015-5759/a000393.

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Abstract. Although the vast majority of validation studies rely on correlational validity evidence, there is an increased recognition that validity should also focus on whether variations in the focal psychological attribute lead to variations in the measurement outcomes. Therefore, calls have been made that validity evidence should also be gathered through experiments. Existing experimental validation strategies focus on manipulating psychological attributes and their effects on measurement outcomes. In the current manuscript, we present an additional and complementary approach that focuses on manipulating test elements (instead of psychological attributes) that are considered indispensable for test functioning. Examples from personality, situational judgment, emotional intelligence, and reading comprehension domains are presented to illustrate our approach. The presented approach is integrated into existing validation strategies.

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33

van der Molen, Henk T., Jan Te Nijenhuis, and Gert Keen. "The effects of intelligence test preparation." European Journal of Personality 9, no. 1 (March 1995): 43–56. http://dx.doi.org/10.1002/per.2410090104.

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The first goal of this study was to investigate the effects of reading a book concerning intelligence tests and the effects of a specific test‐training programme on numerical and verbal intelligence tests. The second goal was to investigate to what extent the acquisition of test‐specific problem‐solving strategies affects the ability to solve items on different, but comparable tests (transfer). In the experimental design two factors were included: practice (pretest or no pretest) and (level of) preparation (none, book, or training), so there were six conditions. Each condition consisted of about 26 subjects, who had been randomly assigned to one of the conditions. The results showed a strong effect of preparation, especially for the numerical intelligence test and to a lesser degree for the verbal intelligence test. No practice or pretest effects were found. Positive transfer was demonstrated for the numerical test. The results for the verbal test were less clear. The implications for the predictive and construct validity are discussed.

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34

Arjanto, Paul. "Development of social intelligence test for high school student." SCHOULID: Indonesian Journal of School Counseling 2, no. 1 (June 1, 2017): 33. http://dx.doi.org/10.23916/008621913-00-0.

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Measurement of social intelligence on high school students are not available. The study aims to generate an instrument to measure social intelligence of high school students comprehensively. Product development of instruments and manual social intelligence for high school students who revised based on judge of two experts in instrumentation and social intelligence, readability test of the 100 high school students, reliability testing and validity testing to the 956 high school students. Expert judges by using the inter-rater agreement models show a high index between variables and sub-variables until descriptors and the items. Reliability test result by using Alpha coefficient of internal consistency obtained for 0.899. The construct validity of non-verbal test shows that there are six factors and verbal test shows that there are four factors. The validation process of exploratory factor analysis showed loading factor ranges between 0.566-0.996. The norms of social intelligence tests classify into six levels.

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35

Lassiter, Kerry S., Thomas K. Harrison, T. Darin Matthews, and Nancy L. Bell. "The Validity of the Comprehensive Test of Nonverbal Intelligence As a Measure of Fluid Intelligence." Assessment 8, no. 1 (March 2001): 95–103. http://dx.doi.org/10.1177/107319110100800109.

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36

Uno, Yota, Hitomi Mizukami, Masahiko Ando, Ryoji Yukihiro, Yoko Iwasaki, and Norio Ozaki. "Reliability and Validity of the New Tanaka B Intelligence Scale Scores: A Group Intelligence Test." PLoS ONE 9, no. 6 (June 18, 2014): e100262. http://dx.doi.org/10.1371/journal.pone.0100262.

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37

Rossini, Edward D., Edward J. Wygonik, Deborah E. Barrett, and Beth Friedman. "WAIS—R Validation of the Thurstone Test of Mental Alertness." Psychological Reports 74, no. 3_suppl (June 1994): 1339–45. http://dx.doi.org/10.2466/pr0.1994.74.3c.1339.

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This preliminary study evaluated the concurrent validity of the Thurstone Test of Mental Alertness as a brief intelligence test using the Wechsler Adult Intelligence Scale—Revised as the criterion of adult intellectual achievement. Analyses indicated that the Total score on Thurstone's test was significantly correlated with the standard summary scores as well as with the WAIS—R factor scores. On the Thurstone Test of Mental Alertness scores could accurately predict WAIS—R intelligence for this nonclinical sample of 32 undergraduates. The concurrent validity of the test as a brief intelligence test was inferred and the results were consistent with the range of correlations expected among all measures of global intellectual achievement. Reading comprehension was suggested as a principal factor attenuating the correlation between the two tests.

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38

Sanchez-Gomez, Martin, and Edgar Breso. "The Mobile Emotional Intelligence Test (MEIT): An Ability Test to Assess Emotional Intelligence at Work." Sustainability 11, no. 3 (February 5, 2019): 827. http://dx.doi.org/10.3390/su11030827.

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The present study analyzes the Mobile Emotional Intelligence Test (MEIT), a new ability-test to assess emotional intelligence (EI) in a digital way. Taking into account the importance of emotional competencies in the study of employees’ wellbeing and performance, the instrument tested is based on the most supported ability model (Four-branch Mayer and Salovey Model), and it evaluates emotional capacity through nine different emotional tasks. A total of 1549 participants (841 women and 708 men) with an average age of 27.77 (SD = 8.75) fulfilled the MEIT, consisting of 42 items. The score on the test is based on expert judgments: professional psychologists and emotional intelligence specialists. In addition to the MEIT test, a series of questionnaires was used to assess relevant constructs which research has shown to be related to EI (general intelligence, personality traits, and life satisfaction); besides, another measure of emotional intelligence trait (TMMS-24) was included. The results showed that the MEIT is a reliable and valid test that is useful for both scientific research and individual assessment. Statistical analysis provides evidence of the reliability and validity of the three-factor structure of the questionnaire. Moreover, internal consistency measures were high. In line with previous studies, MEIT maintains the expected relationships with the rest of the constructs studied. Finally, the limitations of the present study and the need for future research on emotional intelligence assessment are discussed.

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39

Webber, Troy A., Edan A. Critchfield, and Jason R. Soble. "Convergent, Discriminant, and Concurrent Validity of Nonmemory-Based Performance Validity Tests." Assessment 27, no. 7 (October 6, 2018): 1399–415. http://dx.doi.org/10.1177/1073191118804874.

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To supplement memory-based Performance Validity Tests (PVTs) in identifying noncredible performance, we examined the validity of the two most commonly used nonmemory-based PVTs—Dot Counting Test (DCT) and Wechsler Adult Intelligence Scale–Fourth edition (WAIS-IV) Reliable Digit Span (RDS)—as well as two alternative WAIS-IV Digit Span (DS) subtest PVTs. Examinees completed DCT, WAIS-IV DS, and the following criterion PVTs: Test of Memory Malingering, Word Memory Test, and Word Choice Test. Validity groups were determined by passing 3 (valid; n = 69) or failing ⩾2 (noncredible; n = 30) criterion PVTs. DCT, RDS, RDS–Revised (RDS-R), and WAIS-IV DS Age-Corrected Scaled Score (ACSS) were significantly correlated (but uncorrelated with memory-based PVTs). Combining RDS, RDS-R, and ACSS with DCT improved classification accuracy (particularly for DCT/ACSS) for detecting noncredible performance among valid-unimpaired, but largely not valid-impaired examinees. Combining DCT with ACSS may uniquely assess and best supplement memory-based PVTs to identify noncredible neuropsychological test performance in cognitively unimpaired examinees.

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40

Muris, Peter, Florence J. van Zuuren, Harald Merckelbach, Evert‐Jan Stoffels, and Merel Kindt. "Coping with an ego‐threat: Monitoring and blunting during an intelligence test." European Journal of Personality 8, no. 3 (September 1994): 213–21. http://dx.doi.org/10.1002/per.2410080306.

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This study investigated the predictive validity of the Miller Behavioral Style Scale (MBSS; Miller, 1987). Subjects had to work on an intelligence test. During this test, they could observe lights that informed them on how they were performing. There were two conditions: a low‐stress condition (n = 37) in which the lights always indicated that the subject was performing well, and a high‐stress condition (n.= 33) in which the lights signalled a deterioration of performance. In general, little support was found for the predictive validity of the MBSS.

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41

Andersson, Helle W. "The Fagan Test of Infant Intelligence: Predictive Validity in a Random Sample." Psychological Reports 78, no. 3 (June 1996): 1015–26. http://dx.doi.org/10.2466/pr0.1996.78.3.1015.

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The predictive validity of The Fagan Test of Infant Intelligence was investigated in a random sample of 100 boys and 96 girls from two Norwegian cities. Infants were assessed on the Fagan test between the ages of 7 to 9 months A follow-up at 5 years included the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI–R) and three subtests from the Illinois Test of Psycholinguistic Abilities (ITPA). Low internal consistency of the Fagan test was found, with alphas of .10 and .02 for the two study sites. Fagan test-score correlated significantly with WPPSI–Verbal IQ and with scores on ITPA Auditory Reception for both samples, but the mean correlation was as low as .22. The prediction was not significantly higher for infants tested before 8 months of age than for those tested later. The study raises questions about use of the Fagan test as a screening tool in a nonrisk population.

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Libbrecht, Nele, and Filip Lievens. "Validity evidence for the situational judgment test paradigm in emotional intelligence measurement." International Journal of Psychology 47, no. 6 (December 2012): 438–47. http://dx.doi.org/10.1080/00207594.2012.682063.

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43

Hadd, Frederick A. "Concurrent validity of the test of nonverbal intelligence with learning disabled children." Psychology in the Schools 23, no. 4 (October 1986): 361–64. http://dx.doi.org/10.1002/1520-6807(198610)23:4<361::aid-pits2310230408>3.0.co;2-u.

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Bostantjopoulou, S., G. Kiosseoglou, Z. Katsarou, and A. Alevriadou. "Concurrent Validity of the Test of Nonverbal Intelligence in Parkinson's Disease Patients." Journal of Psychology 135, no. 2 (March 2001): 205–12. http://dx.doi.org/10.1080/00223980109603691.

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Choi, Sungwon, Donald H. Kluemper, and Kerry S. Sauley. "What If We Fake Emotional Intelligence? A Test of Criterion Validity Attenuation." Journal of Personality Assessment 93, no. 3 (April 20, 2011): 270–77. http://dx.doi.org/10.1080/00223891.2011.558870.

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Demsky, Yvonne I., Carlton S. Gass, and Charles J. Golden. "Common Short Forms of the Spanish Wechsler Adult Intelligence Scale." Perceptual and Motor Skills 85, no. 3 (December 1997): 1121–22. http://dx.doi.org/10.2466/pms.1997.85.3.1121.

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Although the Escala de Inteligencia Wechsler (EIWA) has remained the only standard Spanish version of the Wechsler Adult Intelligence Scale (WAIS) and is consequently the most often-used intelligence test with Spanish-speaking clients, little information exists on the psychometric properties of the test beyond the information in the test manual (Wechsler, 1968). There is no information on the validity or reliability of commonly used short forms of the test, the two-test version using Block Design and Vocabulary, and the four-test version using Block Design, Vocabulary, Arithmetic, and Picture Arrangement. Using the statistical data in the test manual, the two-test version yielded reliabilities of .94 to .95 across the three standardization age groups and validity ratings of .92 to .93. Values for the four-test version were slightly higher, and all were comparable to those for the WAIS and WAIS–R. The results suggest that the short forms can be used with the same confidence with the Spanish WAIS as on the WAIS.

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Andriani, Fitri, Cholichul Hadi, and Pramesti Pradna Paramita. "Development and Validity of Fluid Intelligence Test Based on Cattle-Horn-Carrol Theory: A Pilot Project." INSAN Jurnal Psikologi dan Kesehatan Mental 1, no. 2 (January 2, 2017): 76. http://dx.doi.org/10.20473/jpkm.v1i22016.76-84.

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This study aimed to examine the validity of the Fluid Intelligence Test, constructed based on the Cattel-Horn-Carroll theory. There were two sources of validity used in this study, which were evidence based on the internal structure and evidence based on relation with other variables. Sixty-four items have been composed and tested to 242 people. The data was analyzed using confirmatory factor analysis technique and correlations technique to examine test validity. The result of this study showed that the prepared model worked quite well in describing the narrow abilities of fluid intelligence, as showed by the receipt of fit indexes accuracy of the model, such as Chi-Square value .42 (p = .518), Goodness Fit Index (GFI) = 1, and Rooted Mean Square Error (RMSEA) = .00. Similar result was also showed by its correlation with other variables, which are .717 (TIKI) and .606 (CFIT). This suggested that Fluid Intelligence Test has good validity.

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Dekker, R., P. J. D. Drenth, and J. N. Zaal. "Results of the Intelligence Test for Visually Impaired Children (ITVIC)." Journal of Visual Impairment & Blindness 85, no. 6 (June 1991): 261–67. http://dx.doi.org/10.1177/0145482x9108500607.

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This article presents the results of statistical analyses of the scores on subtests of the Intelligence Test for Visually Impaired Children—a new test with nonverbal subtests for children aged 6–15. The analyses were conducted for two vision groups: children with no usable vision and children with usable vision. The classification is based on the results of a short, objective vision test. The results suggest that the battery has differential—factorial and predictive—validity.

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Huygelier, Hanne, Ruth Van der Hallen, Johan Wagemans, Lee de-Wit, and Rebecca Chamberlain. "The Leuven Embedded Figures Test (L-EFT): measuring perception, intelligence or executive function?" PeerJ 6 (March 26, 2018): e4524. http://dx.doi.org/10.7717/peerj.4524.

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Performance on the Embedded Figures Test (EFT) has been interpreted as a reflection of local/global perceptual style, weak central coherence and/or field independence, as well as a measure of intelligence and executive function. The variable ways in which EFT findings have been interpreted demonstrate that the construct validity of this measure is unclear. In order to address this lack of clarity, we investigated to what extent performance on a new Embedded Figures Test (L-EFT) correlated with measures of intelligence, executive functions and estimates of local/global perceptual styles. In addition, we compared L-EFT performance to the original group EFT to directly contrast both tasks. Taken together, our results indicate that performance on the L-EFT does not correlate strongly with estimates of local/global perceptual style, intelligence or executive functions. Additionally, the results show that performance on the L-EFT is similarly associated with memory span and fluid intelligence as the group EFT. These results suggest that the L-EFT does not reflect a general perceptual or cognitive style/ability. These results further emphasize that empirical data on the construct validity of a task do not always align with the face validity of a task.

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Maul, Andrew. "The Validity of the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) as a Measure of Emotional Intelligence." Emotion Review 4, no. 4 (July 5, 2012): 394–402. http://dx.doi.org/10.1177/1754073912445811.

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