The interpretation of retest scores is problematic because they are potentially affected by measurement and predictive bias, which impact construct validity, and because their size differs as a function of various factors. This paper investigates the construct stability of scores on a figural matrices test and models retest effects at the level of…

Ability and non-ability traits were examined as predictors of learning, operationalized as the development of knowledge structure accuracy, and exam performance in a semester-long course. As predicted by investment theories of intellectual development, both cognitive ability and non-ability traits were important determinants of learning and exam…

Makes the case that "g" (general intelligence) can arise from the effect of shared genes influencing cognitive test performance and provides a simple mathematical demonstration of how this occurs. Predicts the need for a profound shift in the search for biological bases of "g." (Author/SLD)

Individual differences in procedural and declarative learning of a sequence-learning task by 455 adolescents were measured and compared to one another and to scores on a performance battery. A framework is proposed to explain the results based on a combination of approaches to explain dissociations found in memory. (SLD)

This study was designed to test the reliability of five major models of the structure of cognitive abilities. A battery of 16 tests was administered to 1000 Swedish sixth graders. Based on the results, a three-level hierarchical LISREL-based model (the HILI-model) is suggested. (Author/EGS)

The influence of race on IQ was studied with 33 European American and 33 African American 3-year olds matched for several characteristics. Findings of a difference favoring European Americans support the Spearman hypothesis that group performance differences on subtests are related to the "g" loadings of the test. (SLD)

Tested 101 adults, aged 77, who had completed psychometric intelligence testing in 1932, with the same test of mental ability. Results of this study, the longest follow-up study reported to date, show substantial stability in mental ability differences from childhood to late life. (SLD)

Assessed the metacognitive processes of self-confidence and self-evaluation in 339 Australian college students. Analyses of overall performance show that an "easy-difficult" distinction provides a reasonable account of the calibration data that show over- and underconfidence. Analyses also confirm the presence of a strong self-confidence…

A new analysis of data from 15 cognitive tasks completed by 93 subjects with scores on the Cattell Culture Fair test show that differences in Cattell score systematically affected performance on some tasks more than on others. Implications for theories of local and global differences in mental ability are discussed. (SLD)

Data from two samples of 32,862 and 6,757 males, respectively, from the Danish draft board indicate that gains in intelligence test scores are continuing and are concentrated among lower intelligence levels. Monte Carlo simulations suggested that this distributional change did not result from a ceiling effect in the test. (SLD)

Deviations in children's mental test performance were studied for children of 169 disadvantaged mothers at 24, 48, and 96 months to determine whether aspects of the child rearing environment predicted the deviations from expected values. Relationships between aspects of the environment, child intelligence, and child characteristics are discussed.…

The Scholastic Aptitude Test scores of 86 left-handed undergraduates were examined as a function of familial sinistrality, strength of left-handedness, and sex. An interaction was found between familial sinistrality and strength of handedness in terms of aptitude. (Author/BS)

The relations between examinee background characteristics and performance on the Graduate Record Examinations (GRE) General Test were studied through structural equation modeling for 3,145 examinees. Findings regarding examinee characteristics underscore the importance of socioeconomic status and intervening process variables in research on group…

Scores on ability tests given to 1,274 students in grades 4-6 and 1,310 in grades 7-9 were simultaneously factor analyzed at class and individual levels. At the individual level, the general factor was most highly loaded on fluid abilities. Three common factors were established at the class level. (SLD)

Reviews the chronometric research conducted by Arthur Jensen and what it has done to support the idea of a correlation between various composite reaction-time variables and IQ tests. Discusses the importance of Jensen's work in the exploration of general intelligence. (SLD)