An Initial Investigation of an Australian Adaptation of the Multidimensional Aptitude Battery — II

The Cattell-Horn-Carroll (CHC) theory of cognitive abilities has helped advance understanding regarding the relations between specific cognitive abilities and academic achievement in definite domains. However, questions over the generalisability of this research, as well the moderating effect age has on the strength of cognitive-achievement relations, means that further research is needed. This study therefore investigated the capacity for using the Multidimensional Aptitude Battery — II (MAB-II), a group-administered test of cognitive ability, to further CHC-driven research in Australia. After adapting the MAB-II verbal subtests to be suitable for use with an Australian sample, 179 adults completed the measure. Results were analaysed using both classical test and item response theory. Findings indicated that despite the MAB-II not being developed using CHC theory, the structure of the test appeared to conform to this model. Further, while an adequate number of subtests hypothesised to measure the CHC domains of Comprehension-knowledge (Gc) and Visual processing (Gv) were found to perform well psychometrically, the Arithmetic, Picture Arrangement, and Digit Symbol subtests returned questionable results. Given the advantages a group-administered test of CHC cognitive abilities would provide to CHC-driven research in Australia, suggestions for future modifications and adaptations of the test are provided.

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Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement

Journal of Educational and Developmental Psychology ◽

10.5539/jedp.v7n1p265 ◽

2017 ◽

Vol 7 (1) ◽

pp. 265 ◽

Cited By ~ 3

Author(s):

Ryan J. McGill

Keyword(s):

Reading Achievement ◽

Multiple Regression ◽

Cognitive Abilities ◽

Reading Scores ◽

Cognitive Achievement ◽

General Factor ◽

School Age ◽

Chc Theory ◽

Moderating Effects ◽

Clinically Significant

Previously, Evans and colleagues (2001) utilized simultaneous multiple regression to examine relations between Cattell-Horn-Carroll (CHC; Schneider & McGrew, 2012) broad and narrow cognitive abilities and reading achievement across the school age span. Although their findings suggest that many broad/narrow abilities had clinically significant effects on reading achievement they failed to account for the potential moderating effects of the general factor. To account for these effects, the current study employed hierarchical multiple regression analysis to reexamine the relationships between CHC dimensions and reading achievement after controlling for the effects of the general factor with 4,722 participants ages 6-18 from the Woodcock Johnson III Psychoeducational Battery (WJ III; Woodcock, McGrew, & Mather, 2001a). Results from the present study indicate that the full scale GIA composite (as a proxy for g) consistently accounted for large effects across the school age span for all of the reading achievement variables that were assessed. Among the broad and narrow abilities, only Gc consistently accounted for meaningful proportions of reading scores beyond g. As a consequence, researchers are encouraged to give greater consideration to the dimensionality of broad and narrow CHC measures when examining cognitive-achievement relationships or they may risk over-interpreting the predictive effects associated with these indices. Potential implications for clinical application of CHC theory are also discussed.

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Predictive Value of Traditional Measures of Executive Function on Broad Abilities of the Cattell–Horn–Carroll Theory of Cognitive Abilities

Assessment ◽

10.1177/1073191117731814 ◽

2017 ◽

Vol 26 (7) ◽

pp. 1375-1385 ◽

Cited By ~ 3

Author(s):

Loes van Aken ◽

Paul T. van der Heijden ◽

Wouter Oomens ◽

Roy P. C. Kessels ◽

Jos I. M. Egger

Keyword(s):

Visual Processing ◽

Cognitive Abilities ◽

Fluid Intelligence ◽

Short Term Memory ◽

Analytical Techniques ◽

Multivariate Regression Analysis ◽

Intelligence Tests ◽

Chc Theory ◽

Executive Processes ◽

Predicting Performance

The neuropsychological construct of executive functions (EFs), and the psychometric Cattell–Horn–Carroll (CHC) theory of cognitive abilities are both approaches that attempt to describe cognitive functioning. The coherence between EF and CHC abilities has been mainly studied using factor-analytical techniques. Through multivariate regression analysis, the current study now assesses the integration of these latent constructs in clinical assessment. The predictive power of six widely used executive tasks on five CHC measures (crystallized and fluid intelligence, visual processing, short-term memory, and processing speed) is examined. Results indicate that executive tasks—except for the Stroop and the Tower of London—predict overall performance on the intelligence tests. Differentiation in predicting performance between the CHC abilities is limited, due to a high shared variance between these abilities. It is concluded that executive processes such as planning and inhibition have a unique variance that is not well-represented in intelligence tests. Implications for the use of EF tests and operationalization of CHC measures in clinical practice are discussed.

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The Validity of Specific Cognitive Abilities for the Prediction of Training Success in Germany

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000110 ◽

2014 ◽

Vol 13 (3) ◽

pp. 123-133 ◽

Cited By ~ 11

Author(s):

Wiebke Goertz ◽

Ute R. Hülsheger ◽

Günter W. Maier

Keyword(s):

Cognitive Abilities ◽

Personnel Selection ◽

Meta Analysis ◽

Mental Ability ◽

Occupational Category ◽

General Mental Ability ◽

Training Success ◽

Specific Cognitive Abilities ◽

Better Than

General mental ability (GMA) has long been considered one of the best predictors of training success and considerably better than specific cognitive abilities (SCAs). Recently, however, researchers have provided evidence that SCAs may be of similar importance for training success, a finding supporting personnel selection based on job-related requirements. The present meta-analysis therefore seeks to assess validities of SCAs for training success in various occupations in a sample of German primary studies. Our meta-analysis (k = 72) revealed operational validities between ρ = .18 and ρ = .26 for different SCAs. Furthermore, results varied by occupational category, supporting a job-specific benefit of SCAs.

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Role of Different School Systems in Cognitive Abilities & Academic Achievement of Adolescents

Pakistan Journal of Psychological Research ◽

10.33824/pjpr.2019.34.1.2 ◽

2019 ◽

Vol 34 (Spring 2019) ◽

pp. 25-41

Author(s):

Sidra Iqbal ◽

Mah Nazir Riaz

Keyword(s):

Academic Achievement ◽

Secondary School ◽

School System ◽

Cognitive Abilities ◽

Secondary School Student ◽

School Systems ◽

Raven's Standard Progressive Matrices ◽

Post Hoc ◽

Cambridge School

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

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Operating Characteristics of the neurobehavioral cognitive Status Exam Using Neuropsychological Assessment as the Criterion

Assessment ◽

10.1177/107319119700400101 ◽

1997 ◽

Vol 4 (1) ◽

pp. 1-8 ◽

Cited By ~ 5

Author(s):

Peter Karzmark

Keyword(s):

Cognitive Dysfunction ◽

Sensitivity And Specificity ◽

Neuropsychological Assessment ◽

Cognitive Abilities ◽

Cognitive Status ◽

Performance Characteristics ◽

Operating Characteristics ◽

The Individual ◽

Specific Cognitive Abilities

This study examined the performance characteristics of the Neurobehavioral Cognitive Status Exam (NCSE) using comprehensive neuropsychological assessment as the criterion. Sensitivity and specificity were assessed for the NCSE as a whole and for the individual subtests as measures of discrete cognitive abilities. The sample consisted of 50 consecutive outpatient referrals to the neuropsychological assessment service of a general medical hospital. Most of the patients in the sample had mild or moderate cognitive dysfunction. The sensitivity and specificity of the NCSE as a whole were .74 and .86, respectively. The sensitivity of the individual NCSE subtests was lower, ranging from .20 to .48. Specificity of subtests was high (.64 to .97). The results suggest that the operating characteristics of the NCSE depend significantly on the severity and nature of the sample assessed and the criterion used. They also indicate the need for caution in using NCSE subtest performance as a basis for concluding that specific cognitive abilities are normal.

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Computer Programming E-Learners’ Personality Traits, Self-Reported Cognitive Abilities, and Learning Motivating Factors

Brain Sciences ◽

10.3390/brainsci11091205 ◽

2021 ◽

Vol 11 (9) ◽

pp. 1205

Author(s):

Aiste Dirzyte ◽

Aivaras Vijaikis ◽

Aidas Perminas ◽

Romualda Rimasiute-Knabikiene ◽

Lukas Kaminskis ◽

...

Keyword(s):

Personality Traits ◽

Visual Processing ◽

Cognitive Abilities ◽

Computer Programming ◽

Social Pressure ◽

Negative Emotionality ◽

Future Research ◽

Motivating Factors ◽

Individual Attitude ◽

The Impact

Educational systems around the world encourage students to engage in programming activities, but programming learning is one of the most challenging learning tasks. Thus, it was significant to explore the factors related to programming learning. This study aimed to identify computer programming e-learners’ personality traits, self-reported cognitive abilities and learning motivating factors in comparison with other e-learners. We applied a learning motivating factors questionnaire, the Big Five Inventory—2, and the SRMCA instruments. The sample consisted of 444 e-learners, including 189 computer programming e-learners, the mean age was 25.19 years. It was found that computer programming e-learners demonstrated significantly lower scores of extraversion, and significantly lower scores of motivating factors of individual attitude and expectation, reward and recognition, and punishment. No significant differences were found in the scores of self-reported cognitive abilities between the groups. In the group of computer programming e-learners, extraversion was a significant predictor of individual attitude and expectation; conscientiousness and extraversion were significant predictors of challenging goals; extraversion and agreeableness were significant predictors of clear direction; open-mindedness was a significant predictor of a diminished motivating factor of punishment; negative emotionality was a significant predictor of social pressure and competition; comprehension-knowledge was a significant predictor of individual attitude and expectation; fluid reasoning and comprehension-knowledge were significant predictors of challenging goals; comprehension-knowledge was a significant predictor of clear direction; and visual processing was a significant predictor of social pressure and competition. The SEM analysis demonstrated that personality traits (namely, extraversion, conscientiousness, and reverted negative emotionality) statistically significantly predict learning motivating factors (namely, individual attitude and expectation, and clear direction), but the impact of self-reported cognitive abilities in the model was negligible in both groups of participants and non-participants of e-learning based computer programming courses; χ² (34) = 51.992, p = 0.025; CFI = 0.982; TLI = 0.970; NFI = 0.950; RMSEA = 0.051 [0.019–0.078]; SRMR = 0.038. However, as this study applied self-reported measures, we strongly suggest applying neurocognitive methods in future research.

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Association of COMT Polymorphism and Academic Achievement among Female Undergraduate Students

Science Letters ◽

10.24191/sl.v15i2.13831 ◽

2021 ◽

Vol 15 (2) ◽

pp. 90-101

Author(s):

Norsuhaila Rosmimi Rosli ◽

◽

Tengku Shahrul Anuar engku Ahmad Basri ◽

Mohd Ilham Adenan ◽

Roziah Mohd Janor ◽

...

Keyword(s):

Academic Achievement ◽

Undergraduate Students ◽

Cognitive Abilities ◽

Grade Point ◽

Dopaminergic Pathway ◽

Allele Specific ◽

Hardy Weinberg Equilibrium ◽

Comt Polymorphism ◽

The One

Academic achievement may be influenced by catechol-O-methyltransferase (COMT) polymorphism. A common functional polymorphism of COMT, the rs4680 is consistently being involved in the modulation of dopaminergic pathway and prefrontal cortex function which may predominantly affect cognitive functions. A total of 197 female participants were recruited in this study. The score of student’s grade point average (GPA) from the latest previous semester was used as the measurement of academic achievement. The COMT polymorphism was genotyped using tetra primer allele specific polymerase chain reaction. The findings indicated that there were 8 (4.1 %), 72 (36.5 %), and 117 (59.4 %) participants harbouring Met/Met, Met/Val, and Val/Val genotype for COMT polymorphism respectively. All the genotype distributions of COMT polymorphism were consistent with Hardy-Weinberg equilibrium (χ2 = 0.495, p > 0.05). The one-way analysis of variance (ANOVA) result demonstrated that participants bearing Met/Met genotype had a better achievement in GPA as compared to the other COMT genotypes (p = 0.001). These findings support evidence that the affective role of COMT polymorphism might overwhelm cognitive abilities in measures of academic achievement like GPA.

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The Four- vs. Alternative Six-Factor Structure of the French WISC-IV

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000026 ◽

2010 ◽

Vol 69 (4) ◽

pp. 221-232 ◽

Cited By ~ 20

Author(s):

Thierry Lecerf ◽

Jérôme Rossier ◽

Nicolas Favez ◽

Isabelle Reverte ◽

Laurence Coleaux

Keyword(s):

Processing Speed ◽

Visual Processing ◽

Fluid Intelligence ◽

Short Term Memory ◽

Chc Theory ◽

Confirmatory Factor Analyses ◽

Model Based ◽

Technical Manual ◽

Confirmatory Factor ◽

Perceptual Reasoning

Exploratory and confirmatory factor analyses reported in the French technical manual of the WISC-IV provides evidence supporting a structure with four indices: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI). Although the WISC-IV is more attuned to contemporary theory, it is still not in total accordance with the dominant theory: the Cattell-Horn-Carroll (CHC) theory of cognitive ability. This study was designed to determine whether the French WISC-IV is better described with the four-factor solution or whether an alternative model based on the CHC theory is more appropriate. The intercorrelations matrix reported in the French technical manual was submitted to confirmatory factor analysis. A comparison of competing models suggests that a model based on the CHC theory fits the data better than the current WISC-IV structure. It appears that the French WISC-IV in fact measures six factors: crystallized intelligence (Gc), fluid intelligence (Gf), short-term memory (Gsm), processing speed (Gs), quantitative knowledge (Gq), and visual processing (Gv). We recommend that clinicians interpret the subtests of the French WISC-IV in relation to this CHC model in addition to the four indices.

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