This study investigated the psychometric properties of 3 frequently administered emotional intelligence (EI) scales (Wong and Law Emotional Intelligence Scale WLEIS, Schutte Self-Report Emotional ...Intelligence Test SEIT, and Trait Emotional Intelligence Questionnaire TEIQue), which were developed on the basis of different theoretical frameworks (i.e., ability EI and mixed EI). By conducting item response theory (IRT) analyses, the authors examined the item parameters and compared the fits of 2 response process models (i.e., dominance model and ideal point model) for these scales with data from 355 undergraduate sample recruited from the subject pool. Several important findings were obtained. First, the EI scales seem better able to differentiate individuals at low trait levels than high trait levels. Second, a dominance model showed better model fit to the self-report ability EI scale (WLEIS) and also fit better with most subfactors of the SEIT, except for the mood regulation/optimism factor. Both dominance and ideal point models fit a self-report mixed EI scale (TEIQue). Our findings suggest (a) the EI scales should be revised to include more items at moderate and higher trait levels; and (b) the nature of the EI construct should be considered during the process of scale development.
This study used estimated factor scores from a bifactor analysis of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) to examine the unique effects of its latent variables on academic ...achievement. In doing so, we addressed the potential limitation of multicollinearity in previous studies of the incremental validity of the WAIS-IV. First, factor scores representing psychometric g and 4 group factors representing the WAIS-IV index scales were computed from a bifactor model. Subtest and composite scores for the Wechsler Individual Achievement Test-Third Edition (WIAT-II) were then predicted from these estimated factor scores in simultaneous multiple regression. Results of this study only partially replicated the findings of previous research on the incremental validity of scores that can be derived from performance on the WAIS-IV. Although we found that psychometric g is the most important underlying construct measured by the WAIS-IV for the prediction of academic achievement in general, results indicated that the unique effect of Verbal Comprehension is also important for predicting achievement in reading, spelling, and oral communication skills. Based on these results, measures of both psychometric g and Verbal Comprehension could be cautiously interpreted when considering high school students' performance in these areas of achievement.
Setting Doesn't Matter Much Becker, Nicolas; Koch, Marco; Schult, Johannes ...
European journal of psychological assessment : official organ of the European Association of Psychological Assessment,
05/2019, Letnik:
35, Številka:
3
Journal Article
Recenzirano
This study deals with the effects of the diagnostic
setting on the performance in intelligence tests. We conducted a meta-analysis
in which k = 30 samples with a total sample size
of N = 2,448 were ...integrated. We compared results
for the same intelligence tests administered either in a group or in an
individual setting. The main analysis indicated a small mean population effect
M(g) = 0.085 that was not
significant
−0.036 ≤ M(g) ≤ 0.206.
Nevertheless, moderator analyses indicated a stronger
M(g) = 0.193 and
significant
0.087 ≤ M(g) ≤ 0.298
effect in favor of individual settings for studies employing a between-person
design. Setting effects in within-person designs were most likely superimposed
by retest effects. As the setting effect was very small, the current testing
practice in which results obtained in group and individual settings are treated
as interchangeable is not overly problematic. However, our results encourage
test developers to examine setting effects before stating that results obtained
in different settings are equivalent. Between-person designs using participants
of comparable ability are most suitable in this context as retest effects can be
ruled out.
Secular gains in intelligence test scores have perplexed researchers since they were documented by Flynn (1984, 1987). Gains are most pronounced on abstract, so-called culture-free tests, prompting ...Flynn (2007) to attribute them to problem-solving skills availed by scientifically advanced cultures. We propose that recent-born individuals have adopted an approach to analogy that enables them to infer higher level relations requiring roles that are not intrinsic to the objects that constitute initial representations of items. This proposal is translated into item-specific predictions about differences between cohorts in pass rates and item-response patterns on the Raven's Matrices (Flynn, 1987), a seemingly culture-free test that registers the largest Flynn effect. Consistent with predictions, archival data reveal that individuals born around 1940 are less able to map objects at higher levels of relational abstraction than individuals born around 1990. Polytomous Rasch models verify predicted violations of measurement invariance, as raw scores are found to underestimate the number of analogical rules inferred by members of the earlier cohort relative to members of the later cohort who achieve the same overall score. The work provides a plausible cognitive account of the Flynn effect, furthers understanding of the cognition of matrix reasoning, and underscores the need to consider how test-takers select item responses.
This article summarizes the development and research status of the Rorschach Test in China as comprehensively as possible. The development of the Rorschach Test in China can be divided into two ...stages: the initial stage and the developing stage. At the initial stage the research mainly includes: introduction and localization of the Rorschach Test, studies on schizophrenia, and the measurement of intelligence and personality. In the developing stage the research mainly includes: spreading and localization of the Rorschach Test, the variables, indices, and derivative scales, clinical psychology, talent assessment, combination with eye movement techniques, the Group Rorschach Inkblot Test, and reviews. Based on the domestic development and research status of the Rorschach Test, the article also summarizes the achievements and issues present in existing studies and puts forward the prospect of researching the Rorschach Test in China.
Gender differences in the numerical domain vary greatly
according to the assessment method used. We suggest that strict time
constraints, as employed on most numerical intelligence tests but not on
...mathematical competency tests, unduly increase the gender gap in measured
numerical intelligence if the test focuses reasoning. Two studies were
conducted. First, 666 11th and 12th graders were randomly assigned to speeded or
nonspeeded versions of verbal, figural, and numerical reasoning tests. Extending
the test time reduced gender differences in numerical but not in verbal and
figural reasoning. To rule out ceiling effects and to test for potential
motivational and emotional effects on test performance, a second sample of 542
students completed both a speeded and a nonspeeded numerical reasoning test as
well as several motivational and emotional questionnaires. In the nonspeeded
condition, girls increased their performance more than boys. This effect was
especially strong for female students with medium and high performances and was
largely but not fully explained by emotional and motivational factors. We
conclude that girls are prevented from showing their actual potential on speeded
numerical reasoning tests.
The purpose of the present investigation was to conduct a meta-analysis of the literature on examiner errors for the Wechsler scales of intelligence. Results indicate that a mean of 99.7% of ...protocols contained at least 1 examiner error when studies that included a failure to record examinee responses as an error were combined and a mean of 41.2% of protocols contained at least 1 examiner error when studies that ignored errors of omission were combined. Furthermore, graduate student examiners were significantly more likely to make at least 1 error on Wechsler intelligence test protocols than psychologists. However, psychologists made significantly more errors per protocol than graduate student examiners regardless of the inclusion or exclusion of failure to record examinee responses as errors. On average, 73.1% of Full-Scale IQ (FSIQ) scores changed as a result of examiner errors, whereas 15.8%-77.3% of scores on the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index changed as a result of examiner errors. In addition, results suggest that examiners tend to overestimate FSIQ scores and underestimate VCI scores. However, no strong pattern emerged for the PRI and WMI. It can be concluded that examiner errors occur frequently and impact index and FSIQ scores. Consequently, current estimates for the standard error of measurement of popular IQ tests may not adequately capture the variance due to the examiner.
The most common and advocated assessment approach when a child cannot access visual materials is to use the verbal subscales of a test the psychologist already has and is familiar with. However, ...previous research indicates that children with visual impairments experience atypical verbal development. This raises the question of whether verbal subscale scores retain their reliability and interpretation validity when given to children with visual impairments. To answer this question, we administered a vocabulary subscale from a common intelligence test along with several nonverbal subscales to 15 early-blind adolescents (onset of ≤2 years). Reliability of only the vocabulary test scores was insufficient for high-stakes testing. This finding points to the broader issue of difficulties in assessing populations of exceptional children who experience atypical development trajectories, possibly making their assessment with common tests inappropriate.
A comprehensive meta-analysis of the validity of general mental ability (GMA) measures across 12 occupational categories in the European Community (EC) is presented. GMA measures showed that there is ...validity generalization and large operational validities for job performance and training success in 11 occupational groups. Results also showed that job complexity moderated the magnitude of the operational validity of GMA tests across three levels of job complexity: low, medium, and high. In general, results were similar to those found in the United States, although the European findings showed a slightly larger magnitude of operational validity in some cases. Theoretical and practical implications of these findings for personnel selection are discussed.
This study examined the applicability and measurement invariance of the bifactor model of the 10 Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) core subtests in groups of children ...and adolescents (age range from 6 to 16 years) with low (IQ ≤79; N = 229; % male = 75.9) and normal (IQ ≥80; N = 816; % male = 75.0) IQ scores. Results supported this model in both groups, and there was good support for measurement invariance for this model across these groups. For all participants together, the omega hierarchical and explained common variance (ECV) values were high for the general factor and low to negligible for the specific factors. Together, the findings favor the use of the Full Scale IQ (FSIQ) scores of the WISC-IV, but not the subscale index scores.
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