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date: 14 December 2019

Abstract and Keywords

This chapter highlights the progress that has been made in theories of intelligence (particularly psychometric theories), the structure of cognitive ability batteries, and methods of cognitive ability test interpretation over the past century. Early theories of intelligence revolved around notions of a single general factor, or g, but steadily advanced into two-factor models (e.g., original Gf–Gc), early multiple-factor models (e.g., Thurstone's Primary Mental Abilities), and eventually to current, multiple-factor models (e.g., Cattell-Horn-Carroll [CHC] theory). Also discussed is the fact that cognitive batteries seldom kept pace with developments in theory, but they nevertheless have shown significant growth and development overall, particular within the last decade. The latter half of the chapter provides a discussion of refinements to CHC theory at both the broad and narrow ability levels, application of CHC theory to academic outcomes research, integration of CHC and neuropsychological theories, and greater emphasis on flexible battery approaches. We conclude that contemporary cognitive assessment allows for sufficient illustration of the links between abilities (e.g., cognitive and academic) and neuropsychological processes such that avenues for instruction, intervention, and treatment of individuals who struggle to learn will not only be clear, but also empirically supported.

Keywords: psychometric theories, CHC theory, cognitive assessment, cross-battery, flexible battery, intelligence, neuropsychological assessment

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