Does IQ = IQ? Comparability of intelligence test scores in typically developing children

Article English OPEN
Hagmann-von Arx, Priska; Lemola, Sakari; Grob, Alexander;

Numerous intelligence tests are available to psychological diagnosticians to assess children’s intelligence, but whether they yield comparable test results has been little studied. We examined test scores of 206 typically developing children aged 6 to 11 years on five G... View more
  • References (7)

    Springer. doi:10.1007/978-1-4939-1562-0 Gottfredson, L. S., & Deary, I. J. (2004). Intelligence predicts health and longevity, but why? Current Directions in Psychological Science, 13, 1-4. doi:10.1111/j.0963- 7214.2004.01301001.x Grob, A., Meyer, C. S., & Hagmann-von Arx, P. (2013). Intelligence and Development Scales (IDS) (2nd ed.). Bern, Switzerland: Hans Huber. Gupta, S. (1991). Effects of time of day and personality on intelligence test scores.

    Personality and Individual Differences, 12, 1227-1231. doi:10.1016/0191- 8869(91)90089-T Hagmann-von Arx, P., & Grob, A. (2014). Reynolds Intellectual Assessment Scales (RIAS)- German adaptation. Bern, Switzerland: Hans Huber. Hagmann-von Arx, P., Grob, A., Petermann, F., & Daseking, M. (2012). Konkurrente Validität des HAWIK-IV und der Intelligence and Development Scales (IDS) [Concurrent validity of the HAWIK-IV and the Intelligence and Development Scales (IDS)]. Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, 40, 41-50.

    doi:10.1024/1422-4917/a000148 Hagmann-von Arx, P., Meyer, C. S., & Grob, A. (2008). Intelligenz- und Entwicklungsdiagnostik im deutschen Sprachraum [Intelligence and developmental scales in German-speaking countries]. Kindheit und Entwicklung, 17, 232-242.

    doi:10.1026/0942-5403.17.4.232 Hagmann-von Arx, P., Petermann, F., & Grob, A. (2013). Konvergente und diskriminante Validität der WISC-IV und der Intelligence and Development Scales (IDS) bei Kindern mit Migrationshintergrund [Convergent and discriminant validity of the WISC-IV and the Intelligence and Development Scales (IDS) in children with a migration background]. Diagnostica, 59, 170-182. doi:10.1026/0012-1924/a000091 Hausknecht, J. P., Halpert, J. A., Di Paolo, N. T., & Moriarty Gerrard, M. O. (2007).

    Retesting in selection: A meta-analysis of coaching and practice effects for tests of cognitive ability. Journal of Applied Psychology, 92, 373-385. doi:10.1037/0021- 9010.92.2.373 Horn, J. L., & Cattell, R. B. (1966). Refinement and test of theory of fluid and crystallized general intelligences. Journal of Educational Psychology, 57, 253-270.

    doi:10.1037/h0023816 Jensen, A. R. (1998). The g factor: The science of mental ability. Westport, CT: Praeger. Kaufman, A. S., & Kaufman, N. L. (2004). Kaufman Assessment Battery for Children, Second Edition: Manual. Circle Pines, MN: American Guidance Service. Kranzler, J. H., & Floyd, R. G. (2013). Assessing intelligence in children and adolescents. A practical guide. New York, NY: Guilford. Livingstone, R. B., Jennings, E., Reynolds, C. R., & Gray, R. M. (2003). Multivariate analyses of the profile stability of intelligence tests: High for IQs, low to very low for subtest analyses. Archives of Clinical Neuropsychology, 18, 487-507.

    doi:10.1016/S0887-6177(02)00147-6 Lubinski, D. (2004). Introduction to the special section on cognitive abilities: 100 years after Spearman's (1904) “'General Intelligence,' Objectively Determined and Measured.” Journal of Personality and Social Psychology, 86, 96-111. doi:10.1037/0022- 3514.86.1.96 McGrew, K. S. (2005). The Cattell-Horn-Carroll theory of cognitive abilities: Past, present, and future. In D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 136-182). New York, NY: Guilford.

  • Metrics
Share - Bookmark