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Fluid Reasoning (Gf):   Validity Evidence Literature (references obtained from search of IAP Reference Database)
Structural	Developmental	Heritability	Neurocognitive	Outcome:  Reading	Outcome: Writing	Outcome: Math

 

Gf:  Structural Validity Evidence References

Bickley, P. G., Keith, T. Z., & Wolfle, L. M. (1995). The three-stratum theory of cognitive abilities: Test of the structure of intelligence across the life span. Intelligence, 20, 309-328. Cameron, L. C., Ittenbach, R. F., McGrew, K. S., Harrison, P. L., Taylor, L. R., & Hwang, Y. R. (1997). Confirmatory factor analysis of the K-ABC with gifted referrals. Educational and Psychological Measurement, 57(5), 823-840. Carroll, J. B. (1993). Human cognitive abilities: A survey of factor analytic studies. New York: Cambridge University Press. Carroll, J. B. (1983). Studying individual differences in cognitive abilities: Through and beyond factor analysis. In R. F. Dillon (Ed.), Individual differences in cognition (Vol. 1pp. 1-33). New York: Academic Press. Carroll, J. B., & Maxwell, S. E. (1979). Individual differences in cognitive abilities. Annual Review of Psychology, 30, 603-640. Danthiir, V., Roberts, R. D., Pallier, G., & Stankov, L. (2001). What the nose knows: Olfaction and cognitive abilities. Intelligence, 29, 337-361. Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional intelligence: In search of an elusive construct. Journal of Personality and Social Psychology, 75(4), 989-1015. Ekstrom, R. M., French, J. W., & Harman, H. H. (1979). Cognitive factors: Their identification and replication. Multivariate Behavioral Research Monographs, 79(2), 3-84. Elliott, C. D. (1994). The measurement of fluid intelligence: Comparison of the Wechsler scales with the DAS and the KAIT. Paper presented at the annual National Association of School Psychologists (NASP) Convention, Seattle, WA.  Embreston, S. E. (1996). Cognitive design principles and the successful performer: A study on spatial ability. Journal of Educational Measurement, 33(1), 29-39. Flanagan, D. P., & McGrew, K. S. (1998). Interpreting intelligence tests from contemporary Gf-Gc theory: Joint confirmatory factor analysis of the WJ-R and the KAIT in a non-white sample. Journal of Psychology, 36(2), 151-18. Gustafsson, J.-E. (1988). Hierarchical models of individual differences in cognitive abilities. In R. J. Sternberg (Ed.), Psychology of human intelligence Vol. 4 (pp. 35-71). Hillsdale, NJ: Erlbaum. Gustafsson, J.-E. (1984). A unifying model for the structure of intellectual abilities. Intelligence, 8, 179-203. Gustafsson, J.-E., & Undheim, J. O. (1992). Stability and change in a broad and narrow factors of intelligence from ages 12 to 15 years. Journal of Educational Psychology, 84(2), 141-149. Harnqvist, K. (1997). Gender and grade differences in latent ability variables. Scandinavian Journal of Psychology, 38, 55-62. Harnqvist, K., Gustafsson, J.-E., Muthen, B. O., & Nelson, G. (1994). Hierarchical models of ability at individual and class levels. Intelligence, 18, 165-187. Horn, J. (In press). A basis for research on age differences in cognitive capabilities. In J. J. McArdle, & R. W. Woodcock (Eds.), Human cognitive abilities in theory and practice . Chicago, IL: Riverside. Horn, J. L. (1982). The aging of human abilities. In B. B. Wolman (Ed.), Handbook of developmental psychology (pp. 847-870). Englewood Cliffs, NJ: Prentice-Hall, Inc. Horn, J. L. (1986). Intellectual ability concepts. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence Vol. 3 (pp. 35-77). Hillsdale, NJ: Lawrence Erlbaum. Horn, J. L. (1989). Measurement of intellectual capabilities: A review of theory. In K. S. McGrew, J. K. Werder, & R. W. Woodcock (Eds), WJ R technical manual (pp. 197-245). Chicago, IL: Riverside. Horn, J. L. (1985). Remodeling old models of intelligence. In B. B. Wolman (Ed.), Handbook of intelligence (pp. 267-300). New York: Wiley. Horn, J. L. (1994). The theory of fluid and crystallized intelligence. In R. J. Sternberg (Ed.), The encyclopedia of intelligence . New York: Macmillan. Horn, J. L. (1988). Thinking about human abilities. In J. R. Nesselroade (Ed.), Handbook of multivariate psychology (pp. 645-685). New York: Academic Press. Horn, J. L., & Noll, J. (1997). Human cognitive capabilities: Gf-Gc theory. D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds), Contemporary intellectual assessment: Theories, tests and issues (pp. 53-91). New York: Guilford. Hunt, E. (1995). The role of intelligence in modern society. American Scientist, 83, 356-368. Johnstone, B., Holland, D., & Hewett, J. E. (1997). The construct validity of the category test: Is it a measure of reasoning of intelligence? Psychological Assessment, 9(1), 28-33. Kaufman, A. S. (1974). Intelligent testing with the WISC III. New York: John Wiley & Sons. Kaufman, A. S. (1993). Joint exploratory factor analysis of the Kaufman Assessment Battery for Children and the Kaufman Adolescent and Adult Intelligence Test for 11- and 12-years-olds. Journal of Clinical Child Psychology, 22(3), 355-364. Kaufman, A. S., Kaufman, J. C., & Mclean, J. E. (1995). Factor structure of the Kaufman Adolescent and Adult Intelligence Test (KAIT) for Whites, African Americans, and Hispanics . Educational and Psychological Measurement, 55(3), 365-376. Kaufman, A. S., Kaufman, N. L., & Ishikuma, T. (1994). A Horn analysis of the factors measured by the WAIS-R, Kaufman Adolescent and Adult Intelligence Test (KAIT), and two new brief cognitive measures for normal adolescents and adults. Psychological Assessment, 1(4), 353-366. Kaufman, A. S., & Maclean, J. E. (1986). K-ABC/WISC-R factor analysis for a learning disabled population. Journal of Learning Disabilities, 19(3), 145-153. Keith, T. Z., Novak, C. G., White, L. J., Cool, V. A., & Pottebaum, S. M. (1988). Confirmatory factor analysis of the Stanford-Binet Intelligence Scale: Fourth Edition: Testing the theory-test match. Journal of School Psychology, 26, 253-274. Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity?! Intelligence, 14, 389-433. Lim, T. K. (1994). Gender-related differences in intelligence: Application of confirmatory factor analysis. Intelligence, 19, 179-192. Lohman, D. F. (1989). Human intelligence: An introduction to advances in theory and research. Review of Educational Research, 59(4), 333-373. McArdle, J. J., Hamagami, F., Meredith, W., & Bradway, K. P. (2000). Modeling the dynamic hypotheses of Gf-Gc theory using longitudinal life-span data. Learning and Individual Differences, 12(1), 53-79. McArdle, J. J., & Woodcock, R. W. (1997). Expanding test-retest designs to include developmental time-lag components. Psychological Methods, 2(4), 403-435. McGhee, R. (1993). Fluid and crystallized intelligence: Confirmatory factor analysis of the Differential Abilities Scale, Detroit Tests of Learning Aptitude-3, and Woodcock-Johnson Psycho-Educational Battery-Revised. Journal of Psychoeducational Assessment, Monograph Series: WJ R Monograph, 20-38. McGhee, R., & Liberman, L. (1994). Gf-Gc Theory of human cognition: Differentiation of short-term auditory and visual memory factors. Psychology in the Schools, 31, 297-304. McGrew, K. S. (1986). Clinical interpretation of the Woodcock Johnson Tests of Cognitive Ability. Boston, MA: Allyn and Bacon. McGrew, K. S., Flanagan, D. P., Keith, T. Z., & Vanderwood, M. (1997). Beyond g: The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools . School Psychology Review, 26(2), 189-210. McIntosh, D. E., Waldo, S. L., & Koller, J. R. (1997). Exploration of the underlying dimensions and overlap between the Kaufman Adolescent and Adult Intelligence Test and the Wechsler Memory Scale-Revised. Journal of Psychoeducational Assessment, 15, 15-26. Messick, S. (1992). Multiple intelligences or multilevel intelligence? Selective emphasis on distinctive properties of hierarchy: On Gardner's Frames of Mind and Sternberg's Beyond IQ in the context of theory and research on the structure of human abilities. Psychological Inquiry, 3(4), 365-384. Neisser, U., Boodoo, G., Bouchard, T. J. Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77-101. Pallier, G., Roberts, R. D., & Stankov, L. (2000). Biological versus intelligence: Halstead's (1947) distinction revisited. Archives of Clinical Neuropsychology, 15(3), 205-226. Raykov, T. (1997). Growth curve analysis of ability means and variances in measure of fluid intelligence of older adults. Structural Equation Modeling, 4(4), 283-319. Raykov, T. (1995). Multivariate structural modeling of plasticity in fluid intelligence of aged adults. Multivariate Behavioral Research, 30(2), 255-287. Raykov, T. (1996). Plasticity in fluid intelligence of older adults: An individual latent growth curve modeling application. Structural Equation Modeling, 3(3), 248-265. Reed, M. T., & McCallum, S. (1995). Construct validity of the Universal Nonverbal Intelligence Test (UNIT). Psychology in the Schools, 32, 277-290. Roberts, R. D., Pallier, G., & Stankov, L. (1996). The basic information processing (BIP) unit, mental speed and human cognitive abilities: Should the BIP R.I.P? Intelligence, 23, 133-155. Salthouse, T. A., Fristoe, N., McGurthry K.E., & Hambrick D.Z. (1998). Relation of task switching to speed, age, and fluid intelligence. Psychology and Aging, 13(3), 445-461. Shu-Chen, L., Jordanova, M., & Lindenberger, U. (1998). From good senses to good sense: A link between tactile information processing and intelligence . Intelligence, 26(2), 99-122. Stankov, L. (2000). Structural extensions of a hierarchical view on human cognitive abilities. Learning and Individual Differences, 12(1), 35-51. Stankov, L., & Roberts, R. D. (1997). Mental speed is not the 'basic' process of intelligence. Personality and Individual Differences, 22(1), 69-84. Stankov, L., & Chen, K. (1988). Can we boost fluid and crystallized intelligence? A structural modeling approach. Australian Journal of Psychology, 40(4), 363-376. Stankov, L., & Raykov, T. (1995). Modeling complexity and difficulty in measures of fluid intelligence. Structural Equation Modeling, 2(4), 335-366. Stone, B. J. (1992). Joint confirmatory factor analysis of the DAS and WISC-R. Journal of School Psychology, 30, 185-195. Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). The Stanford Binet Intelligence Scale: Fourth Edition technical manual. Chicago, IL: Riverside. Woodcock, R. W. (1994). Measures of fluid and crystallized intelligence. In R. J. Sternberg (Ed.), The Encyclopedia of Intelligence (pp. 452-456). New York: Macmillan. Wright, R. E. (1939). A factor analysis of the original Stanford-Binet Scale. Psychometrika, 4(3), 209-219. Ysseldyke, J. E. (1990). Goodness of fit of the Woodcock-Johnson Psycho-Educational Battery-Revised to the Horn-Cattell GF-GC theory. Journal of Psychoeducational Assessment, 8, 268-275.

 

 

Gf:  Developmental Validity Evidence References

Ackermann, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121(2), 219-245. Baehr, M. E., & Orban Joseph A. (1989). The role of intellectual abilities and personality characteristics in determining success in higher-level positions. Journal of Vocational Behavior, 35, 270-287. Ben-Chaim, D., Lappan, B., & Houang, R. T. (1989). The role of visualization in middle school mathematics curriculum. Focus on Learning Problems in Mathematics, 11(1), 49-60. Carroll, J. B. (1993). Human cognitive abilities: A survey of factor analytic studies. New York: Cambridge University Press. Carroll, J. B., & Maxwell, S. E. (1979). Individual differences in cognitive abilities. Annual Review of Psychology, 30, 603-640. Casey, M. B., Nuttall, R. L., & Pezaris, E. (1997). Mediators of gender differences in mathematics college entrance test scores: A comparison of spatial skills with internalized beliefs and anxieties. Developmental Psychology, 33(4), 669-680. Danthiir, V., Roberts, R. D., Pallier, G., & Stankov, L. (2001). What the nose knows: Olfaction and cognitive abilities. Intelligence, 29, 337-361. Gustafsson, J.-E. (1988). Hierarchical models of individual differences in cognitive abilities. In R. J. Sternberg (Ed.), Psychology of human intelligence Vol. 4 (pp. 35-71). Hillsdale, NJ: Erlbaum. Holland, A. M., & McDermott, P. A. (1996). Discovering core profile types in the school-age standardization sample of the Differential Ability Scales. Journal of Psychoeducational Assessment, 14, 131-146. Horn, J. (In press). A basis for research on age differences in cognitive capabilities. In J. J. McArdle, & R. W. Woodcock (Eds.), Human cognitive abilities in theory and practice . Chicago, IL: Riverside. Horn, J. L. (1994). The theory of fluid and crystallized intelligence. In R. J. Sternberg (Ed.), The encyclopedia of intelligence . New York: Macmillan. Horn, J. L., & Noll, J. (1997). Human cognitive capabilities: Gf-Gc theory. D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds), Contemporary intellectual assessment: Theories, tests and issues (pp. 53-91). New York: Guilford. Kaufman, A. S. (1974). Intelligent testing with the WISC III. New York: John Wiley & Sons. Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity?! Intelligence, 14, 389-433. Lohman, D. F. (1989). Human intelligence: An introduction to advances in theory and research. Review of Educational Research, 59(4), 333-373. McArdle, J. J., & Woodcock, R. W. (1998). Human Cognitive Abilities In Theory And Practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. McGrew, K. S. (1986). Clinical interpretation of the Woodcock Johnson Tests of Cognitive Ability. Boston, MA: Allyn and Bacon. McGrew, K. S., Flanagan, D. P., Keith, T. Z., & Vanderwood, M. (1997). Beyond g: The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools . School Psychology Review, 26(2), 189-210. McGrew, K. S., & Hessler, G. L. (1995). The relationship between the WJ-R Gf-Gc cognitive clusters and mathematics achievement across the life-span. Journal of Psychoeducational Assessment, 13, 21-38. McGrew, K. S., & Knopik, S. N. (1993). The relationship between the WJ-R Gf-Gc cognitive clusters and writing achievement across the life-span. School Psychology Review, 22, 687-695. Neubauer, A. C., & Knorr, E. (1998). Three paper-and-pencil tests for speed of information processing: Psychometric properties and correlations with intelligence. Intelligence, 26(2), 123-151. Pearlman, K., Schmidt, F. L., & Hunter, J. E. (1980). Validity generalization results for tests used to predict job proficiency and training success in clerical occupations. Journal of Applied Psychology, 65(4), 373-406. Raykov, T. (1995). Multivariate structural modeling of plasticity in fluid intelligence of aged adults. Multivariate Behavioral Research, 30(2), 255-287. Raykov, T. (1996). Plasticity in fluid intelligence of older adults: An individual latent growth curve modeling application. Structural Equation Modeling, 3(3), 248-265. Salthouse, T. A. (1996). The processing-speed theory of adult age differences in cognition. Psychological Review, 103(3), 403-428. Schmidt, F. L., Hunter, J. E., & Pearlman, K. (1981). Task differences as moderators of aptitude test validity in selection: A red herring. Journal of Applied Psychology, 66(2), 166-185. Stankov, L. (2000). Structural extensions of a hierarchical view on human cognitive abilities. Learning and Individual Differences, 12(1), 35-51. Stankov, L., SeizovaCajic, T., & Roberts, R. D. (2001). Tactile and kinesthetic perceptual processes within the taxonomy of human cognitive abilities. Intelligence, 29(1), 1-29. Stelzl, I., Merz, F., Ehlers, T., & Remer, H. (1995). The effect of schooling on the development of fluid and cristallized intelligence: A quasi-experimental study. Intelligence, 21, 279-296. Taylor, L. C., Brown, F. G., & Michael, W. B. (1976). The validity of cognitive, affecting, and demographic variables in the prediction of achievement in high school algebra and geometry: Implications for the definition of mathematical aptitude. Educational and Psychological Measurement, 36, 971-982. Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). The Stanford Binet Intelligence Scale: Fourth Edition technical manual. Chicago, IL: Riverside. Vig, S., & Jedrysek, E. (1996). Stanford-Binet Fourth Edition: Useful for young children with language impairment? Psychology in the Schools, 33, 124-131.

 

 

Gf:  Heritability Validity Evidence References

Ackermann, P. L., & Heggestad, E. D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121(2), 219-245. Baehr, M. E., & Orban Joseph A. (1989). The role of intellectual abilities and personality characteristics in determining success in higher-level positions. Journal of Vocational Behavior, 35, 270-287. Carroll, J. B. (1993). Human cognitive abilities: A survey of factor analytic studies. New York: Cambridge University Press. Carroll, J. B., & Maxwell, S. E. (1979). Individual differences in cognitive abilities. Annual Review of Psychology, 30, 603-640. Casey, M. B., Nuttall, R. L., & Pezaris, E. (1997). Mediators of gender differences in mathematics college entrance test scores: A comparison of spatial skills with internalized beliefs and anxieties. Developmental Psychology, 33(4), 669-680. Danthiir, V., Roberts, R. D., Pallier, G., & Stankov, L. (2001). What the nose knows: Olfaction and cognitive abilities. Intelligence, 29, 337-361. Gustafsson, J.-E. (1988). Hierarchical models of individual differences in cognitive abilities. In R. J. Sternberg (Ed.), Psychology of human intelligence Vol. 4 (pp. 35-71). Hillsdale, NJ: Erlbaum. Horn, J. (In press). A basis for research on age differences in cognitive capabilities. In J. J. McArdle, & R. W. Woodcock (Eds.), Human cognitive abilities in theory and practice . Chicago, IL: Riverside. Horn, J. L. (1994). The theory of fluid and crystallized intelligence. In R. J. Sternberg (Ed.), The encyclopedia of intelligence . New York: Macmillan. Horn, J. L., & Noll, J. (1997). Human cognitive capabilities: Gf-Gc theory. D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds), Contemporary intellectual assessment: Theories, tests and issues (pp. 53-91). New York: Guilford. Johnston, S., & Evans, M. K. (1993). A comparison between the Wechsler Adult Intelligence Scale-Revised and the Test of Nonverbal Intelligence-2 with Mexican-American secondary students. Journal of Psychoeducational Assessment, 11, 250-258. Kaufman, A. S. (1974). Intelligent testing with the WISC III. New York: John Wiley & Sons. Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity?! Intelligence, 14, 389-433. Lohman, D. F. (1989). Human intelligence: An introduction to advances in theory and research. Review of Educational Research, 59(4), 333-373. McArdle, J. J., & Woodcock, R. W. (1998). Human Cognitive Abilities In Theory And Practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. McGrew, K. S. (1986). Clinical interpretation of the Woodcock Johnson Tests of Cognitive Ability. Boston, MA: Allyn and Bacon. Neubauer, A. C., & Knorr, E. (1998). Three paper-and-pencil tests for speed of information processing: Psychometric properties and correlations with intelligence. Intelligence, 26(2), 123-151. Salthouse, T. A. (1996). The processing-speed theory of adult age differences in cognition. Psychological Review, 103(3), 403-428. Stankov, L. (2000). Structural extensions of a hierarchical view on human cognitive abilities. Learning and Individual Differences, 12(1), 35-51. Stankov, L., SeizovaCajic, T., & Roberts, R. D. (2001). Tactile and kinesthetic perceptual processes within the taxonomy of human cognitive abilities. Intelligence, 29(1), 1-29. Stelzl, I., Merz, F., Ehlers, T., & Remer, H. (1995). The effect of schooling on the development of fluid and cristallized intelligence: A quasi-experimental study. Intelligence, 21, 279-296. Taylor, L. C., Brown, F. G., & Michael, W. B. (1976). The validity of cognitive, affecting, and demographic variables in the prediction of achievement in high school algebra and geometry: Implications for the definition of mathematical aptitude. Educational and Psychological Measurement, 36, 971-982.

 

Gf:  Neurocognitive Validity Evidence References

Duncan, J., Burgess, P., & Emslie, H. (1995). Fluid intelligence after frontal lobe lesions. Neuropsychologia, 33(3), 261-268. Horn, J. L., & Noll, J. (1997). Human cognitive capabilities: Gf-Gc theory. D. P. Flanagan, J. L. Genshaft, & P. L. Harrison (Eds), Contemporary intellectual assessment: Theories, tests and issues (pp. 53-91). New York: Guilford. Hunt, E. (1999). Intelligence and human resources: Past, present, and future. P. L. Ackerman, P. Kyllunon, & R. Roberts (Eds.), Learning and Individual Differences: Process, Trait, and Content Determinants (pp. 3-30). Washington, D.C.: American Psychological Association. Hunt, E. (1999). Intelligence and Human Resources: Pase, Present, and Future. P. L. Ackerman, P. C. Kyllonen, & R. D. Roberts Learning and Individual Differences (Vol. 1pp. 3-30). Washington,DC: American Psychological Association. Isingrini, M., & Vazou, F. (1997). Relation between fluid intelligence and frontal lobe functioning in older adults. International Journal of Aging and Human Development, 45(2), 99-109. Johnstone, B., Holland, D., & Hewett, J. E. (1997). The construct validity of the category test: Is it a measure of reasoning of intelligence? Psychological Assessment, 9(1), 28-33. McArdle, J. J., & Woodcock, R. W. (1998). Human Cognitive Abilities In Theory And Practice. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Prabhakaran, V., Rypma, B., & Gabrieli, J. D. E. (2001). Neural substrates of mathematical reasoning: A functional magnetic resonance imaging study of neocortical activation during performance of the Necessary Arithmetic Operations Test. Neuropsychology, 15(1), 115-127. Prabhakaran, V., Smith, J. A. L., Desmond, J. E., Glover, G. H., & Gabrieli, J. D. E. (1997). Neural substrates of fluid reasoning: An FMRI study of neocortical activation during performance of the Raven's Progressive Matrices Test. Cognitive Psychology, 33, 43-63. Wodrich, D. L., & Kush, J. C. (1998). Kaufman adolescent and adult intelligence test (KAIT): concurrent validity of fluid ability for preadolescents and adolescents with central nervous system disorders and scholastic concerns. Journal of Psychoeducational Assessment, 15, 215-225.

 

Gf:  Reading Validity Evidence Reference

de Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91(3), 450-476. Gustafsson, J.-E. (1988). Hierarchical models of individual differences in cognitive abilities. In R. J. Sternberg (Ed.), Psychology of human intelligence Vol. 4 (pp. 35-71). Hillsdale, NJ: Erlbaum. Gustafsson, J.-E., & Undheim, J. O. (1992). Stability and change in a broad and narrow factors of intelligence from ages 12 to 15 years. Journal of Educational Psychology, 84(2), 141-149. Hakstian, A. R., & Bennet, R. W. (1977). Validity studies using the Comprehensive Ability Battery(CAB): I. academic achievement criteria. Educational and Psychological Measurement, 37, 425-437. Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30-60. Keith, T. Z. (1999). Effects of general and specific abilities on student achievement: Similarities and differences across ethnic groups. School Psychology Quarterly, 14(3), 239-262. Lohman, D. F. (1989). Human intelligence: An introduction to advances in theory and research. Review of Educational Research, 59(4), 333-373. McGrew, K. M. (1993). The relationsip between the Woodcock-Johnson Psycho-Educational Battery-Revised Gf-Gc cognitive cluster and reading achievent across the life-span. Journal of Psychoeducational Assessment, ??(??), 145-159. McGrew, K. S. (1986). Clinical interpretation of the Woodcock Johnson Tests of Cognitive Ability. Boston, MA: Allyn and Bacon. McGrew, K. S. (1993). The relationship between the WJ-R Gf-Gc cognitive clusters and reading achievement across the lifespan. Journal of Psychoeducational Assessment, Monograph Series: WJ R Monograph, 39-53. McGrew, K. S., Flanagan, D. P., Keith, T. Z., & Vanderwood, M. (1997). Beyond g: The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools . School Psychology Review, 26(2), 189-210. Morris, A. K. (2000). Development of logical reasoning: Children's ability to verbally explain the nature of the distinction between logical and nonlogical forms of argument. Developmental Psychology, 36(6), 741-758. Naglieri, J. A. (1996). An examination of the relationship between intelligence and reading achievement using the MAT-SF and MAST. Journal of Psychoeducational Assessment, 14, 65-69. Neisser, U., Boodoo, G., Bouchard, T. J. Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77-101. Passolunghi, M. C., Cornoldi, C., & DeLiberto, S. (1999). Working memory and intrusions of irrelevant information in a group of specific poor problem solvers. Memory & Cognition, 27(5), 779-790. Rasanen, P., & Ahonen, T. (1995). Arithmetic disabilities with and without reading difficulties: A comparison of arithmetic errors. Developmental Neuropsychology, 11(3), 275-295. Snow, R. E., & Swanson, J. (1992). Instructional psychology: Aptitude, adaptation, and assessment. Annual Review of Psychology, 43, 583-626. Stanford, G., & Oakland, T. (2000). Cognitive deficits underlying learning disabilities - Research perspectives from the United States. School Psychology International, 21(3), 306-321.

 

Gf:  Math Validity Evidence References

Ben-Chaim, D., Lappan, B., & Houang, R. T. (1989). The role of visualization in middle school mathematics curriculum. Focus on Learning Problems in Mathematics, 11(1), 49-60. Campbell, J. I. D., & Xue, Q. L. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology General, 130(2), 299-315. Carroll, J. B. (1996). Mathematical abilities: Some results from factor analysis. In R. J. Sternberg, & T. Ben-Zeev (Eds), The nature of mathematical thinking (pp. 3-25). Mahwah, NJ: Earlbaum. Carroll, J. B., & Maxwell, S. E. (1979). Individual differences in cognitive abilities. Annual Review of Psychology, 30, 603-640. Casey, M. B., Nuttall, R. L., & Pezaris, E. (1997). Mediators of gender differences in mathematics college entrance test scores: A comparison of spatial skills with internalized beliefs and anxieties. Developmental Psychology, 33(4), 669-680. Gustafsson, J. E., & Balke, G. (1993). General and specific abilities as predictors of school achievement. Multivariate Behavioral Research, 28(4), 407-434. Hakstian, A. R., & Bennet, R. W. (1977). Validity studies using the Comprehensive Ability Battery(CAB): I. academic achievement criteria. Educational and Psychological Measurement, 37, 425-437. Keith, T. Z. (1999). Effects of general and specific abilities on student achievement: Similarities and differences across ethnic groups. School Psychology Quarterly, 14(3), 239-262. Konold, T. R., Glutting, J. J., & McDermott, P. A. (1997). The development and applied utility of a normative aptitude-achievement taxonomy for the Woodcock-Johnson Psycho-Educational Battery-Revised. The Journal of Special Education, 31(2), 212-232. Manger, T., & Eikeland, O.-J. (1996). Relationship between boys' and girls' nonverbal ability and mathematical achievement. School Psychology International, 17, 71-80. McGrew, K. S. (1986). Clinical interpretation of the Woodcock Johnson Tests of Cognitive Ability. Boston, MA: Allyn and Bacon. McGrew, K. S., Flanagan, D. P., Keith, T. Z., & Vanderwood, M. (1997). Beyond g: The impact of Gf-Gc specific cognitive abilities research on the future use and interpretation of intelligence tests in the schools . School Psychology Review, 26(2), 189-210. McGrew, K. S., & Hessler, G. L. (1995). The relationship between the WJ-R Gf-Gc cognitive clusters and mathematics acheivement across the life-span. Journal of Psychoeducational Assessment, 13, 21-38. Neisser, U., Boodoo, G., Bouchard, T. J. Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77-101. Prabhakaran, V., Rypma, B., & Gabrieli, J. D. E. (2001). Neural substrates of mathematical reasoning: A functional magnetic resonance imaging study of neocortical activation during performance of the Necessary Arithmetic Operations Test. Neuropsychology, 15(1), 115-127. Rasanen, P., & Ahonen, T. (1995). Arithmetic disabilities with and without reading difficulties: A comparison of arithmetic errors. Developmental Neuropsychology, 11(3), 275-295. Roberts, R. D., Goff, G. N., Anjoul, F., Kyllonen, P. C., Pallier, G., & Stankov, L. (2000). The Armed Services Vocational Aptitude Battery (ASVAB) - Little more than acculturated learning (Gc)!? Learning and Individual Differences, 12(1), 81-103. Snow, R. E., & Swanson, J. (1992). Instructional psychology: Aptitude, adaptation, and assessment. Annual Review of Psychology, 43, 583-626. Snow, R. E. (1986). Individual differences and the design of educational programs. American Psychologist, 41(10), 1029-1039. Taylor, L. C., Brown, F. G., & Michael, W. B. (1976). The validity of cognitive, affecting, and demographic variables in the prediction of achievement in high school algebra and geometry: Implications for the definition of mathematical aptitude. Educational and Psychological Measurement, 36, 971-982.

 

Gf:  Writing Validity Evidence References

Gustafsson, J. E., & Balke, G. (1993). General and specific abilities as predictors of school achievement. Multivariate Behavioral Research, 28(4), 407-434. Hakstian, A. R., & Bennet, R. W. (1977). Validity studies using the Comprehensive Ability Battery(CAB): I. academic achievement criteria. Educational and Psychological Measurement, 37, 425-437. Konold, T. R., Glutting, J. J., & McDermott, P. A. (1997). The development and applied utility of a normative aptitude-achievement taxonomy for the Woodcock-Johnson Psycho-Educational Battery-Revised. The Journal of Special Education, 31(2), 212-232. McGrew, K. S. (1986). Clinical interpretation of the Woodcock Johnson Tests of Cognitive Ability. Boston, MA: Allyn and Bacon. McGrew, K. S., & Knopik, S. N. (1993). The relationship between the WJ-R Gf-Gc cognitive clusters and writing achievement across the life-span. School Psychology Review, 22, 687-695. Neisser, U., Boodoo, G., Bouchard, T. J. Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51(2), 77-101. Stankov, L. (2000). Structural extensions of a hierarchical view on human cognitive abilities. Learning and Individual Differences, 12(1), 35-51. Stuart-Hamilton, I., & Rabbitt, P. (1997). Age-related decline in spelling ability: A link with fluid intelligence? Educational Gerontology, 22, 427-441.

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