Subgroup differences and predictive ability of psychometric and neuropsychological intelligence measures
Item
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Title
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Subgroup differences and predictive ability of psychometric and neuropsychological intelligence measures
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Identifier
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d_2009_2013:e370e6111f96:10582
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identifier
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10820
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Creator
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Ferreter, Jennifer M.,
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Contributor
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Charles A. Scherbaum
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Cognitive psychology | Neurosciences | academic performance | construct validity | group differences | intelligence | neuropsychology | psychometric
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Abstract
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Researchers recognize that the current models of intelligence are insufficient at making causal connections between the intelligence measure and intelligent behavior. Different approaches to intelligence are under investigation to incorporate within current models of intelligence and include psychometric, neuropsychological, and cultural components. Currently there is a lack of research that incorporates both psychometric and neuropsychological intelligence measures in a predictive model of performance. The purpose of the current study is three-fold. The first objective is to test the predictive relationships of neuropsychological and psychometric intelligence batteries, an alternative psychometric intelligence assessment, and a personality measure in relationship to academic performance. The second objective is to examine racioethnic and gender subgroup mean differences on all predictors of performance. Subgroup mean differences, which can lead to adverse impact, have been found on a variety of verbal and nonverbal intelligence assessments (Hough, Oswald, & Ployhart, 2001). Research has demonstrated that performance differences are often moderated by the type of measure used which also raises concerns about the construct validity of psychometric intelligence assessments. The third objective of the research is to examine the construct validity of neuropsychological intelligence, traditional psychometric intelligence, and alternative psychometric intelligence. There is little empirical evidence which demonstrates that differences in cognitive functioning in the brain result in differences in scores on psychometric assessments. That is, there are few links (i.e., construct validity evidence) connecting cognitive functioning to intelligent performance on psychometric assessments. Hypotheses pertaining to prediction of different measures, subgroup mean differences, and statistical relationships among the intelligence measures were tested. The results indicate that the neuropsychological intelligence battery was the only significant predictor of academic performance. All intelligence measures exhibited subgroup mean differences, however they were smaller compared to what is typically reported in the literature. The Black/African American mean score on the neuropsychological battery was one-third of a standard deviation below the White/Caucasian mean score, and Hispanics demonstrated minimal mean score differences compared to White/Caucasians. Additionally, construct validity evidence emerged for the intelligence measures. A discussion of the findings including their implications is included.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Psychology
