Abstract This study aimed to revise the Epreuve de Performance Cognitive (EPC), a nonverbal, sequential reasoning test, by incorporating a stopping requirement after five consecutive misses, and to evaluate the psychometric properties of the revised EPC. Data from 1,764 test takers were analyzed using various statistical methods. The revised EPC …
Abstract The purpose of this study was to analyze the item structure of the General Knowledge Subtest in the Jouve Cerebrals Crystallized Educational Scale (JCCES) using multidimensional scaling (MDS) analyses. The JCCES was developed as a more efficient assessment of cognitive abilities by implementing a stopping rule based on consecutive …
Abstract The TRI52 is a computerized nonverbal intelligence test composed of 52 figurative items designed to measure cognitive abilities without relying on acquired knowledge. This study aims to investigate the reliability, validity, and applicability of TRI52 in diverse populations. The TRI52 demonstrates high reliability, as indicated by a Cronbach’s Alpha …
Abstract The Cerebrals Cognitive Abilities Test (CCAT) is a psychometric test battery comprising three subtests: Verbal Analogies (VA), Mathematical Problems (MP), and General Knowledge (GK). The CCAT is designed to assess general crystallized intelligence and scholastic ability in adolescents and adults. This study aimed to investigate the reliability, criterion-related validity, …
This post reviews a study conducted by Floyd, McGrew, and Evans (2008), which examines the relationship between cognitive abilities outlined in the Cattell-Horn-Carroll (CHC) framework and writing achievement in school-aged children. By analyzing how different cognitive skills influence basic writing skills and written expression, the study sheds light on the …
