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We investigated sex effects and the effects of educational attainment (EA) on the covariance structure of the WAIS-III in a subsample of the Spanish standardization data. We fitted both first order common factor models and second order common factor models. The latter include general intelligence ("g") as a second order common factor. The results indicate that sex differences in means are due mainly to the WAIS-III factors Working Memory (WM) and Perceptual Organization (PO), rather than to the second order "g" factor. In treating EA as a predictor of the first common factors, we found that EA explained a significant, but clearly varying, amount of variance in the 4 first order common factors. Differences in explained variance over sex were very small. Treating EA as a predictor in the second order common factor model, we found that EA predicted "g" and first order factor Verbal Comprehension (VC). The relationships between PO, WM, and Perceptual Speed (PS) and EA are mediated by "g." In treating EA as a dependent variable, we found that VC and PS were the only significant predictors of EA in the first order common factor model. In the second order common factor model, the same result was obtained. While VC and PS were significant predictors of EA, the second order factor "g," and PO and WM were not. The results are of theoretical interest in the light of the Ankney-Rushton paradox, and the role of "g" in educational attainment.

Investigated whether average Full Scale IQ (FSIQ) differences can be attributed to "g" using the Spanish standardization sample of the Wechsler Adult Intelligence Scale III (WAIS III) (n=703 females and 666 men). Results support the conclusion that WAIS III FSIQ does not directly or exclusively measure "g" across the full range of population distribution of intelligence. (SLD)

Used the Spanish standardization of the Wechsler Adult Intelligence Scale III (WAIS III) (n=1,369) to test the age dedifferentiation hypothesis. Results show no changes in the percentage of variance accounted for by "g" and four group factors when restriction of range is controlled. Discusses an age indifferentation hypothesis. (SLD)

IQ summary scores may not involve equivalent psychological meaning for different educational levels. Ultimately, this relates to the distinction between constructs and measurements. Here, we explore this issue studying the standardization of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) for Spain. A representative sample of 743 individuals (374 females and 369 males) who completed the 15 subtests comprising this intelligence battery was considered. We analyzed (a) the best latent factor structure for modeling WAIS-IV subtest performance, (b) measurement invariance across educational levels, and (c) the relationships of educational level/attainment with latent factors, Full Scale IQ (FSIQ), and index factor scores. These were the main findings: (a) the bifactor model provides the best fit; (b) there is partial invariance, and therefore it is concluded that the battery is a proper measure of the constructs of interest for the educational levels analyzed (nevertheless, the relevance of g decreases at high educational levels); (c) at the latent level, g and, to a lesser extent, Verbal Comprehension and Processing Speed, are positively related to educational level/attainment; (d) despite the previous finding, we find that Verbal Comprehension and Processing Speed factor index scores have reduced incremental validity beyond FSIQ; and (e) FSIQ is a slightly biased measure of g. (PsycINFO Database Record [ABSTRACT FROM AUTHOR]

Previous research has suggested multiple factor structures for the 12-item General Health Questionnaire (GHQ-12), with contradictory evidence arising across different studies on the validity of these models. In the present research, it was hypothesized that these inconsistent findings were due to the interaction of 3 main methodological factors: ambiguous response categories in the negative items, multiple scoring schemes, and inappropriate estimation methods. Using confirmatory factor analysis with appropriate estimation methods and scores obtained from a large (n = 27,674) representative Spanish sample, we tested this hypothesis by evaluating the fit and predictive validities of 4 GHQ-12 factor' models- unidimensional, Hankins' (2008a) response bias model, Andrich and Van Schoubroeck's (1989) 2-factor model, and Graetz's (1991) 3-factor model-across 3 scoring methods: standard, corrected, and Likert. In addition, the impact of method effects on the reliability of the global GHQ-12 scores was also evaluated. The combined results of this study support the view that the GHQ-12 is a unidimensional measure that contains spurious multidimensionality under certain scoring schemes (corrected and Likert) as a result of ambiguous response categories in the negative items. Therefore, it is suggested that the items be scored using the standard method and that only a global score be derived fronfthe instrument. [ABSTRACT FROM AUTHOR]

Generational intelligence test score gains have been documented worldwide in the twentieth century. However, recent evidence suggests these increased scores are coming to an end in some world regions. Here we compare two cohorts of university freshmen. The first cohort (n = 311) was assessed in 1991, whereas the second cohort (n = 349) was assessed thirty years later (2022). These cohorts completed the same intelligence battery including eight standardized speeded and power tests tapping reasoning (abstract and quantitative), language (vocabulary, verbal comprehension, and verbal meanings), rote calculation, and visuospatial relations. The results revealed a global gain of 3.5 IQ points but also upward and downward changes at the test level. The 2022 cohort outperformed the 1991 cohort on reasoning (abstract and quantitative), verbal comprehension, and vocabulary, whereas the 1991 cohort outscored the 2022 cohort on rote calculation, visuospatial relations (mental rotation and identical figures), and verbal meanings. These findings are thought to support one key claim made by James Flynn: generational changes on the specific cognitive abilities and skills tapped by standardized tests should be expected without appreciable or substantive changes in the structure of the intelligence construct identified within generations. This main conclusion is discussed with respect to theoretical causal implications putatively derived from current intelligence psychometric models. • Two cohorts of university freshmen separated by 30 years are compared. • A global gain equivalent to 3.5 IQ points is identified. • Upward and downward changes at the test level are identified. • These specific changes keep unaltered the structure of intelligence within generations. • The pattern of changes suggests theoretical implications for intelligence models. [ABSTRACT FROM AUTHOR]