This Article Full Text (OnlineFirst[PDF]) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Add to My Marked Citations Google Scholar Articles by Braden, J. P. Articles by Shaw, S. R. PubMed Articles by Braden, J. P. Articles by Shaw, S. R. Social Bookmarking                   What's this?

Intervention Validity of Cognitive Assessment: Knowns, Unknowables, and Unknowns

¹ North Carolina State University
² McGill University

^* To whom correspondence should be addressed. E-mail: steven.shaw{at}mcgill.ca.

	Abstract

The intervention validity of cognitive assessment batteries is considered within an historical context to identify what the evidence supports (knowns), what cannot be known (unknowables), and what is not yet known (unknowns). Two ways cognitive batteries could inform intervention are identified: a disordinal (i.e., aptitude-treatment interaction) model and an ordinal (i.e., g) model. Existing research provides little support for disordinal models and modest to strong support for ordinal models when applied to conditions of incomplete instruction. Limitations to what can be known (e.g., a failure to prove is not proof of failure) are identified to avoid holding intervention validity research to inappropriate evidential standards. Finally, issues that are within the realm of knowledge but for which there is currently insufficient or no evidence are identified as logical next steps toward understanding the intervention validity of cognitive assessment batteries.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?