Score gains on g-loaded tests: No g
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In the simplified procedure, significances are not computed for each individual dataset because the combined datasets become so large that the mean correlation will always or virtually always become significant.
“Additionally, significances are not computed for each individual dataset, as the combined datasets become so large that the mean correlation will always or virtually always become significant [36].”
From Spearman’s Hypothesis Tested on Black Adults: A Meta-Analysis (2016) · cites this paper as [36]
In the simplified procedure, meta-analytical corrections for unreliability are applied to the vectors.
“In the simplified procedure, each subtest is not corrected for unreliability, but meta-analytical corrections for unreliability are applied to the vectors [36].”
From Spearman’s Hypothesis Tested on Black Adults: A Meta-Analysis (2016) · cites this paper as [36]
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The international general socioeconomic factor: Factor analyzing international rankings
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Dynamic testing: Practical solutions to some concerns
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In France, are secular IQ losses biologically caused? A comment on Dutton and Lynn (2015)
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Working Memory Training and Transfer: Theoretical and Practical Considerations
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Does the raising IQ-raising g distinction explain the fadeout effect?
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James Watson tells the inconvenient truth: Faces the consequences
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The Effect of Method Characteristics on Retest Score Gains and Criterion-Related Validity
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Spearman’s Hypothesis Tested on Black Adults: A Meta-Analysis
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A comparative study of general intelligence in Spanish and Moroccan samples
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Culture-fair prediction of academic achievement
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Test-Specificity of the Advantage of Retaking Cognitive Ability Tests
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Teaching the underlying rules of figural matrices in a short video increases test scores
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Construct Confounding Among Predictors of Mathematics Achievement
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Training Change Detection Leads to Substantial Task-Specific Improvement
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Ongoing trends of human intelligence
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You Can Play the Game Without Knowing the Rules – But You’re Better Off Knowing Them
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Attention Training in Schoolchildren Improves Attention but Fails to Enhance Fluid Intelligence
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- Authors
- te Nijenhuis, J., van Vianen, A. E. M., & van der Flier, H.
- Venue
- Intelligence
- Publisher
- Elsevier BV
- Published
- 2007-05
- Volume
- 35
- Issue
- 3
- Pages
- 283-300
- ISSN
- 0160-2896 (ISSN-L)
- OpenAlex
- W2026800341
- Cited by
- 129
- References
- 83
- Citations by year
- 2025: 3 · 2023: 4 · 2022: 3 · 2021: 4 · 2020: 3 · 2019: 9 · 2018: 11 · 2017: 8 · 2016: 20 · 2015: 11 · 2014: 13 · 2013: 12 · 2012: 7
- FWCI
- 4.62
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Intelligence (publishedVersion)
- Digital Academic REpository of VU University Amsterdam (Vrije Universiteit Amsterdam) (submittedVersion)
- UvA-DARE (University of Amsterdam) (submittedVersion)
- VU Research Portal (submittedVersion)
- Data Archiving and Networked Services (DANS) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- general intelligence, test-retest, learning potential, Raven's Progressive Matrices, cognitive intervention
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