The Natural History of Change to Intellectual Performance: Who Changes? How Much? Is it Meaningful?

Terrie E. Moffitt · Avshalom Caspi · Allan R. Harkness · Phil A. Silva

173 citations0/0 files storedJournal of Child Psychology and Psychiatry

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Cognitive Abilities and Testing Psychometric Methodologies and Testing Developmental and Educational Neuropsychology

Abstract

A prerequisite step for studying the magnitude and meaning of IQ change is to distinguish between true IQ change that is a researchable phenomenon and IQ "change" that can be accounted for by measurement error. We studied the reliability, magnitude and meaning of IQ change using scores on the WISC--R obtained from a representative sample of 794 children at ages 7, 9, 11 and 13. The findings suggest that, in the majority of children, IQ change is either negligible in amount, unreliably measured or both. In a nontrivial minority of children, naturalistic IQ change is marked and real, but this change is variable in its timing, idiosyncratic in its source and transient in its course. We discuss the implications of these findings for interventions that aspire to improve IQ scores.

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References

1960A Coefficient of Agreement for Nominal Scales 1984Frames of Mind: The Theory of Multiple Intelligences 1969Experimental Design: Procedures for the Behavioral Sciences.1986Beyond IQ: A Triarchic Theory of Human Intelligence 1983How People Make Their Own Environments: A Theory of Genotype Environment Effects 1970How we should measure "change": Or should we?1958The Measurement and Appraisal of Adult Intelligence (4th ed.).1987Psychological Testing

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