Jack A Naglieri
Biographic Data
| ID | 5378314 |
|---|---|
| NAME | Jack A Naglieri |
| GIVEN NAMES | Jack A |
| FAMILY NAME | Naglieri |
| SIGNATURE | NAGLIERI J A |
| AFFILIATIONS | George Mason University |
| ORCID | 0000-0002-9749-518X |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Urban and Suburban Childrens’ Performance on the Naglieri Verbal, Nonverbal, and Quantitative General Ability Tests
We examined the Naglieri General Ability Test: Verbal, Nonverbal and Quantitative scores across urban and suburban settings. The samples included children aged 4–17 years matched to the U.S. population based on gender, race, ethnicity, geographic region, and parental education. Few differences were found on the Naglieri General Ability Tests—Verbal, Nonverbal and Quantitative. These findings suggest that these tests may have utility for equitable…
A pilot study of race, ethnic, gender, and parental education level differences on the Naglieri General Ability Tests
This study was conducted to examine the relationships between general intelligence test scores and race, ethnicity, gender, and parental education using the Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative (Naglieri & Brulles, & Lansdowne, 2021) for three samples that closely match the U.S. population. Few differences were found on the preliminary versions of the Verbal (Naglieri & Brulles, 2021; N = 2482), Quantitative (Naglier…
Pass neurocognitive assessment of children with autism spectrum disorder
Autism spectrum disorder (ASD) is a neurodevelopmental disability that can cause significant social, communication, and behavioral challenges yet it is defined and diagnosed by the absence or presence of behaviors described in, for example, the Diagnostic and Statistical Manual 5. Descriptions of the disorder include symptoms such as intellectual impairment or a neurodevelopmental disorder. In this study, we examined the pattern of scores obtaine…
Examining the relation between Pass cognitive processes and superior reading and mathematics performance
Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes—operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)—are significant predictors of academic performance in the general population, little is known about their role among children with superior academic skills. Thus, the purpose of this study was to examine whether PASS processes can predict superior per…
Current Status and Future Directions of Assessment Psychology
Assessment psychology is concerned with methods of identifying similarities and differences among people in their personal characteristics and capacities. This important branch of psychology has become so well researched and established that it can now be considered a subdiscipline within the field. Although psychological assessment has sometimes been equated with testing, assessment involves much more than administering tests. It involves the co…
Exercise improves executive function and achievement and alters brain activation in overweight children
OBJECTIVE: This experiment tested the hypothesis that exercise would improve executive function. DESIGN: Sedentary, overweight 7- to 11-year-old children (N = 171, 56% girls, 61% Black, M ± SD age = 9.3 ± 1.0 years, body mass index [BMI] = 26 ± 4.6 kg/m2, BMI z-score = 2.1 ± 0.4) were randomized to 13 ± 1.6 weeks of an exercise program (20 or 40 min/day), or a control condition. MAIN OUTCOME MEASURES: Blinded, standardized psychological evaluatio…
Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample
Encyclopedia of child behavior and development
Encyclopedia of Child Behavior and Development
Exercise and Children’s Intelligence, Cognition, and Academic Achievement
Validity of the Draw-A-Person
Objective: This is the first validity study to date to examine the relationship between the Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP:SPED) and strengths-based emotional and behavioral measures. The incremental predictive validity of the DAP:SPED relative to the Behavioral and Emotional Rating Scale was examined. Method: Youth in the sample (N = 109; 9 to 14 years old) were in general education classes or receiving special…
Psychological Testing on the Internet
The Internet has significantly changed the way people conduct business, communicate, and live. In this article, the authors' focus is on how the Internet influences the practice of psychology as it relates to testing and assessment. The report includes 5 broad sections: background and context, new problems yet old issues, issues for special populations, ethical and professional issues, and recommendations for the future. Special attention is paid…
A closer look at new kinds of intelligence tests
A closer look at new kinds of intelligence tests
Iq
Iq
A Study of Planning and Mathematics Instruction for Students with Learning Disabilities
The purpose of this study was to extend research in training the use of cognitive strategies or planning to mathematical computation for 4 students with specific learning disabilities. A cognitive education method utilized in previous research was duplicated. It was expected that students would find the instruction differentially effective based upon their initial scores on a measure of planning. Using the Planning, Attention, Simultaneous, Succe…
Stability and Concurrent Validity of the Peabody Individual Achievement Test
The present study investigated the stability and concurrent validity of the Peabody Individual Achievement Test. The sample of 36 children were of below average intelligence and were either referred for or placed in special educational programs. Good reliability coefficients were noted over a 12-mo. period (Median R = .61; Total Test R = .58) as well as significant correlations with the WISC-R Verbal and Full Scale IQs. Implications of these find…
Correlations among Scores on Wisc-R and Woodcock-Johnson Achievement Tests for Learning Disabled Children
Pearson correlations between standard scores on the WISC-R and Woodcock-Johnson tests for 77 learning disabled subjects ( M age = 9.5 yr.) showed Reading, Mathematics, and Written Language scores were positively and significantly related to the Verbal subtest scaled scores and Verbal IQs. Scores on Reading and Mathematics were similarly related to the WISC-R Full Scale IQs. The practical significance of these findings is discussed
Factor Structure of the Wisc-R for Children Identified as Learning Disabled
The aim of the present investigation was to explore the factor structure of the WISC-R for a sample of children identified as learning disabled. The sample of 140 children were between the ages of 6–2 and 14–8 ( M = 9–7); 96 were males and 44 females. A principal factor analysis yielded a factor solution similar to that reported for the WISC-R standardization sample. Support for the robustness of the Verbal Comprehension, Perceptual Organization,…
Wide Range Achievement Test
This study examined the stability of the 1965 and 1978 Wide Range Achievement Test standard scores for a total sample of 115 kindergarten, first, and second grade students on the Hopi Indian Reservation in Northern Arizona. Results indicate satisfactory stability over a 1-yr. interval for the Reading, Spelling, and Arithmetic subtests using both the 1965 and 1978 editions. At the same test administration, the 1965 and 1978 standard scores correla…
Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children
The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 81⁄2 yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale …
Extrapolated General Cognitive Indexes on the McCarthy Scales for Gifted and Mentally Retarded Children
Although extrapolated IQs are available for Wechsler's intelligence scales, extrapolated values for the General Cognitive Index of the McCarthy Scales of Children's Abilities have not been presented. This study derived regression equations from the normative sample data and computed estimated composite raw scores corresponding to the indexes above 150 and below 50. Extrapolated values are useful for estimating a child's present level of functioni…
Psychological Testing on the Internet
The Internet has significantly changed the way people conduct business, communicate, and live. In this article, the authors' focus is on how the Internet influences the practice of psychology as it relates to testing and assessment. The report includes 5 broad sections: background and context, new problems yet old issues, issues for special populations, ethical and professional issues, and recommendations for the future. Special attention is paid…
Validity of the Draw-A-Person
Objective: This is the first validity study to date to examine the relationship between the Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP:SPED) and strengths-based emotional and behavioral measures. The incremental predictive validity of the DAP:SPED relative to the Behavioral and Emotional Rating Scale was examined. Method: Youth in the sample (N = 109; 9 to 14 years old) were in general education classes or receiving special…
Extrapolated General Cognitive Indexes on the McCarthy Scales for Gifted and Mentally Retarded Children
Although extrapolated IQs are available for Wechsler's intelligence scales, extrapolated values for the General Cognitive Index of the McCarthy Scales of Children's Abilities have not been presented. This study derived regression equations from the normative sample data and computed estimated composite raw scores corresponding to the indexes above 150 and below 50. Extrapolated values are useful for estimating a child's present level of functioni…
Wide Range Achievement Test
This study examined the stability of the 1965 and 1978 Wide Range Achievement Test standard scores for a total sample of 115 kindergarten, first, and second grade students on the Hopi Indian Reservation in Northern Arizona. Results indicate satisfactory stability over a 1-yr. interval for the Reading, Spelling, and Arithmetic subtests using both the 1965 and 1978 editions. At the same test administration, the 1965 and 1978 standard scores correla…
Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children
The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 81⁄2 yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale …
Correlations among Scores on Wisc-R and Woodcock-Johnson Achievement Tests for Learning Disabled Children
Pearson correlations between standard scores on the WISC-R and Woodcock-Johnson tests for 77 learning disabled subjects ( M age = 9.5 yr.) showed Reading, Mathematics, and Written Language scores were positively and significantly related to the Verbal subtest scaled scores and Verbal IQs. Scores on Reading and Mathematics were similarly related to the WISC-R Full Scale IQs. The practical significance of these findings is discussed
Factor Structure of the Wisc-R for Children Identified as Learning Disabled
The aim of the present investigation was to explore the factor structure of the WISC-R for a sample of children identified as learning disabled. The sample of 140 children were between the ages of 6–2 and 14–8 ( M = 9–7); 96 were males and 44 females. A principal factor analysis yielded a factor solution similar to that reported for the WISC-R standardization sample. Support for the robustness of the Verbal Comprehension, Perceptual Organization,…
Stability and Concurrent Validity of the Peabody Individual Achievement Test
The present study investigated the stability and concurrent validity of the Peabody Individual Achievement Test. The sample of 36 children were of below average intelligence and were either referred for or placed in special educational programs. Good reliability coefficients were noted over a 12-mo. period (Median R = .61; Total Test R = .58) as well as significant correlations with the WISC-R Verbal and Full Scale IQs. Implications of these find…
A Study of Planning and Mathematics Instruction for Students with Learning Disabilities
The purpose of this study was to extend research in training the use of cognitive strategies or planning to mathematical computation for 4 students with specific learning disabilities. A cognitive education method utilized in previous research was duplicated. It was expected that students would find the instruction differentially effective based upon their initial scores on a measure of planning. Using the Planning, Attention, Simultaneous, Succe…
Iq
Iq
A closer look at new kinds of intelligence tests
A closer look at new kinds of intelligence tests
Validity of the Draw-A-Person
Objective: This is the first validity study to date to examine the relationship between the Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP:SPED) and strengths-based emotional and behavioral measures. The incremental predictive validity of the DAP:SPED relative to the Behavioral and Emotional Rating Scale was examined. Method: Youth in the sample (N = 109; 9 to 14 years old) were in general education classes or receiving special…
Psychological Testing on the Internet
The Internet has significantly changed the way people conduct business, communicate, and live. In this article, the authors' focus is on how the Internet influences the practice of psychology as it relates to testing and assessment. The report includes 5 broad sections: background and context, new problems yet old issues, issues for special populations, ethical and professional issues, and recommendations for the future. Special attention is paid…
Exercise and Children’s Intelligence, Cognition, and Academic Achievement
Exercise improves executive function and achievement and alters brain activation in overweight children
OBJECTIVE: This experiment tested the hypothesis that exercise would improve executive function. DESIGN: Sedentary, overweight 7- to 11-year-old children (N = 171, 56% girls, 61% Black, M ± SD age = 9.3 ± 1.0 years, body mass index [BMI] = 26 ± 4.6 kg/m2, BMI z-score = 2.1 ± 0.4) were randomized to 13 ± 1.6 weeks of an exercise program (20 or 40 min/day), or a control condition. MAIN OUTCOME MEASURES: Blinded, standardized psychological evaluatio…
Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample
Encyclopedia of child behavior and development
Encyclopedia of Child Behavior and Development
Current Status and Future Directions of Assessment Psychology
Assessment psychology is concerned with methods of identifying similarities and differences among people in their personal characteristics and capacities. This important branch of psychology has become so well researched and established that it can now be considered a subdiscipline within the field. Although psychological assessment has sometimes been equated with testing, assessment involves much more than administering tests. It involves the co…
Examining the relation between Pass cognitive processes and superior reading and mathematics performance
Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes—operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)—are significant predictors of academic performance in the general population, little is known about their role among children with superior academic skills. Thus, the purpose of this study was to examine whether PASS processes can predict superior per…
Pass neurocognitive assessment of children with autism spectrum disorder
Autism spectrum disorder (ASD) is a neurodevelopmental disability that can cause significant social, communication, and behavioral challenges yet it is defined and diagnosed by the absence or presence of behaviors described in, for example, the Diagnostic and Statistical Manual 5. Descriptions of the disorder include symptoms such as intellectual impairment or a neurodevelopmental disorder. In this study, we examined the pattern of scores obtaine…
A pilot study of race, ethnic, gender, and parental education level differences on the Naglieri General Ability Tests
This study was conducted to examine the relationships between general intelligence test scores and race, ethnicity, gender, and parental education using the Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative (Naglieri & Brulles, & Lansdowne, 2021) for three samples that closely match the U.S. population. Few differences were found on the preliminary versions of the Verbal (Naglieri & Brulles, 2021; N = 2482), Quantitative (Naglier…
Urban and Suburban Childrens’ Performance on the Naglieri Verbal, Nonverbal, and Quantitative General Ability Tests
We examined the Naglieri General Ability Test: Verbal, Nonverbal and Quantitative scores across urban and suburban settings. The samples included children aged 4–17 years matched to the U.S. population based on gender, race, ethnicity, geographic region, and parental education. Few differences were found on the Naglieri General Ability Tests—Verbal, Nonverbal and Quantitative. These findings suggest that these tests may have utility for equitable…
Psychology (21 works) · Developmental psychology (13 works) · Cognitive Abilities and Testing (12 works) · Cognition (11 works) · Mathematics education (6 works) · Clinical Psychology (5 works) · Cognitive and developmental aspects of mathematical skills (5 works) · Learning disability (5 works) · Mathematics (5 works) · Psychiatry (5 works)