This paper is the introduction to the forthcoming Macroeconomic Dynamics Special Issue on Measurement with Theory. The Guest Editors of the special issue are William A. Barnett, W. Erwin Diewert, Shigeru Iwata, and Arnold Zellner. The authors of this detailed introduction and commentary are William A. Barnett, W. Erwin Diewert, and Arnold Zellner. The included papers are part of a larger initiative to promote measurement with theory in economics.

Introduction to Measurement with Theory

When the Kaufman Assessment Battery for Children (K-ABC; A. S. Kaufman & N. L. Kaufman,. 1983a, 1983b) was published just over 10 years ago, it had many nal Kaufman Assessment Battery for. Children (K-ABC) (Kaufman &. Kaufman, 1983) in both its theoretical conception and structure. This chapter will provide a The first edition of the Kaufman Assessment Battery for Children. (KABC; Kaufman & Kaufman, 1983) was a ground-breaking measure. Unlike most tests at the Mar 29, 2012 children second edition. (KABCII). Abstract. The Kaufman Assessment Battery for Children-Second Edition (KABC-II; Kaufman & Kaufman,..

アメリカ合衆国におけるKaufman Assessment Battery for Childrenに関する研究動向

Chalke and Ertl (1965) were the first to report evoked-potential correlates of intelligence They compared the latencies of visually-evoked responses, recorded from bipolar leads placed over the left motor area, in three groups of subjects: 33 students with superior IQ’s; 11 subjects with IQ’s in the “low-average” range; and 4 mental retardates with IQ’s ranging from 50 to 65 Three of the five latencies measured (peaks at 142 to 374 msec) yielded significant differences between the groups; the less intelligent subjects had longer latencies Although their findings are of great interest, they are subject to criticism on several grounds The retardate group was small Age was poorly controlled and sex not stated The averaging technique was somewhat unorthodox, as was lead placement However, Chalke and Ertl noted that the latency measurements obtained with their technique agreed well with those obtained with a digital averager, and they selected their lead placement with the idea of “maximizing the input—output delay and thus to enhance the possibility of actually measuring central processing time”

Intelligence and Personality

Old wine in new bottles.

Subjective impressions of speech delivery in Autism Spectrum Disorder (ASD) as monotonic or over-precise are widespread but still lack robust acoustic evidence. This study provides a detailed acoustic characterization of the specificities of speech in individuals with ASD using an extensive sample of speech data, from the production of narratives and from spontaneous conversation. Syllable-level analyses (30,843 tokens in total) were performed on audio recordings from two sub-tasks of the Autism Diagnostic Observation Schedule from 20 adults with ASD and 20 pairwise matched neuro-typical adults, providing acoustic measures of fundamental frequency, jitter, shimmer and the first three formants. The results suggest that participants with ASD display a greater articulatory stability in vowel production than neuro-typical participants, both in phonation and articulatory gestures.

/pdf/brief-report-acoustic-evidence-for-increased-articulatory-ooex3qh84s.pdf

Brief Report: Acoustic Evidence for Increased Articulatory Stability in the Speech of Adults with Autism Spectrum Disorder

Dans les domaines de l’intelligence et de la personnalite, le modele Cattel-Horn-Carroll (CHC) et le modele Five-Factor Model (FFM) expliquent les differences interindividuelles par le biais de differents facteurs. Ces organisations theoriques decoulent des differences interindividuelles. Or, les correlations entre les scores et donc les facteurs obtenus dependent des echantillons testes. Des lors et afin d’apporter des elements permettant une meilleure identification du Haut Potentiel Intellectuel (HPI) chez l’enfant, cette presente etude vise a verifier si les structures factorielles du modele CHC (KABC-II; Gsm, Gf, Glr, Gv, Gc ) et du modele FFM (HiPIC; Stabilite emotionnelle, Extraversion, Imagination, Bienveillance, Conscience) montre qu’une structure en cinq facteurs est adequate pour l’elaboration d’un profil cognitif et conatif de l’enfant HPI, mais egalement d’identifier sur quelles dimensions de l’intelligence et de la personnalite ces derniers se distinguent des enfants tout-venant. Les deux echantillons d’enfants comportent 101 enfants HPI et 106 enfants tout-venant.

Structure factorielle de deux outils permettant l'évaluation cognitive et conative des enfants à Haut Potentiel Intellectuel (HPI)

Stabilité à long terme des scores du WISC-IV : forces et faiblesses personnelles

Introduction In addition to the FSIQ, the General Ability Index (GAI) and the Cognitive Proficiency Index (CPI) are two ancillary scores that can be calculated for the Wechsler Intelligence Scale. The GAI and the CPI have been proposed to assist in identifying cognitive strengths and weaknesses, and thus to provide different views into individual's cognitive abilities. Objective The purpose of the present study is to provide the frequency of GAI/CPI score difference by direction, the frequency of FSIQ/GAI score difference, and the frequency of FSIQ/CPI score difference, for the French Wechsler Intelligence Scale for Children and Adolescents–Fourth Edition (WISC-IV). Method These frequencies are provided for a sample of healthy children ( n  = 483), and for a sample of children with learning disabilities (LD, n  = 370). The GAI comprises verbal comprehension and perceptual reasoning subtests, while CPI comprises working memory and processing speed subtests. Results Results indicated that the healthy sample performed better than the LD sample for all composite scores. The FSIQ was lower than the GAI for both groups and this difference was slightly larger for the LD sample (−1.35 points vs. −3.22 points). The GAI was higher than the CPI for both samples, but this difference was not significantly larger for the LD sample (4.2 points vs. 6.16 points). Finally, while the FSIQ was higher than the CPI for both groups, this difference was not larger for the LD sample (2.85 points vs. 2.95 points). Conclusion These findings support the use of the GAI and the CPI, in addition to the FSIQ.

Sophie Geistlich

Papers

Structure factorielle de deux outils permettant l'évaluation cognitive et conative des enfants à Haut Potentiel Intellectuel (HPI)

Stabilité à long terme des scores du WISC-IV : forces et faiblesses personnelles

WISC-IV GAI and CPI profiles in healthy children and children with learning disabilities

Cohésion–non-cohésion des scores composites : valeurs seuils et interprétabilité. L’exemple du WISC-IV

WISC-IV : valeurs seuils pour des changements significatifs des scores de différence test–retest