Score gains on g-loaded tests: No g

By J. Nijenhuis, A. V. Vianen, H. Flier. 2007

136 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d16e3702cfc600cf53e738842d2fb5e249241f68

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Thomas S. Redick
2. Zach Shipstead
3. Dimitri van der Linden
4. R. Engle
5. E. Dutton
6. Richard Lynn
7. Nash Unsworth
8. K. Stanovich

In Developmental and Educational Psychology

1. Zach Shipstead
2. Thomas S. Redick
3. Dimitri van der Linden
4. R. Engle
5. Richard Lynn

In Experimental and Cognitive Psychology

1. Thomas S. Redick
2. Zach Shipstead
3. R. Engle
4. Dimitri van der Linden
5. E. Dutton
6. Richard Lynn
7. Nash Unsworth
8. M. Kane

Citations in the corpus

• Is working memory training effective? (2012, background): “This should always be a concern, since control groups are critical to eliminating test–retest effects (Cane & Heim, 1950; te Nijenhuis et al., 2007) as well as other experimental confounds (Campbell & Stanely, 1963; Shadish, Cook, & Campbell, 2002).”
• Variation in Raven's Progressive Matrices scores across time and place (2009, unknown): “Te Nijenhuis, Van Vianen, and Van der Flier (2007) were able to show in a meta-analysis that gains on intelligence test scores after retesting or intervention tend not to be related to general intelligence ( ‘ g ’ ).”
• The negative Flynn Effect: A systematic literature review (2016, background): “Specifically, there is some agreement that the Flynn Effect may not fully reflect a genuine rise in intelligence, because it occurs on the less g-loaded parts of the tests (Lynn, 2011; te Nijenhuis et al., 2007; te Nijenhuis & Van der Flier, 2013).”