国际认知能力资源:对中学后天赋研究有实用价值的免费认知测量

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2021-06-21 DOI:10.1177/00169862211023775

S. Young, Danika L. S. Maddocks, J. Carrigan

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引用次数: 0

摘要

近年来，对高能力大学生的研究越来越多;然而，识别这样的学生可能具有挑战性。国际认知能力资源(ICAR)是一个在线、开放获取的工具，旨在促进研究中认知能力的测量。我们评估了ICAR是否适合识别高能力的高等教育学生进行研究;在WAIS-IV中，一般能力指数得分在120分或更高，才能被分类为高能力。在来自美国一所大学的97名学生(平均年龄22.47岁，平均一般能力指数得分115.13)的样本中，60项ICAR显示出足够的诊断准确性，可以通过三个适当的分数(33、34或35项)来识别高能力。16项ICAR没有适当的分值，但作为一种简短的认知能力测量，可以用来检查智力和其他变量之间的关系，证明了它的有效性。研究结果表明，ICAR可以成为一个有用的开源工具，用于研究高能力的大学生

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The International Cognitive Ability Resource: A Free Cognitive Measure With Utility for Postsecondary Giftedness Research

Research on high-ability postsecondary students has increased in recent years; yet identifying such students can be challenging. The International Cognitive Ability Resource (ICAR) is an online, open-access tool designed to facilitate measurement of cognitive abilities in research. We evaluated whether the ICAR is appropriate to identify high-ability postsecondary students for research; high ability was classified by a General Ability Index score of 120 or higher on the WAIS-IV. In a sample of 97 students from a U.S. university (Mean age 22.47 years, Mean General Ability Index score 115.13) the 60-item ICAR demonstrated adequate diagnostic accuracy to identify high ability with three appropriate cut scores (33, 34, or 35 items correct out of 60). The 16-item ICAR had no appropriate cut scores but demonstrated validity as a brief cognitive ability measure that could be used to examine relations between intelligence and other variables. Findings suggest that the ICAR could be a useful open-source tool for research with high-ability college students

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.