The definition of an ability arises from systematic observations of individual differences in performance on a defined set of tasks. These observations constitute the empirical basis of ability measurement. They require no assumptions or exact knowledge about neurophysiological functions that might be responsible for performance levels, although specialists outside the strict field of psychometrics may find it possible and useful to seek such knowledge.
John B. Carroll, 1993, p. 23Psychometric models of intelligence assume that variations in cognitive performance across different situations can be summarized by individual differences in a fairly small number of basic cognitive dimensions, such as general reasoning, verbal facility, and visual-spatial reasoning. In general, the effort to find these dimensions has been quite successful. In the last analysis, though, psychometric models are summaries of test scores, and are relevant to cognition in general to the extent that test performance itself is relevant to individual differences in thinking, as revealed in daily life. In Chapter 1, I argued that test performance is relevant, as an imperfect sample of the cognitive skills we use on a daily basis. This chapter concentrates on theories of cognition within that imperfect sample. The following chapter discusses expansion of these theories.
What Are Psychometric Models?
Whenever we summarize scores on different pieces of performance we are implicitly assuming that there is some common thread underlying each piece. This is a very common assumption.
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