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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-3 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-4 Mode Effects in Ability Assessments . . . . . . . . . . . . . . . . II-4 Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . II-6 Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-8 Literature Search and Study Selection . . . . . . . . . . . . . . . . II-9 Coding Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-10 Statistical Analyses . . . . . . . . . . . . . . . . . . . . . . . . . . II-11 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-12 Mean Score Differences between Proctored and Unproctored Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-13 Rank Order Stability between Proctored and Unproctored Assessment II-16 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-16 Recommendations for Unproctored and Proctored Assessment . . II-18 Limitations and Implications for Future Research . . . . . . . . . II-19 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-20 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . II-22 IIIManuscript 2: On the Dimensionality of Crystallized Intelligence: A Smartphone-Based Assessment III-1 Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III-3 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III-4 Challenges in the Assessment of gc . . . . . . . . . . . . . . . . . III-4 Empirical Findings on the Dimensionality of Declarative Knowledge III-6 A Smartphone-Based Knowledge Assessment . . . . . . . . . . . . III-13 Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III-14 Design and Participants . . . . . . . . . . . . . . . . . . . . . . . III-14 Measures and Apparatus . . . . . . . . . . . . . . . . . . . . . . . III-15 Statistical Analyses . . . . . . . . . . . . . . . . . . . . . . . . . . III-17 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III-18 Hierarchical Structure of Declarative Knowledge . . . . . . . . . . III-20 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III-23 Dimensionality of Declarative Knowledge . . . . . . . . . . . . . . III-24 Study Characteristics and Their Impact on the Dimensionality of Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . III-26 The Nature of Crystallized Intelligence . . . . . . . . . . . . . . . III-28 Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III-30 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III-31 IV Manuscript 3: Caught in the Act: Predicting Cheating in Unproctored Knowledge Assessment IV-1 Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-3 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-4 Self-Report Data or “Lie to Me” . . . . . . . . . . . . . . . . . . . IV-5 Test Data or “The Man Who Knew Too Much” . . . . . . . . . . IV-6 Para Data or “Catch Me if You Can” . . . . . . . . . . . . . . . . IV-7 The Present Study . . . . . . . . . . . . . . . . . . . . . . . . . . IV-9 Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-10 Design and Participants . . . . . . . . . . . . . . . . . . . . . . . IV-10 Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-11 Statistical Analyses . . . . . . . . . . . . . . . . . . . . . . . . . . IV-14 Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-16 Descriptive Analyses . . . . . . . . . . . . . . . . . . . . . . . . . IV-16 Cheating Prediction . . . . . . . . . . . . . . . . . . . . . . . . . . IV-18 Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-21 Limitations and Future Research . . . . . . . . . . . . . . . . . . IV-24 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-26 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV-28

Technology-Based Assessment: A Theoretical Framework, Psychometric Modeling, and Substantial Issues in the Assessment of Cognitive Abilities