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Practice and Coaching on IQ Tests: Quite a Lot of g
Author(s) -
Te Nijenhuis Jan,
Voskuijl Olga F.,
Schijve Natasja B.
Publication year - 2001
Publication title -
international journal of selection and assessment
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.812
H-Index - 61
eISSN - 1468-2389
pISSN - 0965-075X
DOI - 10.1111/1468-2389.00182
Subject(s) - coaching , psychology , test (biology) , relevance (law) , applied psychology , usability , data collection , medical education , social psychology , statistics , computer science , psychotherapist , medicine , paleontology , human–computer interaction , political science , law , biology , mathematics
In the present research two studies are used to investigate the relation between g loading of tests and practice (test‐retest) and coaching (active teaching) effects. The data on practice do not support the hypothesis that the higher a test’s g loading, the less susceptible it is to preparation, but the data on coaching support the hypothesis. There is evidence that practice and coaching reduce the g ‐loadedness of a collection of tests. The implications of these results for predictive validity, practical usability of the tests, the relevance of traditional intelligence taxonomies, and for future research are discussed.