The Gf-Gc intelligence theory developed by Horn and Cattell (1966) proposed that multiple ability factors comprise individual intelligence. In addition to assessing both fluid (Gf) and crystallized (Gc) intelligence, this theoretical framework also includes quantitative knowledge, reading/writing skills, short-term memory and long-term storage/retrieval, visual and auditory processing, processing speed and decision/reaction time. Together, these factors have been used to develop an overall measure of general intelligence for the Woodcock-Johnson Tests of Cognitive Abilities-Revised (WJ-R COG; Woodcock & Johnson, 1989; Horn & Noll, 1997). Although the WJ-R COG was revised in 2001, the theory that undergirds the WJ-R COG has strong research support (Carroll, 1993, 1998; Horn & Noll, 1997; McGrew, 2012; Woodcock, 1998) and the Horn-Cattell Gf -Gc theory remains useful in evaluating the construct validity of new instruments created to measure cognitive abilities (Carroll, 1993; Flanagan, Ortiz, & Alfonso, 2007; Woodcock, 1998). The purpose of this study was to evaluate the validity of the General Ability Measure for Adults (GAMA; Naglieri & Bardos, 1997) by comparing it with the WJ-R COG, an established measure of Gf-Gc constructs. The GAMA (Naglieri & Bardos, 1997) is a relatively new nonverbal test designed to maximize individual performance through minimizing confounding variables related to language. The GAMA is a self-administered IQ test that takes approximately 25 minutes to complete. This measure does not require verbal directions, and it contains interesting visual-spatial test items that require examinees to complete questions presented in a standard matrices type format, which helps facilitate test administration in both clinical and non-clinical settings. The GAMA is comprised of four subtests, Matching, Analogies, Sequences, and Construction. To complete the items, examinees select the best answer (e.g., an abstract design) for each question by choosing among six alternatives presented per page. For example, the Matching subtest requires the examinee to match an abstract design to a similar one presented as an alternative. The chosen response must match the stimulus by color, shape, and configuration. The stimulus items on the Analogies subtest consist of one complete pair of designs and one incomplete pair. In other words, the first design pair is followed by a different design pair in which the last design is missing. The first design pair shows a specific visual relationship between the two designs. The examinee must recognize the relationship between the first stimulus pair and select the design that completes the second pair from among the alternatives. The second pair design must maintain the same conceptual relationship as the first pair. In the Sequences subtest, each item contains geometric designs presented in a series of frames across the printed page. The shape, color, and location of the geometric designs within each frame change in a logical sequence from left to right. One frame within the series contains a missing figure. The examinee must recognize the pattern of change and choose the option that completes the pattern sequence. The Construction subtest requires the examinee to assess how several colored shapes can be combined to produce an abstract design. Specifically, various shapes of different colors are separated and presented as a stimulus. The examinee must analyze and synthesize the spatial characteristics of the colored shapes so a design can be constructed to match one of the alternatives below it. This task requires the examinee to rotate the shapes mentally so that they can be synthesized into an abstract design. The entire test yields a global Intelligence Quotient (IQ) that is derived from the sum of the scaled scores of the four subtests. The test employs the Deviation Intelligence Quotient (M = 100; SD = 15) for the global intelligence score, and standard scores for the four subtests (M = 10; SD = 3). …
The authors examined the relationships among gender, alcohol consumption, and parental monitoring, including television monitoring. Student volunteers (N = 150; 90% Caucasian, 79% women) participated by reporting retrospective general parental monitoring, television monitoring, and recent drinking behaviors. On the basis of the retrospective reports by the participants, when they were growing up the men received less overall parental monitoring but not less television monitoring than the women. Women's drinking quantity was correlated with parental monitoring, whereas men's drinking frequency was associated with both parental monitoring and television monitoring. Interestingly, men's binge drinking frequency was correlated with television monitoring but not with overall parental monitoring, whereas women's binge drinking frequency was correlated with overall parental monitoring but not with television monitoring. Implications for preventing alcohol misuse and ideas for future research are discussed.
