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External Validity in the Assessment of Intellectual Development in Adulthood

External Validity in the Assessment of Intellectual Development in Adulthood Abstract The relation of intelligence and competence is discussed and external validity issues are examined for the dimensions of settings, measurement variables, treatment variables and experimental units. It is argued that external validity across situations and life stages cannot be obtained for any single measure of intellectual ability. External validity problems are exacerbated beyond young adulthood since single criterion goals comparable to that of educational aptitude in work with the young are not available, and tasks do not retain ecological validity when the situational context of the individual under study changes due to developmental progression and idiosyncratic modification of individual life situation and roles. External validity in adulthood must therefore be addressed by examining task-by-person-by-situation interfaces separately for different life stages and across cohort groupings. A major test construction and validation program is outlined, and examples are given showing how some of the aspects of such a program can be operationalized. This content is only available as a PDF. Author notes 1 This paper was originally presented as part of a symposium on “External validity in the study of human development.” Paul Baltes, chair, at the 84th Annual Meeting of the American Psychological Assoc., Washington, 1976. Preparation of this paper was facilitated by research and training grants AG 480-04, AG 15-10 (NIH), MH 70-2 (NIMH), and 93-P-57621/9 (AoA). © 1978 The Gerontological Society of America http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Gerontology Oxford University Press

External Validity in the Assessment of Intellectual Development in Adulthood

Schaie, K., Warner
Journal of Gerontology , Volume 33 (5) – Sep 1, 1978
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Publisher
Oxford University Press
Copyright
© 1978 The Gerontological Society of America
ISSN
0022-1422
DOI
10.1093/geronj/33.5.695
Publisher site
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Abstract

Abstract The relation of intelligence and competence is discussed and external validity issues are examined for the dimensions of settings, measurement variables, treatment variables and experimental units. It is argued that external validity across situations and life stages cannot be obtained for any single measure of intellectual ability. External validity problems are exacerbated beyond young adulthood since single criterion goals comparable to that of educational aptitude in work with the young are not available, and tasks do not retain ecological validity when the situational context of the individual under study changes due to developmental progression and idiosyncratic modification of individual life situation and roles. External validity in adulthood must therefore be addressed by examining task-by-person-by-situation interfaces separately for different life stages and across cohort groupings. A major test construction and validation program is outlined, and examples are given showing how some of the aspects of such a program can be operationalized. This content is only available as a PDF. Author notes 1 This paper was originally presented as part of a symposium on “External validity in the study of human development.” Paul Baltes, chair, at the 84th Annual Meeting of the American Psychological Assoc., Washington, 1976. Preparation of this paper was facilitated by research and training grants AG 480-04, AG 15-10 (NIH), MH 70-2 (NIMH), and 93-P-57621/9 (AoA). © 1978 The Gerontological Society of America

Journal

Journal of Gerontology – Oxford University Press

Published: Sep 1, 1978

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