Presented by: McGrew

Some in school psychology are calling for the de-implementation (DI) of the interpretation of broad CHC composite scores in favor of an almost singular focus on psychometric g (the full scale IQ score). New research, methods, and non-g emergent property intelligence theories (process overlap; dynamic mutualism) suggest the announcement of the death (DI) of CHC broad composite score interpretation is premature. The results of recent psychometric network analysis (PNA) of the WJ IV will be presented with implications for interpretation of the WJ IV CHC tests and clusters. The results will be augmented with recent PNA of CHC cognitive-achievement clusters that suggest theory-based causal relations between and among CHC cognitive and achievement outcomes. Collectively the PNA research suggests that the working memory-attentional control complex (Gwm-AC) may be central to intellectual performance and academic learning. Implications for a new paradigm for evaluating and interpreting intelligence tests will be discussed.