Naglieri Nonverbal Ability Test Research Articles

Is your blood grouping associated with personality and intelligence?

<p><strong>Background and Objective: </strong>Personality and blood group type are both heritable factors. Personality is the compound mannerism or constitution that forms an individual’s peculiar state of mind. Intelligence quotient (IQ) is the quantification of one’s aptness to reason and solve problems. There is contemplation on the interconnection of the ABO blood group with personality traits and IQ. This study aimed to uncover the relationship between standard personality traits, IQ levels, and the ABO blood group.<br /><strong>Methods: </strong>This cross-sectional descriptive study comprised 200 healthy individuals (faculty and students of a teaching hospital). The blood typing of the participants was carried out by the standard tube method and the Big Five Inventory, a personality questionnaire containing 60 questions and the Naglieri nonverbal ability test, a mental capacity testing form, with 20 nonverbal questions were distributed, which were solved by all participants in a given time. After obtaining the results, scoring for personality traits and the levels of their IQ were determined. Data were analysed to find associations between personality traits, IQ level, and the ABO blood group.<br /><strong>Results: </strong>There exists an association between the ABO blood group and one of the personality traits, i.e., agreeableness (p = 0.001), while no significant relationship was found between the ABO blood group and the remaining four personality traits or the IQ level of the participants (p > 0.05).<br /><strong>Conclusion: </strong>ABO blood grouping may determine distinct personality-wise characteristics of an individual which may or may not be related to the IQ levels. </p>

Norm and Standardization Study for Naglieri Nonverbal Ability Test, 5-9 Age Group.

The aim of the present study was to test the Naglieri Nonverbal Ability Test for children in the 5-9 age group and to determine the psychometric attributes of this tool. Intelligence is a complex and abstract concept. Therefore, it is not possible to observe or measure directly. However, it helps experts to have an idea about the intelligence levels of people with the evaluation scales used. Nonverbal ability tests are also one of the assessment scale types used for this purpose. The study was conducted based on the general survey model. One district from each socioeconomic development region was selected via random assignment taking as a basis the socioeconomic development listing for the districts. The study was carried out with 753 children from 4 different socioeconomic development regions. Naglieri Nonverbal Ability Test, Test of Nonverbal Intelligence-3, Colored Progressive Matrices Test, and Denver II Developmental Screening Test were used for data collection. Cronbach Alpha reliability, test-retest reliability, and parallel form reliability were calculated during Naglieri Nonverbal Ability Test reliability analyses. For validity analysis, the level of correlation between Naglieri Nonverbal Ability Test and Test of Nonverbal Intelligence-3 and Colored Progressive Matrices Test tests was examined. It was determined that Naglieri Nonverbal Ability Test has high reliability with an average reliability coefficient of .88. High correlation was observed between the A and B forms of Naglieri Nonverbal Ability Test A (r = 0.93, P < .001) and during the test-retest analyses (0.87, 0.88). A statistically significant difference was determined between the Naglieri Nonverbal Ability Test scores and class level and age group, while a statistically significant difference could not be determined based on gender. A high, positive, and statistically significant correlation was determined between Naglieri Nonverbal Ability Test and Colored Progressive Matrices Test (r = 0.84, P < .001), whereas a moderate, positive, and statistically significant correlation was determined between Naglieri Nonverbal Ability Test and Test of Nonverbal Intelligence-3 (r = 0.52, P < .001). The findings illustrate that Naglieri Nonverbal Ability Test is a valid and reliable intelligence test for measuring general intellectual ability and for assessing reasoning skills.

A Meta-Analytic Evaluation of Naglieri Nonverbal Ability Test: Exploring Its Validity Evidence and Effectiveness in Equitably Identifying Gifted Students

The Naglieri Nonverbal Ability Test (NNAT) was developed to more equitably identify students of color, as it advertises itself as a culture-fair measure. In this meta-analytic evaluation, we aimed to investigate (a) the generalizability of validity evidence of NNAT by checking its construct and criterion validity with other measures (Part I) and (b) whether NNAT truly meets its goal to identify more culturally diverse students (Part II). After reviewing 1,714 studies, a total of 29 studies met our criteria (59 effect sizes from 22 studies for Part I and 7 effect sizes from 7 studies for Part II). In Part I, we investigated empirical evidence of validity of NNAT in relationship with different types of measures (overall effect size of r was .44); The results revealed that the correlation between NNAT and the achievement test results was 0.68, followed by the intelligence measures similar to NNAT (e.g., Cognitive Abilities Test, Otis–Lennon School Ability Tests; r = .31) and other alternative measures often used to identify gifted students (e.g., teacher-rating scale; r = .20). The moderator analysis results showed high correlations between NNAT and other measures when Naglieri is an author of the study. In Part II, although NNAT identified more students of color compared with other nonverbal tests (overall effect size of risk ratio was 0.42), findings revealed that students of color remain underrepresented in gifted programs and services.

Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented

The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’ identification abilities has not been compared. This study compared 15,733 CogAT7 nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.

Measuring Goal Setting in School-Aged Children: Studying the Effects of Demographic Variables in Regression-Based Norms

The aim of the study was to establish demographically representative norms for tasks measuring goal setting, and more specifically planning and reasoning in children. Three tasks were administered to n = 195 Ukrainian children aged 5.10 to 14.5 years old: the Spatial Working Memory (SWM), the Stockings of Cambridge (SOC) test, and the Naglieri Nonverbal Ability Test (NNAT). Main outcome per test was accuracy: i.e., the total number correct for the SOC and NNAT, and the total amount of incorrect responses for the SWM. Correlations among accuracy measures varied from − 0.51 to 0.60, indicating these tasks measure related but at the same time unique constructs. Higher age was associated with more accurate test performances on all outcome measures. On the NNAT, we found a curvilinear association between age and accuracy, indicating that younger children’s NNAT accuracy scores increased more with age compared with older children. We found a cubic age effect on accuracy for the SWM and SOC: i.e., test scores were relatively stable at younger and older ages, with a curvilinear increase in test scores in the other age groups. Demographically corrected norms were calculated and presented per test. These indicated that sex was not associated with accuracy scores on any of the tests. Last, a higher level of parental education (LPE) was associated with higher accuracy scores, but only on the NNAT. We conclude that demographic variables in norm analyses enhance insight in the scores and allow for application in clinical settings and research.

Group Differences on the Naglieri Non-Verbal Ability Test and the Naglieri Non-Verbal Ability Test - Second Edition

The Naglieri Nonverbal Ability Test (NNAT) and the Naglieri Nonverbal Ability Test-Second Edition (NNAT-2) are figural reasoning tests used by many school districts in an effort to diversify their gifted programs. The author of the NNAT and NNAT-2 claims that using these tests will result in similar percentages of racial and ethnic minority students and White students obtaining scores in the gifted range. The Baker County School District, a small rural school district in Baker County, Florida has used the NNAT and NNAT-2 for the 2006-07 through 2015-16 school years to screen all second grade students. Those students obtaining the requisite cut-score were then referred for an individual intellectual evaluation by the district school psychologist to determine eligibility for the Gifted Program. For each school year for the ten year period, statistically significant mean score differences between Black and White students and between all students receiving a free or reduced price lunch (used as a proxy for low socioeconomic status) and all students who did not were manifested. For the 2007-08 school year there was no statistically significant difference in mean IQ between the Black and White samples matched for free or reduced lunch status. For the other nine school years groups matched for free or reduced lunch status exhibited a statistically significant difference in mean IQ. Data for the entire ten year period were combined to obtain more definitive results. The results of this study do not support the claim of the test’s author. Key Words: NNAT; Blacks; Whites; Minorities; Adverse impact; Under-representation; Naglieri; Gifted children

Misconceptions About the Naglieri Nonverbal Ability Test: A Commentary of Concerns and Disagreements

Black and Hispanic students are undeniably underidentified as gifted and underrepresented in gifted education. The underrepresentation of the two largest groups of “minority” students is long-standing, dating several decades, and is a serious area of contention. Most debates focus on the efficacy of traditional intelligence tests with verbal, quantitative, and nonverbal scales compared to intelligence tests that are nonverbal when identifying underserved gifted students. Test developers; researchers; federal, state, and local government officials; policymakers; administrators; and educators have debated different solutions to the problem of underrepresentation of minorities in gifted educational programs for decades. Controversies surrounding how to equitably identify these gifted students abound, and arguments are quite polemic and entrenched; nonetheless, in many instances gifted Hispanic and Black students are often disproportionally denied access to gifted education because of the methods and instruments used. In this article, we review a study by Giessman, Gambrell, and Stebbins regarding one Nonverbal Test of General Ability (NNAT2), which has been widely used for identification of gifted non-White students. We address concerns about conclusions raised by Giessman and coauthors and present cautions about the problems involved in reporting archival data.

Minority Performance on the Naglieri Nonverbal Ability Test, Second Edition, Versus the Cognitive Abilities Test, Form 6

The Naglieri Nonverbal Ability Test, Second Edition (NNAT2), is used widely to screen students for possible inclusion in talent development programs. The NNAT2 claims to provide a more culturally neutral evaluation of general ability than tests such as Form 6 of the Cognitive Abilities Test (CogAT6), which has Verbal and Quantitative batteries in addition to a Nonverbal battery. This study compared the performance of 5,833 second graders who took the CogAT6 and 4,038 kindergartners, first graders, and second graders who took the NNAT2 between 2005 and 2011 as part of a grade-wide screening for a gifted program. Comparison between minorities and Whites on the CogAT6 and the NNAT2 found slightly larger gaps on the CogAT6 Composite for Hispanics and English-Language Learners (ELL) but the same gap for Black students. Considered alone, the Nonverbal battery of CogAT6 produced smaller gaps than the NNAT2 for Blacks, Hispanics, Asians, and ELL students. Fisher’s exact tests showed no significant differences between the CogAT6 Composite and the NNAT2 in subgroup identification rates at hypothetical cuts for gifted identification (top 20%, 10%, or 5%), except for Asian and ELL students. The CogAT6 Nonverbal score appeared to identify as many or more high-ability students from underrepresented groups as the NNAT2. Wechsler Intelligence Scale for Children, Fourth Edition, follow-up on the top 5% showed greater predictive validity for the CogAT6 Composite. These results suggest that gifted programs should not assume that using a figural screening test such as the NNAT2, without other adjustments to selection protocol, will address minority underrepresentation.

Gender differences in variance and means on the Naglieri Non‐verbal Ability Test: Data from the Philippines

Research on gender differences in intelligence has focused mostly on samples from Western countries and empirical evidence on gender differences from Southeast Asia is relatively sparse. This article presents results on gender differences in variance and means on a non-verbal intelligence test using a national sample of public school students from the Philippines. More than 2,700 sixth graders from public schools across the country were tested with the Naglieri Non-verbal Ability Test (NNAT). Variance ratios (VRs) and log-transformed VRs were computed. Proportion ratios for each of the ability levels were also calculated and a chi-square goodness-of-fit test was performed. An analysis of variance was performed to determine the overall gender difference in mean scores as well as within each of three age subgroups. Our data show non-existent or trivial gender difference in mean scores. However, the tails of the distributions show differences between the males and females, with greater variability among males in the upper half of the distribution and greater variability among females in the lower half of the distribution. Descriptions of the results and their implications are discussed. Results on mean score differences support the hypothesis that there are no significant gender differences in cognitive ability. The unusual results regarding differences in variance and the male-female proportion in the tails require more complex investigations.

Construct Validity of the Naglieri Nonverbal Ability Test for Black and White Second Grade Students

The construct validity of the Naglieri Nonverbal Ability Test (NNAT) was examined with a sample of 367 white and 52 black second grade students from a rural Florida school district. Average item performance for both samples was similar, with average pass rates of 43% and 52% for the black and white samples, respectively. The rank order difficulty of the items was also similar, with Spearman’s rho (r) = .93 (p < .000001). Mean point-biserial correlations were .35 and .39 for the black and white samples, respectively, further supporting the construct validity of the test for both groups. Some differential item functioning was indicated, with nonsignificant point-biserial correlations for the black sample on 12 of 38 items. Point-biserial correlations were significantly different (p < .05) between samples for 2 items. Point-biserial correlations for each item were also correlated with the standardized difference in the proportions of blacks and whites passing each item, a measure of the degree to which the black-white difference was related to each item’s gloading. A Pearson (r) correlation of .28 (p < .05) was obtained. The convergent validity of the NNAT with the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was also examined with a subsample of 22 students, yielding a correlation (r) of .74 (p < .0001). For the total sample, although mean IQ scores for blacks (86.7) and whites (96.4) were significantly different (p < .01), the differences cannot be attributed in any significant degree to test bias, with the test measuring the same construct for both groups. However, this test may not be a robust measure of the g-factor, at least for the age level of this sample.

Socioeconomic Status Effects on Using the Naglieri Nonverbal Ability Test (NNAT) to Identify the Gifted/Talented

The Naglieri Nonverbal Ability Test (NNAT) is said to be a culturally neutral measure of ability that assesses both majority and minority students equally. Although research has examined the effects of ethnicity and gender on NNAT performance, little published research has examined the relationship between socioeconomic status (SES) and NNAT performance. Correlations and multiple regression were used to examine the relationships between ethnicity, SES, and NNAT performance in a large kindergarten sample. The results suggest a significant relationship between ethnicity, SES, and NNAT performance. Even after adjusting for ethnic differences, children from low-SES families were half as likely as other children to be identified.Putting the Research to UseDoes the NNAT really identify students with low-SES backgrounds at the same rate as students from average to high SES backgrounds? Although many believe using a nonverbal test levels the field for all students, the research we present does not support this belief. In this sample, students from average to high SES families were twice as likely to be identified than those from low-SES families. Since nonverbal tests are one of the most used methods of screening for G/T in our schools, if districts wish to continue to use the NNAT, it should not be as a solo measure of ability, but rather as part of a multiple measure process. In addition, districts using the NNAT should calculate the differential of any particular test administration on the basis of gender, ethnicity, SES or other variables to determine if any adjustments need to be made to ensure that elusive level playing field.

Concurrent and Predictive Validity of the Raven Progressive Matrices and the Naglieri Nonverbal Ability Test

The concurrent and predictive validities of the Naglieri Nonverbal Ability Test (NNAT) and Raven’s Colored Progressive Matrices (CPM) were investigated in a large group of Italian third-and fifth-grade students with different sociocultural levels evaluated at the beginning and end of the school year. CPM and NNAT scores were related to math and reading comprehension tests. The CPM and NNAT concurrent and predictive validity coefficients were moderate, and there were no differences between concurrent and predictive validities with reading scores. The mutual incremental concurrent validity of the NNAT with the math test was significantly higher than the corresponding CPM validity. Finally, via step-down hierarchical regression analysis, the authors found that the predictive validity of both nonverbal tests is independent from the participants’ sociocultural level. These two relatively simple nonverbal tests are commonly used to assess general ability; however, the present study shows that they can also provide useful information for predicting the academic performance of students with different sociocultural levels.

Transferability of norms and its implication in cross-cultural gifted education: norming Naglieri Nonverbal Ability Test (NNAT) in the Philippine public schools

This is a normative study to investigate the transferability of norms from western-based intelligence tests to Filipino students. More than 2,700 Filipino sixth graders were sampled across the country and administered the Naglieri Nonverbal Ability Test (NNAT). Scores were then compared to the US normative sample. The results showed no significant differences in mean scores and the standardized mean difference is small when scaled scores are used in comparison. However, in situations where the test needs to be used for specific portions of the population such as in the context of gifted education, further analysis revealed that the distribution of scores for the Philippine sample differed significantly from the expected values based on the US norms, particularly in the tail ends of the distribution. In these cases, it may not be valid to transfer the US norms directly to Filipino students without any modification.

Identifying Academically Gifted English-Language Learners Using Nonverbal Tests

In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and Form 6 of the Cognitive Abilities Test (CogAT). Results show that the U.S. national norms for the Raven substantially overestimate the number of high-scoring children; that because of errors in norming, the NNAT overestimates the number of both high-scoring and low-scoring children; that primary-level ELL children score especially poorly on the NNAT; that the standard error of measurement was twice as large for the NNAT as for the Raven or the CogAT; that ELL children scored .5 to .67 standard deviations lower than non-ELL children on the three nonverbal tests; and that none of the nonverbal tests predict achievement for ELL students very well. Putting Research to Use: Do nonverbal reasoning tests level the field for ELL children? Many practitioners have assumed that they do. However ELL children in this study scored 8 to 10 points lower than non-ELL children on the three nonverbal tests. The study also shows that practitioners cannot assume that national norms on the tests are of comparable quality. When put on the same scale as CogAT, Raven scores averaged 10 points higher than CogAT and NNAT scores. For NNAT, the mean is correct but the variability was up to 40% too large. Thus, when using national norms, both the Raven and NNAT will substantially overestimate the number of high-scoring children.

Group Differences on the Naglieri Nonverbal Ability Test (NNAT)

The claim of the author of the NNAT is that it produces equal proportions of Black, White, Hispanic, and low-income students scoring in the gifted range. The present study involved 392 second grade students from a rural Florida school district who were administered the NNAT in a group format. The testing by the school district was for the purpose of increasing the number of low-income and minority students in their Gifted Program. A cut-score of 115 was used as the criterion for convening a child study team meeting to discuss if a formal intellectual evaluation by the district school psychologist was warranted. Of the total sample, only the Black, White, and low-income subsamples had sufficient students to allow for statistically meaningful comparisons. Mean IQ scores for Blacks (89.0) and Whites (98.1) differed by 9.1 standard score points. Students receiving a free or reduced price lunch (used as a proxy measure for low socioeconomic status) were compared with students not receiving this service. Mean IQ scores for all students on free or reduced lunch status (93.5) and all students not receiving this service (100.6) differed by 7.1 standard score points. Mean IQs of White students receiving a free or reduced price lunch (95.1) and White students not receiving this service (100.6) differed by 5.5 standard score points. Matching Black and White students on free and reduced lunch status reduced the Black-White difference by approximately one-third, or a difference of 6.0 standard score points (89.1 and 95.1, respectively). The results of this study do not support Naglieri’s claim.

Early Identification of High-Ability Students: Clinical Assessment of Behavior

This study investigated the ability of teachers to accurately rate the cognitive and academic functioning of 1,375 students in kindergarten through the third grade on the Clinical Assessment of Behavior (CAB), as compared to two objective cognitive ability tests. CAB teacher ratings were compared for high-ability students who were currently functioning with ability test scores ≥ 120; comparisons also were made across the students' full ability range and according to their race/ethnicity. The Bracken Basic Concept Scale–Revised and the Naglieri Nonverbal Ability Test were contrasted with the CAB in terms of the proportions of culturally diverse students identified as high ability. A discernable CAB scale and cluster profile was evident for high-ability students, showing significantly better adjustment among the high-ability students as compared to the typical student from the general population. High-ability students evidenced adaptive strengths on the CAB Social Skills and Competence scales and on the Executive Function and Gifted and Talented clusters.

Developmental gender differences on the Naglieri Nonverbal Ability Test in a nationally normed sample of 5–17 year olds

Lynn [Lynn, R., 2002. Sex differences on the progressive matrices among 15–16 year olds: some data from South Africa. Personality and Individual Differences 33, 669–673.] proposed that biologically based developmental sex differences produce different IQ trajectories across childhood and adolescence. To test this theory we analyzed the Naglieri Nonverbal Ability Test (NNA; [Naglieri, J. A., 1997. Naglieri Nonverbal Ability Test-Multilevel Form. San Antonio: Harcourt Assessment Company.]) standardization sample of 79,780 children and adolescents in grades K-12, which was representative of the US census on several critical demographic variables. NNAT data were consistent with Lynn's developmental theory of gender differences insofar as (a) there were no gender differences between 6 and 9 years; (b) females scored slightly higher between 10 and 13 years; and (c) males were ahead of females between the ages of 15 and 16. However, the discrepancies between the genders were smaller than predicted by Lynn. In fact they were so small that they have little or no practical importance. In other words, the NNAT did not reveal meaningful gender differences at any stage between the ages of 6 and 17 years.

Increasing Minority Children’s Participation in Gifted Classes Using the NNAT: A Response to Lohman

In a previous article, we (Naglieri &amp; Ford, 2003) provided evidence from a large-scale study that similar proportions of White, Black, and Hispanic children would be identified as gifted using the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997). Lohman (2005) has taken issue with our conclusions and our methods. We provide several responses to his arguments and make five important points. First, we take the position that underrepresentation of minority children in classes for the gifted is a serious problem that must be remedied. Second, traditional measures of ability that include verbal and quantitative tests pose particular problems to less-advantaged children who may be intelligent, but lack verbal and math knowledge. Third, we argue that the CogAT verbal and quantitative tests of “ability” correlate higher with the ITBS “achievement” tests than the CogAT nonverbal tests of ability because of the similarity of skills needed to answer the items on both the ITBS and the CogAT. Fourth, we reject an emphasis on “academically gifted” children that excludes the identification of “intellectually gifted” children who happen to have poor academic skills. Fifth, we request that critics of the NNAT provide evidence of the magnitude of race and ethnic differences, as well as the likely effect on representation of minorities using whatever alternatives they propose.

Review of Naglieri and Ford (2003): Does the Naglieri Nonverbal Ability Test Identify Equal Proportions of High-Scoring White, Black, and Hispanic Students?

In a recent article in this journal, Naglieri and Ford (2003) claimed that Black and Hispanic students are as likely to earn high scores on the Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997a) as White students. However, the sample that Naglieri and Ford used was not representative of the U.S. school population as a whole and was quite unrepresentative of ethnic subgroups within that population. For example, only 5.6% of the children in their sample were from urban school districts, and both Black and Hispanic students were relatively more likely to be from high socioeconomic status (SES) families than were White families. Further, the mean and standard deviation in the sample differed significantly from the NNAT fall test norms, which were based on the same data. Finally, White-Black and White-Hispanic differences reported by Naglieri and Ford were smaller than those reported by Naglieri and Ronning (2000a) in a previous analysis of the same data set in which students were first matched on several demographic variables. For these reasons, I argue that the authors’ claims are not supported by the data they present.

Addressing Underrepresentation of Gifted Minority Children Using the Naglieri Nonverbal Ability Test (NNAT)

A persistent problem in education is the underrepresentation of diverse students in gifted education programs. Many educators attribute the poor participation of diverse students in gifted programs to the ineffectiveness of standardized tests in capturing the ability of these students. Thus, a primary agenda of school selection committees is to find more culturally sensitive measures. This study examined the effectiveness of the Naglieri Nonverbal Ability Test (NNAT) in identifying gifted Black and Hispanic students in comparison to White students. The sample was comprised of 20,270 students in grades K-12 who were similar to the U.S. population on several demographic variables. The distributions of NNAT standard scores were studied separately for White, Black, and Hispanic groups. Results indicate that similar percentages of White (5.6%), Black (5.1%0/), and Hispanic (4.4%) children earned an NNAT standard score of 125 (95th percentile rank). These findings suggest that the NNAT may be useful as part of a procedure to identify diverse students for gifted education services.