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Psychology

D-Index
40
Citations
12100
World Ranking
8066
National Ranking
4318

Overview

Kevin S. McGrew is affiliated with the University of Minnesota in the United States and focuses primarily on psychology research. Their scholarly work spans a variety of subfields that include experimental and cognitive psychology, developmental and educational psychology, cognitive neuroscience, artificial intelligence, and management science and operations research.

The main topics covered in their research emphasize cognitive abilities and testing, educational and psychological assessments, mental health research topics, functional brain connectivity studies, cognitive science and mapping, psychometric methodologies and testing, and the intersection of neuroscience, education, and cognitive function.

Frequent co-authors in Kevin S. McGrew's publications include W. Joel Schneider, Okan Bulut, Scott L. Decker, Damien C. Cormier, and Kathleen Kennedy.

The scientist has contributed multiple articles to various publication venues with a notable concentration in the Journal of Intelligence. Other publication outlets include the Canadian Journal of School Psychology, Intellectual and developmental disabilities, and arXiv (Cornell University).

  • A Psychometric Network Analysis of CHC Intelligence Measures: Implications for Research, Theory, and Interpretation of Broad CHC Scores "Beyond g" (2023, Journal of Intelligence)
  • Carroll's Three-Stratum (3S) Cognitive Ability Theory at 30 Years: Impact, 3S-CHC Theory Clarification, Structural Replication, and Cognitive-Achievement Psychometric Network Analysis Extension (2023, Journal of Intelligence)
  • Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics (2022, Journal of Intelligence)
  • The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants (2021, Canadian Journal of School Psychology)
  • Is the Intellectual Functioning Component of AAIDD's 12th Manual Satisficing? (2021, Intellectual and developmental disabilities)

Best Publications

  • CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research

    Kevin S. McGrew

  • The Cattell-Horn-Carroll model of intelligence.

    W. Joel Schneider;Kevin S. McGrew

  • The Cattell-Horn-Carroll Theory of Cognitive Abilities: Past, Present, and Future.

    Kevin S. McGrew

  • The intelligence test desk reference (ITDR) : Gf-Gc cross-battery assessment

    Kevin S. McGrew;Dawn P. Flanagan

  • Analysis of the major intelligence batteries according to a proposed comprehensive Gf-Gc framework.

    Kevin S. McGrew

  • Woodcock-Johnson tests of achievement.

    RW Woodcock;KS McGrew;N Mather;IL Meadows

  • The Wechsler Intelligence Scales and Gf-Gc Theory: A Contemporary Approach to Interpretation

    Dawn P. Flanagan;Kevin S. McGrew;Samuel O. Ortiz

  • Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years

    Randy G. Floyd;Jeffrey J. Evans;Kevin S. McGREW

  • The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence

    Jeffrey J. Evans;Randy G. Floyd;Kevin S. McGrew;Maria H. Leforgee

  • Cattell–Horn–Carroll cognitive-achievement relations: What we have learned from the past 20 years of research

    Kevin S. McGrew;Barbara J. Wendling

  • Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus

    J. Hale;V. Alfonso;V. Berninger;B. Bracken

  • Effects of general and broad cognitive abilities on mathematics achievement.

    Gordon E. Taub;Timothy Z. Keith;Randy G. Floyd;Kevin S. Mcgrew

  • Beyond g: The Impact of Gf-Gc Specific Cognitive Abilities Research on the Future Use and Interpretation of Intelligence Tests in the Schools

    Kevin S. McGrew;Dawn P. Flanagan;Timothy Z. Keith;Mike Vanderwood

  • The Cattell–Horn–Carroll theory of cognitive abilities.

    W. Joel Schneider;Kevin S. McGrew

  • Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests

    Scott Barry Kaufman;Matthew R. Reynolds;Xin Liu;Alan S. Kaufman

  • Batería III Woodcock-Muñoz

    A. F. Muñoz-Sandoval;R. W. Woodcock;K. S. McGrew;N. Mather

  • A cross-battery approach to assessing and interpreting cognitive abilities: Narrowing the gap between practice and cognitive science.

    Dawn P. Flanagan;Kevin S. McGrew

  • Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment

    Jocelyn H. Newton;Kevin S. McGrew

  • Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects.

    Randy G. Floyd;Timothy Z. Keith;Gordon E. Taub;Kevin S. McGrew

  • The Relationship between the WJ-R Gf-Gc Cognitive Clusters and Mathematics Achievement across the Life-Span:

    Kevin S. McGrew;Gary L. Hessler

Frequent Co-Authors

Martha L. Thurlow
Martha L. Thurlow University of Minnesota
James E. Ysseldyke
James E. Ysseldyke University of Minnesota
Dawn P. Flanagan
Dawn P. Flanagan St. John's University
Randy G. Floyd
Randy G. Floyd University of Memphis
Timothy Z. Keith
Timothy Z. Keith The University of Texas at Austin
Alan S. Kaufman
Alan S. Kaufman University of Connecticut
Bob Algozzine
Bob Algozzine University of North Carolina at Charlotte
John O. Willis
John O. Willis Rivier University
Ron Dumont
Ron Dumont Fairleigh Dickinson University
Cynthia A. Riccio
Cynthia A. Riccio Texas A&M University

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