The Cerebrals Cognitive Ability Tests (CCAT)

[phi]

Bonjour Xavier !

As-tu créé un test verbal dans ta langue maternelle, le français, ou y as-tu déjà pensé ?

Sinon pourrais-tu m'en suggérer un ?

Merci.

[Xavier Jouve]

J'ai créé, il y a bien longtemps, un test utilisant des proverbes. Je vais essayer de le retrouver.

[Xavier Jouve]

I did this today. CCAT Crystallized-Educational Index correspondence with the RIAS VIX, and both the WAIS FSIQ and the WAIS VIQ

[Xavier Jouve]

Correlations with the SAT I (recentered)

[Cole]

I was just wondering if anyone happens to know whether the CCAT checks for common spelling errors in it's answers?

[Xavier Jouve]

I guess you recieved my email. However, other persons may wish to know as well.

So, yes it does; but not every possible spelling mistakes.

[Xavier Jouve]

Crystallized-Educational Index Norms: Ages 10:4 -14:8 Years, Ages 14:8-75 Years

Verbal Ability Index Norms: Ages 10:4-14:8 Years, Ages 14:8-75 Years

[aaron ellison]

Xavier the 3 and 4rth links are the same. They go up to 14:11 I believe.

[aaron ellison]

Dr. Jouve. I have never tried in school(just studied right before the test), and stopped reading at the age of 12 basically. I don't even pay attention to important things in the read world(so I don't learn much daily). Despite these self-induced impediments, I still managed to score a 140 on the ccat. I'm not sure how the analogies work. Was a supposed to use reference materials? Since the directions said that I didn't need to, I figured I wouldn't(also because it's a knowledge test). Sure these aspects seem reasonable, but why is it that most tests with analogies allow individuals to use reference aids(high-range tests)? I'm pretty strong at verbal analogies because they are very logical, but was suprised on how much lower I scored on the analogies section than the brainbreaker. The knowledge section is very good in my opinion, albeit a little easy. I believe that the easiness of this section accounts for the difficulty of the math and analogies sections. I think the math section has quite a few strong questions, but some are very poorly worded. Let me give create a list of the questions that could be worded better and/or made less ambiguous.

The following questions seem to strike me as odd based on my experience with taking a number of math contests, going through hundreds of problems in problem-solving books, doing math and logic puzzles, as well as taking the sat a few times(the act too, and while sick I still managed a 33 on the math ).

8. Is the use of parenthesis allowed? It's not certain whether or not the numbers can be used more than once? I'm not trying to be clever, I just happen to see things in many different ways.

16. Same as 8.

18. ""

19. "What is in diameter the area of a circle 2 inches". What??????? The answer is given in square inches, yet you are asking for the diameter. One must guess what the question is asking for, leaving lots of ambiguity.

22. This problem is strange because the wrong answers according to the wording of the question, seems to be what you are looking for. If you are looking for
annual rate of depreciation(i.e 10 percent depreciation of 100 dollars would be 10, leaving 90dollars), the answer involves a decimal. I think it's 17.2aetc. percent. the set up of the answer is 500(x^5)=200. Then you subtract x from 1 and multiply by 100 to find the answer.

28. It is not certain whether the following sentence means, "but for any shirt only half as many shirts as shorts". It could mean that for any shirt that you pick, there are the same number of shorts as other shirts. It could also mean, for any shirt that you pick, this chosen shirt, in addition to the other shirts not chosen, there are the same number of shorts. As it turns out, both of these situations lead to integer answers for the shirts and shorts.

29. The definition of afternoon according to the dictionary, "the time between noon and evening". I don't understand what to use for the time variable in this question because evening isn't a set time of day. How about if you just changed it from 12pm- 5pm or something.

32. I'm so confused about what this question was asking, along with the answer. Let me start with the answer. Is the three supposed to be the integer part of a mixed number or the top digit of the numerator of a fraction? I tried to think of both of these different possibilities of solving this problem but couldn't come up with the answer in the proper form.

33. The orientation of the shaft is very strange. Perhaps the hollow shaft is 2 feet high? This dimension isn't given directly. And I know it's just asking for the subtraction of volumes.

34. Perhaps I just didn't understand the problem but relative motion problems with objects revolving can be very problematic.

35. What is this problem asking for? Three dimensions are given. It isn't the volume or the surface area that you want us to find, but rather the length? I can't comprehend what you are asking for. If I had to guess, I would say that surface area was what you were looking for, although the units of the answer are a contradiction of this hypothesis.

37. The words "too small of parts" distract individuals from the problem itself. Isn't it easier to say, "find the greatest fraction of panettone that each child would receive, assuming that each receives an equal proportion?


38. This problem(pun intended ) has already been discussed. I know the perfect way to do this. It involves filling the bottles until their respective hypotenuses, and then putting them in one container, however, it's not certain what constitutes a step.



Sorry if the commentary was harsh. I'm not trying to be mean, but sometimes emotions unintentionally slip through(perhaps frustration in this case).

best regards,

Aaron

[Aarin]

I wouldn't dare to attempt this test as i'm sure i'll be brought back to reality, at initial observation it doesn't seem very difficult and as a measure of intelligence a score could be increased by trying to rote memorize a concise dictionary over a period of time. I would score high if I did this. I actually find that the maths questions seem quite easy, except for a few that have unrecognisable figure( presumably basic maths figures) of which I apparently failed to learn. The rest seem pretty easy though. The general knowledge section i find the hardest, I would do ok though. the vocabulary/analogy section is quite easy even though my vocab could be better. why not take it then you may be wondering, well if i received a high score on a untimed test i would, but it seems that i'm mediocre at those tests despite me believing otherwise. Also, i'm quite sensitive so try and avoid anything that could make me feel like crap. IQ testing shouldn't but it does which is why I need to give it up.

[aaron ellison]

Yea Aarin. The analogies section looks a lot easier than it actually is, or maybe I'm just used to being able to use a dictionary. I've done lots of math problems. In fact yesterday, I was looking over the act math section and finished it perfectly in half the needed time. The test is an absolute joke(excuse the air of arrogance, but atleast the questions are worded as to avoid ambiguity.

As far as high range testing goes, I find that spending too much time obsessing over results just makes the results worse. It's so easy to get sick of a particular test format, and results are always lower than expected. As I'm going to be starting school soon and am looking forward to actually learning something. As far as extracurricular brain activities go, I'm thinking about memorizing pi, and doing the game simon.

Aarin, although you are disappointed with your results there are some important and positive conclusions that can be drawn. First of all, it's clear that you can score over the 99th percentile in a variety of tests. As far as life goes, it's important to be well rounded, as you aren't limited by any weakness. You may not like your scores, but having a score above the 99th percentile puts you into the optimum range for success in life.This is actually quite an excellent score, and virtually opens up any door to you, assuming that you work hard enough. In college, it's not about learning everything without effort. Putting in the effort is important acquired skill that pays dividends in life. Best of luck to you!

[Markus]

A refreshing test, although I am not native to the english language, I scored resonably well on verbal and high 130's low 140's on crystalized

Don't be sad You've got very superior score on the Crystallized-Edu. Index (actual Full Scale) with superior (English-)Verbal Ability Index... Well for a non-english native, I don't see any reason to be sad. These are high scores for english natives as well. It makes no doubt that with a verbal scale prepared for your native language, you would have scored higher.

- "sideways8", congratulations! Be happy, smile. Xavier Jouve is in right.

- Personally, having so many intellectual projects ongoing. Not much time for doing different tests.


Sincerely yours,


Markus

[gabrielinc]

Hello Xavier,

maybe you should add a back button at the end of the test. I wanted to complete the verbal and the knowledge part before the mathematical one but after the last knowledge question all answers were already sent so i missed all math questions . I hope this doesn't negatively affect your norming.

Best regards,
gabriel.inc

[Xavier Jouve]

No it won't affect it.

Revised version is on the way.

• Improved reliability: Spearman-Brown corrected split-half increased from .96 to .97, and from .95 to .96 for CEI and VAI respectively. SEm reduced. pdf
• Improved criterion-related-validity: Correlation of the CEI with the SAT-I increased from .84 to .87 (pdf), correlation of the CEI with the WAIS FSIQ increased from .91 to .92.
• Improved equating: 1-parameter logistic item response theory model used to draw an ability scale for both the CEI three-subtest scale and the VAI two-subtest scale prior to norm them and compare the obtained results with standardized measures like the WAIS and the RIAS. CEI and VAI ranges in ages 30 - 39 years are 71 to 170+ (pdf), and 73 to 160+ (pdf) respectively.

[aaron ellison]

Xavier for norming do you use mostly non-internet submissions of the test? It can be hard to deal with so many people so far above 100.