nitive performance was operationalized in terms of: (1) subjects' scores on the BTS (Bergabunstestsystem) which was a German intelligence test for children--subjects being German elementary school students; and (2) subjects' scores on a memory recognition test in which children were required to recall digits and words. One problem with the operationalization of cognitive performance was that with respect to intelligence only one test instrument was used to assess this factor.
Different intelligence tests have different theoretical characterizations of intelligence and thus measure intelligence in a variety of different ways. Because only one test w
...