zed. More appropriate techniques for understanding childrens ability profiles and methods for understanding the relationship between general, broad, and specific cognitive abilities and academic achievement have been advanced. In addition, alternative (or supplemental) approaches to traditional intellectual assessment (e.g., Curriculum-Based Measurement) have been developed, refined, and validated (Flanagan & Genshaft 1997). A description of developments in intelligence theory, applied measurement, and research methodology can be found in Appendix A figure 1. In recent years there has been few theories of intelligence that has received increased attention. Those theories include Carrolls three stratum theory of cognitive abilities, Gardners theory of multiple intelligences, the Horn-Cattell fluid-crystallized (Gf-Gc) theory of intelligence and Sternbergs triarchic theory of intelligence. These theories provide a blueprint of cognitive abilities and the relationship among them. Based on Flanagan, Keith, Mcgrew & Vanderwood (1997) review of the empirical evidence, it is apparent that the Horn-Cattell Gf-Gc Theory and the three-stratum theory of cognitive abilities represent the most comprehensive and well researched frameworks of the structure of intelligence to date.Throughout the past 50 to 60 years factor analytic research has concentrated on the Gg-Gc multiple intelligences taxonomy which serves as the framework for Carroll and Horn-Cattell models. The Horn-Cattell Gf-Gc Theory and Cattells three stratum theory were formulated by many theorists working form a psychometric standpoint. Horn-Cattell Gf-Gc Theory and Cattells three stratum theory are based on analyses of several hundred data sets. These data sets were not limited to any specific intelligence test battery of cognitive ability. Many forms of validity evidence support Gf-Gc constructs, which are the bases for the Horn-Cattel model. Following are forms of validity evid...
