ABSTRACT
Abilities are enduring characteristics of individuals, sometimes called ability traits, because they show considerable stability in the individual across time. Abilities can be seen in many domains of individual differences, including intellectual, cognitive, physical, athletic, communicative (e.g., language), visual, auditory, musical, mechanical, job-related, and daily-living domains. Historically, educational and psychological tests have been constructed to measure a wide range of abilities, particularly in the cognitive, physical (motor skills), and language areas (Carroll, 1993). In his classic textbook on psychological tests, Cronbach (1970) noted that ability tests are usually seen by examinees as tests on which they should “do their best.” Examinees often feel that ability tests measure something more innate and less dependent on schooling in contrast with achievement tests or other types of measures. This perception seems to be common in society despite the fact that research shows mixed results on the exact degree of genetic or “innate” basis of abilities. Also, examinees usually know that there are “correct” answers and an implied standard of performance within the resulting score; thus, they may be more concerned about their responses as compared to personality, interest, and attitude scales.
