ABSTRACT
A now-recognized serious shortcoming of research on aptitude and intelligence is the lack of strong theoretical foundations based upon knowledge of human cognition. The theoretical deficit in this field was pointed out by McNemar in 1964 when he emphasized the failure of individual-difference research to “come to grips with the process, or operation, by which a given organism achieves an intellectual response [p. 881].” More recent critiques of psychometric research have underscored the necessity for understanding the cognitive processes that are assessed in aptitude measurement (e.g., Estes, 1974; Glaser, 1972; Tyler, 1976).
