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Author: Beaujean, A. Alexander

Resulting in 3 citations.

1.	Beaujean, A. Alexander Osterlind, Steven J.
1.	Using Item Response Theory to Assess the Flynn Effect in the National Longitudinal Study of Youth 79 Children and Young Adults Data Intelligence 36,5 (September-October 2008): 455-463. Also: http://www.sciencedirect.com/science/article/pii/S0160289607001304 Cohort(s): Children of the NLSY79 Publisher: Elsevier Keyword(s): Flynn Effect; I.Q.; Intelligence Tests; Peabody Individual Achievement Test (PIAT- Math); Peabody Picture Vocabulary Test (PPVT); Test Scores/Test theory/IRT The purpose of this manuscript is to assess the magnitude of the Flynn Effect (i.e., increase in mean IQ scores across time) using Item Response Theory (IRT). Unlike using methods derived from Classical Test Theory, IRT has the capability to determine if the Flynn Effect is due to a genuine increase in intelligence, if it is due to a psychometric artifact (i.e., items changing properties over time), or a combination of the two. Using the Peabody Picture Vocabulary Test—Revised and Peabody Individual Achievement Test—Math from the National Longitudinal Study of Youth 79 Children and Young Adults, the results of this study indicate that while using raw and standardized scores, the Flynn Effect is evident in a predicted magnitude, but when using scores based from IRT analysis, the magnitude Flynn Effect substantially decreases, and, at least for the Peabody Picture Vocabulary Test—Revised, goes away. Thus, for the data used in this study, the Flynn Effect appears to be largely the result of changing item properties instead of changes in cognitive ability.
	Bibliography Citation Beaujean, A. Alexander and Steven J. Osterlind. "Using Item Response Theory to Assess the Flynn Effect in the National Longitudinal Study of Youth 79 Children and Young Adults Data." Intelligence 36,5 (September-October 2008): 455-463.

2.	Beaujean, A. Alexander Osterlind, Steven J.
2.	Using Item Response Theory to Assess the Lynn-Flynn Effect Working Paper, Department of Educational Psychology, Baylor University, 2006 Cohort(s): Children of the NLSY79, NLSY79 Young Adult Publisher: Department of Educational Psychology, Baylor University Keyword(s): Flynn Effect; I.Q.; Intelligence Tests; Peabody Picture Vocabulary Test (PPVT); Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. The purpose of this manuscript is to demonstrate the use of Item Response Theory (IRT) methods in determining if the increase in mean IQ scores across time (i.e., the Lynn-Flynn Effect[LFE]) is due to an increase in intelligence, or if it is due to a psychometric artifact. This manuscript demonstrated the use of IRT in assessing the existence of the LFE using cohort data from both the Mathematics section of the College Basic Academic Subjects Examination (CBASE) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) from the NLSY79 Children and Young Adults.
	Bibliography Citation Beaujean, A. Alexander and Steven J. Osterlind. "Using Item Response Theory to Assess the Lynn-Flynn Effect." Working Paper, Department of Educational Psychology, Baylor University, 2006.

3.	Rodgers, Joseph Lee Ang, Siew Ching Beaujean, A. Alexander Cooper-Twamley, Susan
3.	Further Examination of the NLSY PIAT-Math and PPVT-R Items that Exhibit the Flynn Effect Presented: Madrid, Spain, International Society for Intelligence Research 10th Annual Conference, December 17-19, 2009 Cohort(s): Children of the NLSY79 Publisher: International Society for Intelligence Research Keyword(s): Flynn Effect; I.Q.; Intelligence Tests; Peabody Individual Achievement Test (PIAT- Math); Peabody Picture Vocabulary Test (PPVT); Test Scores/Test theory/IRT Permission to reprint the abstract has not been received from the publisher. The corpus of Flynn Effect (FE) research has examined differences in aggregated IQ and IQ-equivalent scores over time, paying little attention to the items that comprise these scores. In doing so, they assume that all the items act very similarly, which may not be the case. Consequently, by not using item-level data, such studies do not analyze all the information available from a test administration. In the current paper we evaluate the Flynn Effect at the item level in PIAT-Math and PPVT-R from the National Longitudinal Study of Youth. Extending the work previously done by Rodgers and Ang (2008), this study compares the PIAT-Math items that Rodgers and Ang found to exhibit non-invariance over time using item-level unstandardized regression slopes with the PIAT-Math items Beaujean and Osterlind (2008) found to exhibit non-invariance over time using item response theory. Second, again following Rodgers and Ang, this study examines the item content of the PPVT-R items that Beaujean and Osterlind found to exhibit non-invariance over time. Preliminary analysis shows that many of the PPVT-R items that exhibited noninvariance were in the interpersonal domain, with a less strong relationship being found with items in the home (e.g., furniture, appliances) and environment (foliage, terrain) domains.
	Bibliography Citation Rodgers, Joseph Lee, Siew Ching Ang, A. Alexander Beaujean and Susan Cooper-Twamley. "Further Examination of the NLSY PIAT-Math and PPVT-R Items that Exhibit the Flynn Effect." Presented: Madrid, Spain, International Society for Intelligence Research 10th Annual Conference, December 17-19, 2009.

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