Purpose of the Questionnaire (Scale)

The CAB aims to measure primary mental abilities. It is intended for individuals evaluated for professional purposes, career counseling, or vocational guidance. It assesses various aspects of intelligence and cognitive functions.

Questionnaire (Scale) Analysis

The CAB consists of 14 subtests, each of which evaluates a different cognitive or creative ability. It was developed by Halstian and Cattell within the framework of the Institute for Personality and Ability Testing (IPAT). The subscales measure, among others:
numerical ability, inductive reasoning, understanding of mechanical principles, spatial perception, verbal ability, idea production, originality of thought, memory, speed and accuracy of perception, dexterity, aesthetic judgment and pictorial creativity.

Scoring of Questions

Most responses are scored using algorithms. However, the tests of originality, idea production, and dexterity are scored directly by the examiner. The final scores are converted into stens through specialized software. The results are presented both in charts and in a descriptive report.

Statistical Analysis

The subtest scores are normalized and converted, with standardization data available for the Greek population, including separate norms for men and women. The values vary depending on each ability and are used to interpret the results in professional and academic contexts.

Validity of the Questionnaire (Scale)

The CAB demonstrates high validity, with correlation coefficients ranging from 0.72 to 0.98 in relation to the general intelligence index. It also shows statistically significant correlations with academic performance, particularly in inductive reasoning, numerical ability, and verbal ability.

Reliability of the Questionnaire (Scale)

The split-half reliability coefficients range from 0.66 to 0.96. The KR-20 index presents values from 0.59 to 0.94, while test-retest reliability ranges between 0.58 and 0.91. The standard error of measurement ranges from 1.44 to 5.45.

References

Halstian, A. R., & Cattell, R. B. (1974). The checking of primary ability structure on a broader basis of performances. British Journal of Educational Psychology, 44, 140–154.
Halstian, A. R., & Cattell, R. B. (1978). Higher-stratum ability structures on a basis of twenty primary abilities. Journal of Educational Psychology, 70, 657–669.