Norm and Standardization Study

for Naglieri Nonverbal Ability Test,

5-9 Age Group
Sevinc Zeynep Kavruk and Ahmet Bildiren

Presented by:
Soledad, Cristina Marie Alissandra R.
Analysis
The study effectively demonstrates that the NNAT is a valid and reliable intelligence test
for measuring general intellectual ability and evaluating reasoning skills since has
high reliability with an average reliability coefficient of 0.88. The
correlation coefficient between the NNAT-I and Colored Progressive
Matrices total scores was 0.84 and the correlation coefficient
between the NNAT-I and Test of Nonverbal Intelligence-3 total scores
was 0.52. Thus, the NNAT offers assurance and confidence that administering
nonverbal tests to other cultures will yield similar reliable and valid results. This can
further allay doubts that the NNAT is only applicable to Western and European
settings.

• The research title and abstract failed to mention the country where the research was
conducted- Turkey, it only mentioned that it was conducted in “one district from 4
socioeconomic development regions” which is quite vague. Because the researchers
were examining the validity and reliability of a nonverbal ability test for the Turkish
population, the research setting or country should have been mentioned in the
abstract, if not in the title.
Analysis
• The research discussion further suggests that NNAT-I is particularly
useful in identifying gifted individuals from various cultural and linguistic
groups. However, there wasn’t enough evidence or discussion presented
in the paper to support this claim as the samples were not subjected to
testing specifically to identify the gifted students from the average ones.

• The researchers acknowledge that the NNAT-I norm and standardization

study was carried out by collecting data from 1 province alone. this may
not be an optimal or appropriate sample for the intended applications of
the test in the target culture. A more representative sample could have
included other regions in the study and not solely focus on a single
region.
Conclusion
NNAT as used in this study is an effective predictor of cognitive ability
because of its independence from language. For several minority
children like Turkish children aged 5-9, language might be a barrier
rather than a window into intelligence in certain situations. This research
is highly responsive and relevant to address the demand of
Psychologists and other healthcare professionals to create more
sophisticated measures for those individuals with verbal or linguistic
incapacities, psychiatric diagnoses, and others.
Conclusion
The researchers may want to consider including the country of study in
their research title or abstract so readers may readily recognize the
locale where the study was being normed or standardized. Further, to
make valid claims about the effectiveness of the NNAT in identifying
gifted students, the researchers may wish to study this more lengthily.
Finally, including other regions in the study and not focusing on a single
region in Turkey could have resulted in a more representative sample to
ensure that the collected data is a suitable sample for the conduct of the
study.
References
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2. Lohman, D. F.; Korb, K. A.; Lakin, J. M. (2008). Identifying Academically Gifted English-
Language Learners Using Nonverbal Tests: A Comparison of the Raven, NNAT, and CogAT.
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3. McCallum RS. Context for nonverbal assessment of intelligence and related abilities.
Handbook of Nonverbal Assessment. Cham: Springer; 2017:3-19.
4. Naglieri, J. A. (2003). Naglieri Nonverbal Ability Tests. Handbook of Nonverbal
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5. Roid, G. H., & Koch, C. (2017). Leiter-3: Nonverbal Cognitive and Neuropsychological
Assessment. Handbook of Nonverbal Assessment, 127–150.
6. Tullu MS. Writing the title and abstract for a research paper: Being concise, precise, and
meticulous is the key. Saudi J Anaesth 2019;13:S12-7.
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