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124 PART II INDIVIDUAL DIFFERENCES ON AGE, SOCIOECONOMIC STATUS, AND OTHER KEY VARIABLES KAIT, and K-BIT scores and education should not be used to infer causality Clearly, a decisive relationship exists between the two variables, but the reason underlying the relationship is unclear Do people score higher on intelligence tests because of their long years of education Or do people stay in school longer because they are smarter to begin with Unquestionably, the answer to both questions is yes, but the relative variance attributed to each aspect of the education IQ entanglement is unknown, and surprisingly few studies have attempted to distinguish between these two possibilities (Bouchard & Segal, 1985, p 448).

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Of the investigations that have attempted to answer the questions posed here, one found that additional education did not enhance IQ (Bradway, Thompson, & Cravens, 1958), but four other investigations reached opposite conclusions (Harnqvist, 1968; Husen, 1951; Lorge, 1945; Newman, Freeman, & Holzinger, 1937) Certainly, formal education should logically facilitate performance on crystallized tasks such as WAIS-III or WAIS-R Information/Vocabulary and KAIT Definitions/Famous Faces, and scaled scores on those tasks consistently displayed the strongest relationships with an adult s educational attainment Yet the highly significant relationships between education and nonacademic tasks like WAIS-III Digit Symbol and Block Design, KAIT Logical Steps, and K-BIT Matrices argue that it is not just educational experience per se that leads to high IQs.

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In addition to the studies cited previously suggesting that additional years of education enhance IQ is an oftencited study by Dillon (1949) that is consistent with the reciprocal notion that intelligence level limits educational attainment Dillon investigated 2,600 seventh-grade students and found seventh-grade IQ to be an excellent predictor of when students dropped out of school For example, only 165% of the 400 students with IQs below 85 entered grade 11 and only 35% graduated from high school The corresponding percentages for IQs of about 100 are 758% and 634%; 922% of those with IQs of 115 and above entered eleventh grade and 860% graduated from high school Naturally, even Dillon s study does not prove causality because education prior to seventh grade may have had a vital impact on the children s IQs.

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Further, that study involved IQs obtained during childhood on group-administered tests; the results may not be generalizable to individually administered tests or to IQs measured during adulthood But Dillon s results do reinforce current data and findings from numerous other studies suggesting a powerful relationship between educational attainment and intelligence For clinical purposes and for neuropsychological assessment (eg, estimating premorbid IQ), it is essential for examiners to internalize the strikingly different IQs earned by adults based on their educational background and, further, to internalize the different relationships to education displayed by a diversity of measures of crystallized knowledge, fluid and nonverbal reasoning, short-term and working memory, and processing speed Heaton et al (2001) provide numerous important tables and valuable guidelines for directly applying the relationships between educational attainment and WAIS-III IQs, indexes, and scaled scores to neuropsychological decision making and test interpretation..

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1981; Hutton, Dubes, & Muir, 1992; Wilson & Reschly, 1996), industry (Swenson & Lindgren, 1952), military settings (Lubin, Larsen, Matarazzo, & Seever, 1986), forensic settings (LeesHayley, Smith, Williams, & Dunn, 1996), or private practitioners (Archer, Maruish, Imhof, & Piotrowski, 1991; Camara, Nathan, & Puente, 2000; Harrison et al., 1988; Lubin et al., 1986; Watkins, Campbell, Nieberding, & Hallmark, 1995). Data from such studies of test use are becoming increasingly important in light of the role that managed-care companies play in reimbursement for assessment services. Data from surveys that help determine which are the typical instruments used for various types of assessment and the amount of time practitioners usually spend on an assessment may serve a function in setting standard approved rates for practitioner compensation by managed-care companies. Thus, we reviewed the recent literature to attempt to discover which instruments are most commonly used by practitioners with a variety of backgrounds and find out how much time is typically spent on assessments.

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