Since Dr. David F. Lohman's retirement from the University of Iowa, his archive of papers was taken down. I recreated that list as a resource to others.

Index of papers on the web

Lohman, D. F.  (1989).  Human intelligence:  An introduction to advances in theory and research.  Review of Educational Research, 59, 333-373.

Lohman, D. F. (1994). Spatially gifted, verbally, inconvenienced. In N. Colangelo, S. G. Assouline, & D. L Ambroson (Eds.), Talent development: Vol. 2. Proceedings from the 1993 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development (pp. 251-264). Dayton: Ohio Psychology Press.

Lohman, D. F. & Rocklin, T. R. (1995). Current and recurring issues in the assessment of intelligence and personality. In D. H. Saklofske and M. Zeidner (Eds.). International handbook of personality and intelligence (pp. 447-474). New York: Plenum.

Lohman, D. F. (1996). Spatial ability and G. In I. Dennis & P. Tapsfield (Eds.). Human abilities: Their nature and assessment (pp. 97-116). Hillsdale, NJ: Erlbaum.

Lohman, D. F. (1997). Lessons from the history of intelligence testing. International Journal of Educational Research, 27, 1-20.

Lohman, D. F. (1999). Minding our p's and q's: On finding relationships between learning and intelligence. In P.L. Ackerman, P. C. Kyllonen, & R. D. Roberts (Eds.), Learning and individual differences: Process, trait, and content determinants (pp. 55-76). Washington, DC: American Psychological Association.

Lohman, D. F. (1999). Developing academic talent: The roles of experience, mentoring, motivation, and volition. In N. Colangelo & S. Assouline (Eds.), Talent Development III: Proceedings from the 1995 Henry B. & Jocelyn Wallace National Research Symposium on talent development. Scottsdale, AZ: Gifted Psychology Press.

Lohman, D. F. (2000). Complex information processing and intelligence. In R.J. Sternberg (Ed.) Handbook of human intelligence (2nd ed.) (pp. 285-340). Cambridge, MA: Cambridge University Press.

Lohman, D. F. (2001). Issues in the definition and measurement of abilities. In J. M. Collis & S. Messick (Eds.), Intelligence and personality: Bridging the gap in theory and measurement (pp. 79-98). Hillsdale, NJ: Erlbaum.

Lohman, D. F.(2001). Fluid intelligence, inductive reasoning, and working memory: Where the theory of Multiple Intelligences falls short. In N. Colangelo & S. Assouline (Eds.), Talent Development IV: Proceedings from the 1998 Henry B. & Jocelyn Wallace National Research Symposium on talent development (pp. 219-228). Scottsdale, AZ: Gifted Psychology Press.

Lohman, D. F. (2001, November). Aptitude for college: The importance of reasoning tests for minority admissions. Talk given at Rethinking the SAT: The future of standardized testing in university admissions. University of California at Santa Barbara.

Lohman, D. F. & Bosma, A. (2002). Using cognitive measurement models in the assessment of cognitive styles. In H. Braun, D. Wiley, & D. Jackson (Eds.), Under construction: The role of constructs in psychological and educational measurement(pp. 127-146). Hillsdale, NJ: Erlbaum.

Lohman, D. F., & Al-Mahrzi, R. (2003). Personal standard errors of measurement.

Lohman, D. F. (2005). Reasoning abilities. R.J. Sternberg, J. Davidson, & J. Pretz (Eds.), Cognition and intelligence: Identifying mechanisms of the

mind (pp. 225-250). NY: Cambridge University Press.

Lohman, D. F. (2003). The Wechsler Intelligence Scale for Children III and the Cognitive Abilities Test (Form 6): Are the general factors the same?

Lohman, D. F. (2003). The Woodcock-Johnson III and the Cognitive Abilities Test (Form 6): A concurrent validity study.

Lohman, D. F. (2003). Tables of prediction efficiencies.

Lohman, D. F. (2004). Personal Errors of Measurement: A practical alternative to caution indices. Paper presented at NCME, San Diego.

Lohman, D. F. (2005). Review of Naglieri and Ford (2003): Does the Naglieri Nonverbal Ability Test identify equal proportions of high-scoring White, Black, and Hispanic students?  Gifted Child Quarterly, 49, 19-28

Lohman, D. F.  (2005). The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective.  Gifted Child Quarterly, 49, 111-138. (2010 NAGC Research Paper of the Decade.)

Lohman, D.  F. (2005).  An aptitude perspective on talent identification: Implications for identification of academically gifted minority students. Journal for the Education of the Gifted, 28, 333-360.

Lohman, D. F.  (2006).  Beliefs about differences between ability and accomplishment: From folk theories to cognitive science. Roeper Review, 29, 32-40

Lohman, D. F., & Korb K.  (2006). Gifted today but not tomorrow?  Longitudinal changes in ITBS and CogAT scores during elementary school.  Journal for the Education of the Gifted, 29, 451-484.

Lohman, D. F. (2006).  Identifying academically talented minority students. Draft of a monograph prepared for the National Research Center on the Gifted and Talented.  Sample data set.   This excel file shows how to combine scores from CogAT and ITBS to better identify academically gifted students using procedures described in the monograph.. Each student’s standing relative to all other students in the nation, the local school or school district, and any subgroup (such as ELL status) can also be determined. 

Lohman, D. F. (2006).  Understanding and predicting regression effects in the identification of academically gifted children.  Paper presented at AERA, San Francisco.  This talk provided an update and extension of the Lohman & Korb (2006) paper. It contains additional tables and analyses not reported in that document.

Lohman, D. F. (2006). Identifying academically gifted children in a linguistically and culturally diverse society. Invited presentation at the Eight Biennial Henry B. & Jocelyn Wallace National Research Symposium on Talent Development, University of Iowa, Iowa City.  In addition to general issues in the identification of academically talented minority students, this paper also shows how the NNAT Fall standardization data reported in Naglieri & Ford (2003) were modified to achieve proportional representation of high-scoring White, Black, and Hispanic students.  

Lohman, D. F. (2006). Practical advice on using the Cognitive Abilities test as part of a talent identification system.  The goal of this document is to provide a practical overview of how to make the best use of CogAT as part of an identification system.  Major characteristics of CogAT are also summarized.  Some of the topics that are covered include: understanding scores and score warnings; developing local norms; making test accommodations; estimating Form 6 scores when retesting with Form 5; out-of-level testing to increase reliability; using an excel spreadsheet to combine ability and achievement test scores to identify the most academically talented students in all ethnic groups; and additional resources.

Ackerman, P. L. & Lohman D. F. (2006).  Individual differences in cognitive functions.  In P. A. Alexander, P. Winne (Eds.), Handbook of educational psychology, 2nd edition (pp. 139-161).  Mahwah, NJ: Erlbaum.

Lohman, D. F., & Lakin, J.  (2007). Nonverbal test scores as one component of an identification system: Integrating ability, achievement, and teacher ratings. In J. VanTassel-Baska (Ed.).  Alternative assessments for identifying gifted and talented students.  Austin, TX: Prufrock Press.

Lohman, D. F. & Renzulli, J.  (2007). A simple procedure for combining ability test scores, achievement test scores, and teacher ratings to identify academically talented children.  In this paper, we show how to convert CogAT scores and achievement test scores to points that can be combined in a simple but principled way.  Then we show how these point totals can be used in conjunction with teacher ratings of creativity, ability, and motivation from the SRBCSS to help identify academically talented children,

Lohman, D. F. (2008).  Using the Cognitive Abilities Test (Form 6) to identify gifted children.  Powerpoint presentation for ICN-BBC training day. January 25, 2008.

Lohman, D. F., Gambrell, J., & Lakin, J. (2008). The commonality of extreme discrepancies in the ability profiles of academically gifted students. Psychology Science Quarterly, 50, 269-282.

Lohman, D. F. (2008).  Searching more successfully for academic talent: Finding the right measures and using the right norm groups. Invited presentation at the Ninth Biennial National Wallace Research Symposium on Talent Development, Iowa City, IA.

Lohman, D. F., Korb, K., & Lakin, J.  (2008).  Identifying academically gifted English language learners using nonverbal tests: A comparison of the Raven, NNAT, and CogAT. Gifted Child Quarterly, 52, 275-296. (Research Paper of the Year Award from the National Association of Gifted Children)

Lohman, D. F., & Lakin, J. (2009).  Consistencies in sex differences on the Cognitive Abilities Test across countries (US and UK), grades (3 – 11), and cohorts (1984, 1992, and 2000). British Journal of Educational Psychology, 389-407. (

Lohman, D. F.  (2009).  Identifying academically talented students: Some general principles, two specific procedures.  In L. Shavinina (Ed.) Handbook of Giftedness (pp. 971-998).  Amsterdam : Elsevier.

Wells, R., Lohman, D. F., & Marron, M. A.  (2009). What factors are associated with grade acceleration?  An analysis and comparison of two U.S. databases.  Journal of Advanced Academics, 248-273.

Lohman, D. F.  (2009). The contextual assessment of talent.  In MacFarlane, B. & Stambaugh, T.  (Eds.). Leading Change in Gifted Education: The

Festschrift of Dr. Joyce VanTassel-Baska (229-242). Waco, TX: Prufrock Press.

Lohman, D. F., & Lakin, J. (2011).  Reasoning and intelligence. In R. J. Sternberg and S. B. Kaufman (Eds.), The Cambridge Handbook of Intelligence (2nd ed.) (pp. 419-441). New York: Cambridge University Press.

Lohman, D. F., & Foley Nicpon, M. (2012). Ability testing and talent identification. In S. L. Hunsaker (Ed.), Identification: The Theory and Practice of Identifying Students for Gifted and Talented Education Services. (pp. 283-335). Mansfield Center, CT: Creative Learning Press.  This chapter summarizes the uses of both individual and group ability tests in talent identification. It provides the conceptual background for the chapter on decision strategies (see next publication) that will appear in the same book. Together, the two chapters provide the most up-to-date statement of my suggestions on how one might conceptualize the issues and tradeoffs involved in using ability tests as one component of a talent identification process.

Lohman, D. F. (2012). Decision strategies. In S. L. Hunsaker (Ed.), Identification: The Theory and Practice of Identifying Students for Gifted and Talented Education Services. (pp. 217-248). Mansfield Center, CT: Creative Learning Press.

Lohman, D. F. (in press). Nontraditional uses of traditional measures. In C. M. Callahan & H. Hertberg-Davis (Eds.) Fundamentals of gifted education. NY: Taylor & Francis/Routledge.  This chapter shows how to create local norms using some simple spreadsheet procedures. Examples are illustrated using talent identification reports from Form 7 of the Cognitive Abilities Test.

Lohman, D. F., & Gambrell, J. (2012). Use of nonverbal measures in gifted identification. Journal of Psychoeducational Assessment, 30, 25-44. In addition to a brief summary of research on the uses and limitations of nonverbal tests for gifted identification, this paper examines the performance of ELL, poor, and minority students on the picture-based verbal, picture-based quantitative, and figural reasoning tests of CogAT Form 7. 

Lohman, D. F. (2013, September). Ability tests, the internet, and practice tests: A recipe for invalidity.

Henshon, S. E.  (2014) A Big-Picture Thinker Illuminates Identification and Ability: An Interview with David F. Lohman, Roeper Review, 36 (1), pp. 3-10.