LAUSR

The Test of General Reasoning Ability (TOGRA) is a timed test designed for individuals aged 10 to 75 years. It assesses verbal, nonverbal, and quantitative reasoning and problem-solving skills. Specifically, the items, in a multiple-choice format, cover subsidiary cognitive processes such as deductive and inductive reasoning, auditory and visual perception, language processing, spatial skills, quantitative knowledge, visual imagery, and attention. In the literature, intelligence and general reasoning ability are related, yet distinguishable constructs. Intelligence, on one hand, reflects a broader and deeper capability to reason, solve problems, plan, think abstractly, understand complex ideas, and learn quickly (Gottfredson, 1997). On the other hand, general reasoning ability constitutes an essential element in intelligence that is corroborated by a well-known survey of 661 intelligence researchers (Snyderman & Rothman, 1987). Although the TOGRA includes items that assess verbal and nonverbal reasoning, crystallized and fluid abilities, and quantitative problem solving in item formats that use both inductive and deductive processes, the number of items measuring each component is insufficient to allow for highly reliable and accurate individual measurements of each component. Instead, item responses are summed to generate the General Reasoning Index (GRI), which reflects an overall measurement of the general factors affecting reasoning and problem-solving skills. The GRI is scaled to a mean of 100, with a standard deviation of 15. This is a common and familiar metric used predominantly in the assessment of ability and aptitude in the area of achievement. The test can be administered individually or in a group setting. Apart from the traditional pencil-and-paper format, the assessment can also be administered via computer. It requires 16 min to complete and 2 to 3 min for scoring. Formal training to administer and score the measure is not required; administration is simple and the scoring is entirely objective. However, the author has expressed that test administrators should be acquainted with good testing practices and know how to respond appropriately to examinees’ questions and concerns.