(CHC) theory has had a significant impact on the measurement of cognitive abilities and the interpretation of intelligence test performance. The purpose of this chapter is to summarize the most salient ways in which CHC theory has influenced the field of intellectual assessment. The chapter begins with a brief summary of the evolution of CHC theory. Next, the specific ways in which current CHC theory and research have influenced test development are presented. Finally, the CHC cross-battery approach is described as one mechanism through which practitioners in the field of psychoeducational assessment have embraced CHC theory, particularly as it applies to test interpretation.

Preliminary–please do not cite without permission In the US, women tend to have lower levels of financial literacy than men. This is consistent with a household division of labor in which men manage finances. However, women also tend to outlive their husbands, so they will eventually need to take over this task. Using a new survey of older couples, I find that women acquire additional financial literacy as they approach widowhood. At an estimated increase of 0.04 standard deviations per year approaching widowhood, 80 % of women in my sample would catch up with their husbands prior to the expected onset of widowhood. I also demonstrate that these findings are due to actual increases by women and are not merely an artifact of cognitive decline among older men. These results are consistent with a model in which the household division of labor breaks down when a spouse dies. The model shows that women have an incentive both to delay acquiring financial knowledge and also to begin learning before widowhood. This paper represents the first empirical examination of the financial literacy of both membersofcouplesandprovidesalife-cycleinterpretationofthegendergapinfinancial literacy. This paper employs data that is generously supported by NIA grant P01 AG026571. Many thanks to

We would like to thank Wayne Camara for his encouragement and assistance, on behalf of the College Board, in supporting this research and especially in making available CLEP ® and AP ® tests for use in this investigation. Philip L. Ackerman is professor of psychology at