Studies evaluating the trainability of intelligence have been dependent, in the main, upon a relatively small number of contemporary measurement procedures largely derived from a common base. A brief review of these tests is provided, and it is concluded that the procedures possess a number of characteristics that make the evaluation of change in intelligence a tenuous proposition. The most serious concern is seen as revolving about the evidence of test validity. The case is advanced that at least 4 conceptually distinct types of validity should be required of these tests and that in most instances this is now assumed rather than demonstrated. As a result, many of the conclusions drawn from efforts to evaluate change in intelligence may be erroneous; hence, the trainability of intelligence cannot be fully judged from the existing research in which these measures are used.
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