Abstract

In contrast to Borsboom who distinguishes between manifest and latent variables on epistemic grounds in terms of “epistemic accessibility,” I advocate a demarcation on pragmatic grounds. The latter way of understanding this distinction does justice to the intuitions driving Borsboom’s account, but avoids unnecessary epistemic complications. I then turn to two cases, the Flynn Effect and the case of psycho-educational assessment, and show an equivocal understanding of one latent variable, Spearman’s g, has led some researchers to draw paradoxical conclusions regarding cognitive ability.