Meredith C. Frey, Professor & Department Chair, Psychology
Meredith C. Frey, Ph. D, is an experimental psychologist with research interests in human intelligence. Two basic questions guide her work: (1) Why are some people more intelligent than others? (2) How can we fairly measure intelligence, without also measuring learned information? She has received two grants from the U. S. Army Research Institute related to her work in developing alternative assessments of intelligence, and she, along with Dr. Laurie-Rose, maintains an active laboratory on the assessment of basic cognitive abilities in children and adults. Her work has appeared in Psychological Science, Intelligence, Psychological Inquiry, The American Journal of Psychology, and Human Factors, and she serves on the Editorial Board of Intelligence. Frey teaches classes in Research Methods, Research Ethics, Statistics, Intelligence, and Assessment. Frey received the 2009 New Teacher of the Year award.
- Ph.D., Case Western Reserve University, 2006
- 2005, Case Western Reserve University, 2005
- B.A., Ursuline College, 2001
Research, Creative, & Professional Work
- Human intelligence
- Intelligence Testing
- Academic Achievement
- Detterman, D. K., Petersen, E., & Frey, M. C. (2016). Process overlap and system theory: A simulation of, comment on, and integration of Kovacs and Conway. Psychological Inquiry, 27(3), 200-204.
- Frey, M. C., & Detterman, D. K. (2004). Scholastic assessment or g? The relationship between the SAT and general cognitive ability. Psychological Science, 15 (6), 373-378.
- Frey, M. C., & Detterman, D. K. (2005). Regression basics: Rejoinder to Bridgeman. Psychological Science, 16 (9), 747.
- Frey, M. C. (2011). The relationship between performance in near match-to-sample tasks and fluid intelligence. Intelligence, 39, 273-280.
- Frey, M. C. (2018). Intelligence. In M. H. Bornstein (Ed.) The SAGE Encyclopedia of Lifespan Human Development.
- Koenig, K. A., Frey, M. C., & Detterman, D. K. (2008). ACT and general cognitive ability. Intelligence, 36 (2), 153-160.
- Laurie-Rose, C., Curtindale, L., & Frey, M. C. (2017). Measuring sustained attention and perceived workload: A test with children. Human Factors, 59(1), 76-90.
- Laurie-Rose, C., Frey, M. C., Ennis, A.*, & Zamary, A. (2014). Measuring perceived mental workload in children. American Journal of Psychology, 127, 107-125.
- Laurie-Rose, C., Frey, M. C., Sibata, E., & Zamary, A. (2015). The effects of memory load and test position on short duration sustained attention tasks. American Journal of Psychology, 128 (4), 445 - 458.
Affiliations & Awards
- Otterbein University New Teacher of the Year, 2009
- Otterbein University Torch and Key Society, 2009
- Case Western Reserve University Graduate Instructor Award, 2005
- Mensa Research Award, 2004