Research on high-ability postsecondary students has increased in recent years; yet identifying such students can be challenging. The International Cognitive Ability Resource (ICAR) is an online, open-access tool designed to facilitate measurement of cognitive abilities in research. We evaluated whether the ICAR is appropriate to identify high-ability postsecondary students for research; high ability was classified by a General Ability Index score of 120 or higher on the WAIS-IV. In a sample of 97 students from a U.S. university (Mean age 22.47 years, Mean General Ability Index score 115.13) the 60-item ICAR demonstrated adequate diagnostic accuracy to identify high ability with three appropriate cut scores (33, 34, or 35 items correct out of 60). The 16-item ICAR had no appropriate cut scores but demonstrated validity as a brief cognitive ability measure that could be used to examine relations between intelligence and other variables. Findings suggest that the ICAR could be a useful open-source tool for research with high-ability college students

近年来，对高能力大学生的研究有所增加；然而，识别这样的学生可能具有挑战性。国际认知能力资源 (ICAR) 是一个在线、开放获取的工具，旨在促进研究中认知能力的测量。我们评估了 ICAR 是否适合识别高能力的大专学生进行研究；高能力是根据 WAIS-IV 的一般能力指数得分为 120 或更高来分类的。在来自美国大学的 97 名学生的样本中（平均年龄 22.47 岁，平均综合能力指数得分 115.13），60 项 ICAR 证明了足够的诊断准确性，可以通过三个适当的分数（33、34 或 35 项正确）来识别高能力60 个）。16 项 ICAR 没有适当的削减分数，但作为一个简短的认知能力衡量标准显示了有效性，可用于检查智力与其他变量之间的关系。研究结果表明，ICAR 可能是一个有用的开源工具，用于研究高能力大学生