While traditional paper-and-pen examinations favor linguistic and logical skills, there is a need for intelligence-fair measures that value the distinct modalities of thinking and learning that uniquely define each intelligence. Psychologist Alan S. Kaufman points out that IQ tests have measured spatial abilities for 70 years. Modern IQ tests are greatly influenced by the Cattell-Horn-Carroll theory which incorporates a general intelligence but also many more narrow abilities. While IQ tests do give an overall IQ score, they now also give scores for many more narrow abilities. According to a 2006 study, many of Gardner's "intelligences" correlate with the "g" factor, supporting the idea of a single dominant type of intelligence. According to the study, each of the domains proposed by Gardner involved a blend of "g", of cognitive abilities other than "g", and, in some cases, of non-cognitive abilities or of personality characteristics. The Johnson O'Connor Research Foundation has tested hundreds of thousands of people to determine their "aptitudes" ("intelligences"), such as manual dexterity, musical ability, spatial visualization, and memory for numbers. There is correlation of these aptitudes with the "g" factor, but not all are strongly correlated; correlation between the "g" factor and "inductive speed" ("quickness in seeing relationships among separate facts, ideas, or observations") is only 0.5, considered a moderate correlation. Linda Gottfredson (2006) has argued that thousands of studies support the importance of intelligence quotient (IQ) in predicting school and job performance, and numerous other life outcomes. In contrast, empirical support for non-"g" intelligences is either lacking or very poor. She argued that despite this, the ideas of multiple non-"g" intelligences are very attractive to many due to the suggestion that everyone can be smart in some way. A critical review of MI theory argues that there is little empirical evidence to support it: The same review presents evidence to demonstrate that cognitive neuroscience research does not support the theory of multiple intelligences: The theory of multiple intelligences is sometimes cited as an example of pseudoscience because it lacks empirical evidence or falsifiability, though Gardner has argued otherwise. Gardner defines intelligence as "bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture." According to Gardner, there are more ways to do this than just through logical and linguistic intelligence. Gardner believes that the purpose of schooling "should be to develop intelligence and to help people reach vocational and avocational goals that are appropriate to their particular spectrum of intelligence.