A Factor Analysis of the Merrill-Palmer with Reference to Theory and Test Construction

Hurst, John G.

doi:10.1177/001316446002000309

Cited by 12 publications

(3 citation statements)

References 10 publications

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“…All tests require the child to give multiple Hypothetical Factor III, EFU, is the evaluation of figural units, or perceptual speed, Tests 9 and 10. This ability has been repeatedly identified in previous work at preschool age, showing up in the analyses by Stott and Ball (1963) and Hurst (1960) of Binet and Merrill-Palmer data, and in the two USC-Pacific State reports at the 4-year level (Carlson & Meyers, 1968;Meyers et al, 1964). The two tests employed here were used in the prior two investigations of this series.…”

Section: Factor Hypothesessupporting

confidence: 54%

Comparative structure of intellect in middle- and lower-class four-year-olds of two ethnic groups.

Sitkei

Meyers²

1969

Developmental Psychology

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Investigating structure of intellect at 4 years, the study hypothesized greater status and ethnic differences for semantic than for other ability factors for lower-status and Negro subjects. Six ability hypotheses implicit in a 22-test battery were determined for four subgroups of middle and lower Negro and white children (N -100). Obtained factor structure showed no qualitative difference among groups but confirmed and enlarged the structure-of-intel-!ect patterns established in previous work. Significant differences in mean factor scores confirmed hypotheses of status and ethnic difference only for cognitive semantics. Divergent semantic, figural, and memory factors did not differ.

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Section: Factor Hypothesessupporting

confidence: 54%

Comparative structure of intellect in middle- and lower-class four-year-olds of two ethnic groups.

Sitkei

Meyers²

1969

Developmental Psychology

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“…Factor analyses at the preschool age levels, involving groups of substantial size, have been far less common than analyses of school-age children. Nevertheless, ample evidence has accumulated to show that at the ages of 2 or 3, and even at various levels of infancy, there are specific intellectual abilities that emerge as group factors-sometimes in addition to a general factor (McNemar, 1942;Quereshi, 1967;Richards and Nelson, 1939), and sometimes in the absence of g (Hurst, 1960;Meyers, Dingman, Orpet, Sitkei, and Watts, 1964;Stott and Ball, 1963). …”

Section: Discussionmentioning

confidence: 99%

Factor Structure of the McCarthy Scales At Five Age Levels Between 2½ and 8½

Kaufman

1975

Educational and Psychological Measurement

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The McCarthy Scales of Children's Abilities (MSCA) were factor analyzed at five age levels: 2½, 3-3½, 4-4½, 5-5½, and 6½-7½-8½. The standardization sample (N = 1032) provided the source of data.Varimax rotated factors akin to four of the six MSCA Scales— General Cognitive, Verbal, Memory, and Motor—appeared at age 2½, and tended to appear at all older age levels. Factors akin to the Perceptual-Performance and Quantitative Scales emerged at ages 3-3½ and 5-5½, respectively. The overall findings were interpreted from a developmental perspective, and the data were shown to offer evidence for the construct validity of the MSCA. EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1975, 35, 641-656. THE McCarthy Scales of Children's Abilities (MSCA) comprise 18 short mental and motor tests which have been grouped into six scales: Verbal, Perceptual-Performance, Quantitative, General Cognitive, Memory, and Motor. McCarthy (1972) selected the scales primarily on the basis of functional and intuitive considerations, although the results of preliminary factor analyses of parts of the MSCA standardization data were also considered. These analyses of the standardization edition of the MSCA, though exploratory in nature, served a number of other useful functions. They suggested that the battery (1) has a strong underlying structure, as evidenced by the consistency of the factor patterns for each set of data when several different techniques of factor analysis were applied; (2) had a somewhat similar structure at three different age levels; and (3) measures some abilities 1 I am particularly grateful to Dr. Dorothea McCarthy for her helpful suggestions regarding the implications of the results of the study.2 Reprints may be obtained from

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“…Some of the most. critical evidence involved the repeated finding of differentiated abilities in very young children (ranging down to ages two and three), including the differentiation of such factors as CMU and CMS or~T and NMS which differ~d in only one facet of the 81 design (Hurst, 1960;Meyers, Dingman, Orpet, .Sitkei, & Watts, 1964;Meyers, Orpet, Atwell, & Dingman, 1962;McCartin .& Meyers, 1966). Several cognitive dimensions were also uncovered in analyses bf infants and preschool children by Stott and Ball (1965), using items drawn from va~ious standard infant and preschool scales.…”

Section: The Factorial Differentiation Hxpothesismentioning

confidence: 99%

Multivariate Models of Cognition and Personality: The Need for Both Process and Structure in Psychological Theory and Measurement1

Messick

1973

ETS Research Bulletin Series

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This paper calls for the development of sequential models of cognition and personality as a way of adding process to the primarily structural concerns of current multivariate models. At the same time, it points to the results of factor analysis, particularly as summarized in a hierarchical extension of Guilford's structure‐of‐intellect system, as a source of component variables for such sequential formulations. The need to take into account personality, developmental, and environmental variables in these sequential models is also emphasized.

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A Factor Analysis of the Merrill-Palmer with Reference to Theory and Test Construction

Cited by 12 publications

References 10 publications

Comparative structure of intellect in middle- and lower-class four-year-olds of two ethnic groups.

Comparative structure of intellect in middle- and lower-class four-year-olds of two ethnic groups.

Factor Structure of the McCarthy Scales At Five Age Levels Between 2½ and 8½

Multivariate Models of Cognition and Personality: The Need for Both Process and Structure in Psychological Theory and Measurement1

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