Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance

Flanagan, Dawn P.; Alfonso, Vincent C.; Ortiz, Samuel O.; Dynda, Agnieszka M.

doi:10.1093/oxfordhb/9780199796304.013.0012

Cited by 13 publications

(23 citation statements)

References 47 publications

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“…A second limitation is that the present study examined just four broad mental abilities out of up to a dozen more that might have been included, from auditory ability to memory retrieval capacity (Carroll, 1993;Flanagan et al, 2013;McGrew, 2009). A further limitation is modest strength of the relationships reported.…”

Section: Study Limitationsmentioning

confidence: 93%

“…The broad mental abilities are a diverse lot: Some pertain to memory: short-term memory intelligence and long-term memory retrieval ability; others concern mental processing speed (RW.ERROR -Unable to find reference:1055; Carroll, 1993;Flanagan et al, 2013;Schneider & Newman, 2015). A second group of broad intelligences are distinguished according to domains of knowledge.…”

Section: The Three-stratum Model Of Intelligencementioning

confidence: 99%

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Personality attributes that predict cadet performance at West Point

Mayer

Skimmyhorn

2017

Journal of Research in Personality

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Section: Study Limitationsmentioning

confidence: 93%

Section: The Three-stratum Model Of Intelligencementioning

confidence: 99%

Personality attributes that predict cadet performance at West Point

Mayer

Skimmyhorn

2017

Journal of Research in Personality

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“…Furthermore, CFA was employed to evaluate the quality of the model and verify the overall factor structure of the WISC-V (Wechsler 2014b). The CHC theory, which conforms closely to the factor structure of the WISC-V, has been found to be applicable to diverse ethnic groups (Flanagan et al 2014;Scheiber 2016a, b;Schneider and McGrew 2012). This study seeks to extend this line of research by determining whether the applicability of CHC across ethnicities is equally valid for males and females within each ethnic group.…”

Section: Present Studymentioning

confidence: 98%

Is the Cattell–Horn–Carroll-Based Factor Structure of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) Construct Invariant for a Representative Sample of African–American, Hispanic, and Caucasian Male and Female Students Ages 6 to 16 Years?

Scheiber

2016

J Pediatr Neuropsychol

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Since the inception of testing, the examination of test bias has been discussed and debated in the literature. As new tests are developed or old tests are revised, part of the standardization process involves the examination of gender and ethnic item bias. The exploration of construct invariance across different ethnic and gender groups, however, is not part of the test construction or validation process. This study investigated factorial invariance of the Cattell-Horn-Carroll (CHC)-based factor structure of the most recent version of the Wechsler tests-the Wechsler Intelligence Scale For Children-Fifth Edition (WISC-V; Wechsler 2014a)-across a representative sample of African-American, Hispanic, and Caucasian male and female students ages 6-16 years (N = 2637). Specifically, confirmatory factor analysis was used to explore whether increasing sets of equality constraints fit the underlying theoretical structure of the WISC-V equally well. Results showed that all five CHC broad abilities, in addition to the general factor g, demonstrated structural invariance for all six ethnic/gender groups. Findings from this study suggest that, despite mean score differences, neuropsychologists can be confident that the WISC-V factor structure is equivalent for the different subgroups and scores are, thus, equally meaningful for African-American, Hispanic, and Caucasian male and female students. These results are of value, given the frequent use of intelligence tests, especially of the WISC-V, when making important and, oftentimes, lifechanging decisions regarding diagnosis and access or denial to special programs and classes.

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“…Factors from the CattellHorn-Carroll (CHC) theory of intelligence (Schneider & McGrew, 2012), for example, have documented effects on academic achievement (Flanagan, Alfonso, Ortiz, & Dynda, 2014) and gender differences have been found in visual processing (Gv) and crystallized ability (Gc) (e.g., Reynolds et al, 2008). These variables are rarely, if ever, included as statistical controls in largescale research studies of gender differences in academic achievement.…”

Section: Considerations In Gender Differences Researchmentioning

confidence: 99%

“…Because of its importance, we included an additional reading subtest, nonsense word decoding. The oral language composite (listening and oral expression), however, was excluded from the present study because oral language might be better classified as a cognitive ability-crystallized intelligence/Gc-rather than an achievement skill (Flanagan et al, 2014). See Table 2 for subtest descriptions.…”

Section: Ktea-ii Comprehensive Formmentioning

confidence: 99%

Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?

Reynolds¹,

Scheiber²,

Hajovsky³

et al. 2015

The Journal of Genetic Psychology

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The gender similarities hypothesis by J. S. Hyde ( 2005 ), based on large-scale reviews of studies, concludes that boys and girls are more alike than different on most psychological variables, including academic skills such as reading and math (J. S. Hyde, 2005 ). Writing is an academic skill that may be an exception. The authors investigated gender differences in academic achievement using a large, nationally stratified sample of children and adolescents ranging from ages 7-19 years (N = 2,027). Achievement data were from the conormed sample for the Kaufman intelligence and achievement tests. Multiple-indicator, multiple-cause, and multigroup mean and covariance structure models were used to test for mean differences. Girls had higher latent reading ability and higher scores on a test of math computation, but the effect sizes were consistent with the gender similarities hypothesis. Conversely, girls scored higher on spelling and written expression, with effect sizes inconsistent with the gender similarities hypothesis. The findings remained the same after controlling for cognitive ability. Girls outperform boys on tasks of writing.

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Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance

Cited by 13 publications

References 47 publications

Personality attributes that predict cadet performance at West Point

Personality attributes that predict cadet performance at West Point

Is the Cattell–Horn–Carroll-Based Factor Structure of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) Construct Invariant for a Representative Sample of African–American, Hispanic, and Caucasian Male and Female Students Ages 6 to 16 Years?

Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?

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