Investigating the Theoretical Structure of the Stanford-Binet-Fifth Edition

DiStefano, Christine; Dombrowski, Stefan C.

doi:10.1177/0734282905285244

Cited by 62 publications

(81 citation statements)

References 22 publications

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“…The g factor accounted for more total and common variance than that accounted for by the four first-order factors combined. These results are also consistent with those obtained from investigations of other intelligence tests, including studies of the Reynolds Intellectual Assessment Scales (Dombrowski, Watkins, & Brogan, 2009;Nelson & Canivez, 2012;Nelson, Canivez, Lindstrom, & Hatt, 2007), Stanford-Binet Intelligence Scales-Fifth Edition (Canivez, 2008;DiStefano & Dombrowski, 2006), Cognitive Assessment System (Canivez, 2011), WlSC-rV (Bodin et al, 2009;M. W. Watkins, 2006M.…”

Section: Discussionsupporting

confidence: 88%

Structural and incremental validity of the Wechsler Adult Intelligence Scale–Fourth Edition with a clinical sample.

Nelson

Canivez

Watkins

2013

Psychological Assessment

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Structural and incremental validity of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV; Wechsler, 2008a) was examined with a sample of 300 individuals referred for evaluation at a university-based clinic. Confirmatory factor analysis indicated that the WAIS-IV structure was best represented by 4 first-order factors as well as a general intelligence factor in a direct hierarchical model. The general intelligence factor accounted for the most common and total variance among the subtests. Incremental validity analyses indicated that the Full Scale IQ (FSIQ) generally accounted for medium to large portions of academic achievement variance. For all measures of academic achievement, the first-order factors combined accounted for significant achievement variance beyond that accounted for by the FSIQ, but individual factor index scores contributed trivial amounts of achievement variance. Implications for interpreting WAIS-IV results are discussed.

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Section: Discussionsupporting

confidence: 88%

Structural and incremental validity of the Wechsler Adult Intelligence Scale–Fourth Edition with a clinical sample.

Nelson

Canivez

Watkins

2013

Psychological Assessment

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“…Tbis study's results lends support to tbese criticisms and reaffirms the position against moving much beyond this level of interpretation because of stmctural validity concems (Canivez & Watkins, 2010;DiStefano & Dombrowski, 2006;Dombrowski et al, 2009;Nelson & Canivez, 2012;Watkins, 2010).…”

Section: Conclusion and Implications For Practitionerssupporting

confidence: 76%

Investigating the structure of the WJ-III Cognitive at school age.

Dombrowski¹

2013

School Psychology Quarterly

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During its development, the Woodcock-Johnson, Third Edition Cognitive (WJ-III Cognitive; McGrew & Woodcock, 2001) was never subjected to structural analysis using exploratory and higher order factor analyses. Instead, confirmatory factor analyses were conducted on separate sets of WJ-III correlation matrices, yielding a seven-factor model across all age ranges. To see whether the structure holds for the WJ-III Cognitive, currently recognized best practice exploratory factor analysis (EFA) procedures were applied to two school-aged correlation matrices (ages 9-13; 14-19) from the normative sample. Using EFA and higher order factor analysis, four factors emerged at age 9 to 13 and three factors emerged at age 14 to 19. The results of this analysis indicated a robust manifestation of general intelligence (g) that exceeded the variance attributed to the lower order factors. An additional analysis was conducted that disregarded factor extraction rules and forced the seven-factor fit. The resulting solution was only partially aligned (i.e., Gc, Ga, and Gsm) with the theoretical structure posited in the WJ-III Technical Manual. Surprisingly, this study represents the first time to my knowledge that the WJ-III Cognitive has been subjected to EFA analyses given the instrument's significant use by practitioners and that it has served as the initial evidentiary base for Cattell-Horn-Carroll theory.

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“…Correlations among WM tasks (r0.472) are higher than those among STM tasks (r0.392), which suggests that STM reflects more domain-specific characteristics (Kane et al, 2004;Swanson & Howell, 2001 To test Hypotheses 1 and 2, we conducted Model 1 in a two-factor model that distinguishes between STM (Digits, Square Matrix) and WM (Letters and Numbers, and Square Matrix Symmetric) tasks and is based on previous studies (Engle et al, 1999;Kail & Hall, 2001;Kane et al, 2004). We also tested a second model (for Hypothesis 2) with a verbal-numeric (Digits, and Letters and Numbers) and visuospatial (Square Matrix and Square Matrix Symmetric) dual-factor structure covariation (DiStefano & Dombrowski, 2006;Jarvis & Gathercole, 2003;Oberauer et al, 2003;Shah & Miyake, 1996;Vock & Holling, 2008). Our confirmatory factor analysis revealed that Model 2 shows much better fit indices than Model 1, which suggests that verbal-numeric and visuospatial memory span constructs are independent, but share 49% of their common variance.…”

Section: Discussionmentioning

confidence: 98%