The Ubiquitous Role of g in Training

Ree, Malcolm James; Carretta, Thomas R.; Green, Mark T.

doi:10.1016/b978-008043793-4/50051-9

Cited by 23 publications

(14 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The preeminence of general intelligence found in this study is similar to other studies of Wechsler scales using both EFA and CFA methods (Bodin et al, 2009;Canivez, 2014b;Canivez & Watkins, 2010a, 2010bGignac & Watkins, 2013;Nelson et al, 2013;Watkins, 2006Watkins, , 2010Watkins & Beaujean, 2014;Watkins et al, , 2006 and other intelligence tests (Canivez, 2008;Canivez et al, 2009;DiStefano & Dombrowski, 2006;Dombrowski, 2013Dombrowski, , 2014aDombrowski, , 2014bDombrowski & Watkins, 2013;Dombrowski et al, 2009;Nelson & Canivez, 2012;Nelson et al, 2007). Likewise, these results are consistent with the broader professional literature on the importance of general intelligence (Deary, 2013;Jensen, 1998;Lubinski, 2000;Ree et al, 2003). Gustafsson (1984) noted that, "individual differences in cognitive performance can be understood in terms of several sources of variance, some of which are broad and some of which are narrow" (p. 67).…”

Section: Discussionsupporting

confidence: 91%

“…been recommended as the statistical method to accomplish this residualization (Carroll, 1993(Carroll, , 1995(Carroll, , 1997(Carroll, , 2003Carretta & Ree, 2001;Gustafsson & Snow, 1997;McClain, 1996;Ree, Carretta, & Green, 2003;Thompson, 2004). It is a reparameterization of a higher-order model and an approximate bifactor solution (Reise, 2012).…”

Section: Procedures and Analysesmentioning

confidence: 99%

See 1 more Smart Citation

Factor structure of the Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests.

Canivez¹,

Watkins²,

Dombrowski³

2016

Psychological Assessment

View full text Add to dashboard Cite

The factor structure of the 16 Primary and Secondary subtests of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014a) standardization sample was examined with exploratory factor analytic methods (EFA) not included in the WISC-V Technical and Interpretive Manual (Wechsler, 2014b). Factor extraction criteria suggested 1 to 4 factors and results favored 4 first-order factors. When this structure was transformed with the Schmid and Leiman (1957) orthogonalization procedure, the hierarchical g-factor accounted for large portions of total and common variance while the 4 first-order factors accounted for small portions of total and common variance; rendering interpretation at the factor index level less appropriate. Although the publisher favored a 5-factor model where the Perceptual Reasoning factor was split into separate Visual Spatial and Fluid Reasoning dimensions, no evidence for 5 factors was found. It was concluded that the WISC-V provides strong measurement of general intelligence and clinical interpretation should be primarily, if not exclusively, at that level. (PsycINFO Database Record

show abstract

Section: Discussionsupporting

confidence: 91%

Section: Procedures and Analysesmentioning

confidence: 99%

Factor structure of the Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests.

Canivez¹,

Watkins²,

Dombrowski³

2016

Psychological Assessment

View full text Add to dashboard Cite

show abstract

“…() with the total WISC‐V standardization sample and similar to other studies of Wechsler scales using both EFA and CFA methods (Bodin et al., ; Canivez, ; Canivez & Watkins, , ; Canivez et al., ; Dombrowski, Canivez, & Watkins, 2018; Gignac & Watkins, ; Lecerf & Canivez, ; McGill & Canivez, , ; Nelson et al., ; Watkins, ; ; Watkins & Beaujean, ; Watkins et al., , , ) and other intelligence tests (Canivez, ; Canivez & McGill, ; Canivez et al., ; Cucina & Howardson, ; DiStefano & Dombrowski, ; Dombrowski, , , ; Dombrowski & Watkins, ; Dombrowski et al., ; Dombrowski, Golay, McGill & Canivez, ; Dombrowski, McGill, & Canivez, , , ; Dombrowski, McGill, Canivez & Peterson, ; Nelson & Canivez, ; Nelson et al., ). These results are also consistent with the broader professional literature on the importance and dominance of general intelligence (Deary, ; Jensen, ; Lubinski, ; Ree et al., ).…”

Section: Discussionsupporting

confidence: 90%

“…Cognitive ability subtest scores reflect combinations of both first‐order and second‐order factor variance and, because of this, Carroll (, , , ) argued that variance from the higher‐order factor must be extracted first to residualize the lower‐order factors, leaving them orthogonal to the higher‐order factor. The Schmid and Leiman () procedure has been recommended as the statistical method to accomplish this residualization (Carroll, , , , ; Carretta & Ree, ; Gustafsson & Snow, ; McClain, ; Ree, Carretta, & Green, ; Thompson, ). It is a reparameterization of a higher‐order model and an approximate bifactor solution (Reise, ).…”

Section: Methodsmentioning

confidence: 99%

Factor structure of the WISC‐V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests

Canivez

Dombrowski

Watkins

2018

Psychology in the Schools

View full text Add to dashboard Cite

This study examined the factor structure of the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) with four standardization sample age groups (6-8, 9-11, 12-14, 15-16 years) using exploratory factor analysis (EFA), multiple factor extraction criteria, and hierarchical EFA not included in the WISC-V Technical and Interpretation Manual. Factor extraction criteria suggested that one to four factors might be sufficient despite the publisher-promoted, five-factor solution. Forced extraction of five factors resulted in only one WISC-V subtest obtaining a salient pattern coefficient on the fifth factor in all four groups, rendering it inadequate. Evidence did not support the publisher's desire to split Perceptual Reasoning into separate Visual Spatial and Fluid Reasoning dimensions. Results indicated that most WISC-V subtests were properly associated with the four theoretically oriented first-order factors resembling the WISC-IV, the g factor accounted for large portions of total and common variance, and the four first-order group factors accounted for small portions of total and common variance. Results were consistent with EFA of the WISC-V total standardization sample. K E Y W O R D S exploratory factor analysis, factor extraction criteria, Schmid-Leiman higher-order analysis, structural validity, WISC-V The Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V; Wechsler, 2014a) includes 16 intelligence-related subtests, five first-order factor index scores (Verbal Comprehension [VC], Visual Spatial [VS], Fluid Reasoning [FR], Working Memory [WM], and Processing Speed [PS]), and the hierarchically ordered Full Scale score (FSIQ). The Word Reasoning and Picture Completion subtests of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV; Wechsler, 2003) were removed and three new subtests were added. New subtests include Picture Span (adapted from Psychol Schs. 2018;55:741-769.wileyonlinelibrary.com/journal/pits

show abstract

“…These include model-based reliability estimates (i.e., omega hierarchical and Omega Hierarchical Subscale), percentages of variance captured by higher and lower order factors, communality estimates, and first-order factor correlations from EFA. The methodological research base in EFA (e.g., Carroll, 1993, 1995, 1997, 2003; Gorsuch, 1983; McClain, 1996; Ree, Carretta, & Green, 2003; Thompson, 2004) has suggested the inclusion of this information when presenting factor analytic results as it aides users in determining how an instrument should be interpreted and how much interpretive emphasis should be placed on higher and lower order factors. These statistics were not provided in the DAS-II Technical Handbook , suggesting that understanding of the DAS-II and its relationship with CHC theory is presently incomplete.…”

mentioning

confidence: 99%

Investigating the Theoretical Structure of the Differential Ability Scales—Second Edition Through Hierarchical Exploratory Factor Analysis

Dombrowski

McGill

Canivez

et al. 2018

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

When the Differential Ability Scales-Second Edition (DAS-II) was developed, the instrument's content, structure, and theoretical orientation were amended. Despite these changes, the Technical Handbook did not report results from exploratory factor analytic investigations, and confirmatory factor analyses were implemented using selected subtests across the normative age groups from the total battery. To address these omissions, the present study investigated the theoretical structure of the DAS-II using principal axis factoring followed by the Schmid-Leiman procedure with participants from the 5-to 8-year-old age range to determine the degree to which the DAS-II theoretical structure proposed in the Technical Handbook could be replicated. Unlike other age ranges investigated where at most 14 subtests were administered, the entire DAS-II battery was normed on participants aged 5 to 8 years, making it well suited to test the full instrument's alignment with theory. Results suggested a six-factor solution that was essentially consistent with the Cattell-Horn-Carroll (CHC)-based theoretical structure suggested by the test publisher and simple structure was attained. The only exception involved two subtests (Picture Similarities and Early Number Concepts) that did not saliently load on a group factor. Implications for clinical practice are discussed.

show abstract

The Ubiquitous Role of g in Training

Cited by 23 publications

References 58 publications

Factor structure of the Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests.

Factor structure of the Wechsler Intelligence Scale for Children–Fifth Edition: Exploratory factor analyses with the 16 primary and secondary subtests.

Factor structure of the WISC‐V in four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests

Investigating the Theoretical Structure of the Differential Ability Scales—Second Edition Through Hierarchical Exploratory Factor Analysis

Contact Info

Product

Resources

About