The present study investigated measurement invariance across gender on the German Wechsler Intelligence Scale for Children–Fifth Edition (WISC-V). The higher order model that was preferred by the test publishers was tested on a population-representative German sample of 1,411 children and adolescents aged between 6 and 16 years. Confirmatory factor analyses were conducted to test for measurement invariance. As soon as partial scalar invariance could be established by freeing nonequivalent subtest intercepts, results demonstrated that 11 out of 15 subtest scores have the same meaning for male and female children. These findings support interpretable comparisons of the WISC-V test scores between males and females but only in due consideration of partial scalar invariance and with respect to the underlying factor structure. Despite this, however, results did not support the overall structural validity of the higher order model. Thus, replacing the former Perceptual Reasoning factor by Fluid Reasoning and Visual Spatial may be considered inappropriate due to the redundancy of the FRI as a separate factor. Results also indicated that the WISC-V provides stronger measurement of general intelligence ( Full Scale IQ) than measurements of cognitive subdomains (WISC-V indexes). Interpretative emphasis should thus be placed on the Full Scale IQ rather than the WISC-V indexes.
This paper offers insight into the development and the standardisation of the social-pediatric screening, SOPESS. The screening was developed for assessing children's developmental stages in the context of the health examination for school entry in North Rhine Westphalia. As the cutoff date regarding age, time of school entry has been rendered flexible, health examinations are due up to six months earlier than before. The screening's theoretical basis is described, its development and standardisation are presented, and its psychometric properties reported.
The study results do not support that MPH improves attention-related cognitive functions of boys with ADHD. The potential effect of MPH on verbal abilities deserves further research.
The concepts of executive function (EF) and effortful control (EC) are strikingly similar. EF originate from neurocognitive research and are described as an accumulation of cognitive processes that serve the goal-oriented self-regulation (SR) of an individual.EC originates from temperament research and is defined as the efficiency of executive attention, including the ability to inhibit a dominant response, to activate a subdominant response, to proceed in a planned manner and to recognize conflicts or errors.The aim of this article was to examine the association between the constructs of EF and EC at the preschool-age. Eighty-eight children (49 female; M-age = 3.93 years, SD = .78) were tested with a computerized battery designed to assess EF at 3-6 years of age (EF Touch). Children's parents completed questionnaires assessing EF impairments (BRIEF-P) and EC (CBQ). Associations between the constructs and their conceptual overlap were analyzed using correlations and confirmatory factor analyses. We found significant correlations between EF and EC measures. A one-factor confirmatory model fitted the data very well and indicated that EF and EC are indeed overlapping and highly similar constructs. Therefore, our results show that measures of EC and EF have substantial overlap in preschoolers and suggest an integrated model of self-regulation.
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