A factor analysis of the original Stanford-Binet scale

Wright, Ruth E.

doi:10.1007/bf02288553

Cited by 24 publications

(9 citation statements)

References 3 publications

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“…These findings are of course only a straw in the wind, for the arbitrary selection of some other factor pattern with which to start might give different results. But it shows, along with other studies, an example of which has been cited (50), that Spearman's g or any g is not necessarily bound to escape the grasp of Thurstone's instruments of analysis.…”

Section: What Factors Have Been Discovered?mentioning

confidence: 71%

“…The new factor stands a good chance of having a basis of truth, however, in that it may represent an important source of heterogeneity. The study of Wright, for example, exhibited a general factor of mental maturity, as she interpreted it, in a group of children heterogeneous as to mental age (50). The wise factorist will be on the lookout for unusual factors of this kind and will refer them to whatever known source seems most reasonable.…”

Section: Conditions Influencing Factor Patternsmentioning

confidence: 98%

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Human abilities.

Guilford¹

1940

Psychological Review

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Section: What Factors Have Been Discovered?mentioning

confidence: 71%

Section: Conditions Influencing Factor Patternsmentioning

confidence: 98%

Human abilities.

Guilford¹

1940

Psychological Review

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“…In several factor studies on adults we have not found any general factor that might correspond to Spearman's " g," but one factor study of 10-year-old children has revealed a general factor in addition to the primary factors that have been found for adults (22). This raises the interesting question whether a general factor will be found among children of other ages and whether it tends to disappear in adults.…”

Section: General Factorsmentioning

confidence: 76%

Current issues in factor analysis.

Thurstone¹

1940

Psychological Bulletin

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THE PURPOSE OF FACTOR ANALYSISA factor problem starts with the hope or conviction that a certain domain is not so chaotic as it looks. The object of factor analysis is to discover the principal dimensions or categories of mentality and to indicate the directions along which they may be studied by experimental laboratory methods. Factor analysis is not restricted by assumptions regarding the nature of the factors, whether they be physiological or social, elemental or complex, correlated or uncorrelated. It assumes that a variety of phenomena within the domain are related and that they are determined, at least in part, by a relatively small number of functional unities, or factors. The factors may be called by different names, such as causes, faculties, parameters, functional unities, abilities, independent measurements, experimentally independent effects. The name for a factor depends on the context, on one's philosophical preferences and manner of speech, and on how much one already knows about the domain to be investigated. The factors in psychological investigations are not ordinarily to be thought of as elemental things which are present or absent, like heads or tails in the tossing of coins.On previous occasions I have stated that factor analysis has its principal usefulness at the borderline of science and that it is naturally superseded as quickly as possible by rational formulations in terms of the science involved. Factor analysis is useful especially in

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“…iactor although tests expected to be tapping ' comprehension,' such as Sentences, Information, and so on, also exhibit moderately high loadings on this facror. The emergence at the @-year level of a specialised factor which seems to be associated with numerical ability suggests that the gradual differentiation of ability as hypothesised by Wright (1939), Garrett (1946), Anastasi (1948), Burt (1954) and Mukherjee(l962) might start as early as the beginning of primary school level. Further studies of the longitudinal type are needed to substantiate the above hypothesis.…”

Section: Change In the Factorial Structurementioning

confidence: 96%

The Factorial Structure of Wechsler's Preschool and Primary Scale of Intelligence at Successive Age Levels

Mukherjee¹

1975

Brit J of Edu Psychol

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SUMMARY.A factor analysis of the correlation matrix for the subtests of WPPSI was carried out for each of the age groups between 4 and 6+ years. The data were obtained from the WPPSI standardisation samples. In each analysis, three factors were extracted and two of these, after equimax rotation, were found to give patterns of loadings which were similar for all age groups. The rotated factors were identified as verbal intelligence, space performance and comprehension. Order analysis of the same data tended to support the notion that these factors could be also arranged into a circular order along with various tests of WPPSI.Using a likelihood ratio test for the Guttman ' circumplex ' structure, the correlation matrix for the 4-year age group was analysed and the result provides clear support for the postulated circular arrangement of the tests. The circumplex ordering of WPPSI suggests a systematic ordering according to the law of neighbouring variables and is found to be more parsimonious and less subjective in interpreting than the results emerging from the traditional factor analysis.INTRODUCTION THE present study was originally undertaken in order to examine the possibility of age-related trends in the pattern of mental abilities as reflected in the factorial structure of the Wechsler Preschool and Primary Scales ONpPSI), which had been administered to children aged 4 and 6$ years. For this purpose, the WPPSI data were factored by the iterative principal-axes method and three factors were retained for rotation by the equimax method.The study reported here aimed at answering the following questions : (a) With the principal-axes method can the first of the factors so obtained be identified with general intelligence and, if so, is this factor the same for all the age groups ? (b) Does this general factor account for il decreasing amount of common variance as the age level increases ? (c) With the method of equimax rotation how far do the factors obtained at one age level correspond with factors obtained at another ? If they are the same, do the factor loadings show any monotonic trend as a result of age change ? The final, and most important question was : (d) Do the WPPSI subtests conform to a circular ordering or ' circumplex ' (Guttman. 1954) ?The circumplex theory of Guttman (1 954) postulates that qualitatively different traits in a given domain can have an order among themselves without a beginning or an end. "A set of variables obeying such a law will be called a

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A factor analysis of the original Stanford-Binet scale

Cited by 24 publications

References 3 publications

Human abilities.

Human abilities.

Current issues in factor analysis.

The Factorial Structure of Wechsler's Preschool and Primary Scale of Intelligence at Successive Age Levels

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