General and Specific Effects on Cattell–Horn–Carroll Broad Ability Composites: Analysis of the Woodcock–Johnson III Normative Update Cattell–Horn–Carroll Factor Clusters Across Development

Floyd, Randy G.; McGrew, Kevin S.; Barry, Amberly; Rafael, Fawziya; Rogers, Joshua

doi:10.1080/02796015.2009.12087807

Cited by 12 publications

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“…By contrast, the subtests associated with the Processing Speed factor were low‐moderate to weak indicators of the general factor. These findings are largely consistent with prior research examining intelligence test subtest g loadings (Floyd et al, 2009; Gignac, 2006).…”

Section: Discussionsupporting

confidence: 90%

What does the Detroit tests of learning abilities, fifth edition measure? Revelations from a hierarchical exploratory factor analysis

McNulty

Floyd

2021

Psychology in the Schools

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This study examined the factor structure of the Detroit Tests of Learning Abilities, Fifth Edition (DTLA‐5) using principal axis factoring, multiple factor extraction criteria, and the Schmid–Leiman orthogonalization procedures not utilized by test publishers. Results suggest that the publisher's six‐factor structure model was over factored. Although there is support for five group factors and a hierarchical general factor that correspond with some of the test's most reliable composites, there was no evidence warranting a distinction between the test's hypothesized Reasoning Abilities and Processing Abilities domains or separation of Acquired Knowledge and Verbal Comprehension subdomains. Some test users may prefer to interpret the four DTLA‐5 subdomains that correspond to some of our basic findings in a profile indicating intra‐individual strengths and weaknesses. Based on our hierarchical factor analysis and omega statistics, we believe that the DTLA‐5 should be interpreted as a measure of psychometric g and not used to examine intra‐individual strengths and weaknesses for most test‐takers.

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Section: Discussionsupporting

confidence: 90%

What does the Detroit tests of learning abilities, fifth edition measure? Revelations from a hierarchical exploratory factor analysis

McNulty

Floyd

2021

Psychology in the Schools

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“…Note that alignment of subtests with respective seven broad Cattell-Horn-Carroll (CHC) first-order factors posited in the WJ-III Technical Manual is indicted following each subtest name. Barry, Rafael, & Rogers, 2009;Keith et al, 2010;Keith et al, 2008;Locke, McGrew, & Ford, 2011;Taub et al, 2008;Taub & McGrew, 2004;Vanderwood, McGrew, Flanagan, & Keith, 2002).…”

Section: Discussionmentioning

confidence: 99%

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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“…Independent research on the WJ-III has also been based primarily on CFA methodology. This body of research has largely been supportive of the factor structure of the instrument and its relationship with CHC theory (e.g., Floyd, McGrew, Barry, Rafael, & Rogers, 2009; Keith & Reynolds, 2010; Taub & McGrew, 2004). Two recent exceptions include studies using exploratory bifactor analysis (e.g., Dombrowski, 2013; Dombrowski & Watkins, 2013).…”

Section: Discussionmentioning

confidence: 99%

Exploratory Bifactor Analysis of the WJ-III Cognitive in Adulthood via the Schmid–Leiman Procedure

Dombrowski

2013

Journal of Psychoeducational Assessment

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The Woodcock–Johnson-III cognitive in the adult time period (age 20 to 90 plus) was analyzed using exploratory bifactor analysis via the Schmid–Leiman orthogonalization procedure. The results of this study suggested possible overfactoring, a different factor structure from that posited in the Technical Manual and a lack of invariance across both age ranges under study. Even when forcing the seven-factor fit, the structure was problematic. The results from the 20 to 39 age group displayed patterns of convergence with and divergence from the Technical Manual’s structure. The results from the 40 and above age group were generally consistent with the Technical Manual’s structure except for retrieval fluency. This study is consistent with the body of exploratory factor analysis structural validity evidence suggesting that contemporary tests of cognitive ability, particularly those based on Cattell–Horn–Carroll theory, are overfactored and lack alignment with their respective Technical Manual’s presented structure.

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General and Specific Effects on Cattell–Horn–Carroll Broad Ability Composites: Analysis of the Woodcock–Johnson III Normative Update Cattell–Horn–Carroll Factor Clusters Across Development

Cited by 12 publications

References 0 publications

What does the Detroit tests of learning abilities, fifth edition measure? Revelations from a hierarchical exploratory factor analysis

What does the Detroit tests of learning abilities, fifth edition measure? Revelations from a hierarchical exploratory factor analysis

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

Exploratory Bifactor Analysis of the WJ-III Cognitive in Adulthood via the Schmid–Leiman Procedure

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