Investigating Spearman's Hypothesis by Means of Multi-Group Confirmatory Factor Analysis

Dolan, Conor V.

doi:10.1207/s15327906mbr3501_2

Cited by 89 publications

(128 citation statements)

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“…First, we conducted a standard analysis of variance approach. Second, we took a latent variable approach, i.e., multi-group confirmatory factor analyses (Dolan, 2000;Meredith, 1993). We examined (i) the organization of executive function in children and youngadults by investigating whether the indicators of the Working Memory, Shifting, and Inhibition tasks measured the same constructs across age, (ii) whether this organization changes across development, and (iii) how EF component processes contribute to the performance on the WCST and the ToL across age groups, again following Miyake et al (2000).…”

Section: The Present Studymentioning

confidence: 99%

Age-related change in executive function: Developmental trends and a latent variable analysis

2006

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Age-related change in executive function: Developmental trends and a latent variable analysis Huizinga, M.; Dolan, C.V.; van der Molen, M.W. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. AbstractThis study examined the developmental trajectories of three frequently postulated executive function (EF) components, Working Memory, Shifting, and Inhibition of responses, and their relation to performance on standard, but complex, neuropsychological EF tasks, the Wisconsin Card Sorting Task (WCST), and the Tower of London (ToL). Participants in four age groups (7-, 11-, 15-, and 21-year olds) carried out nine basic experimental tasks (three tasks for each EF), the WCST, and the ToL. Analyses were done in two steps: (1) analyses of (co)variance to examine developmental trends in individual EF tasks while correcting for basic processing speed, (2) confirmatory factor analysis to extract latent variables from the nine basic EF tasks, and to explain variance in the performance on WCST and ToL, using these latent variables. Analyses of (co)variance revealed a continuation of EF development into adolescence. Confirmatory factor analysis yielded two common factors: Working Memory and Shifting. However, the variables assumed to tap Inhibition proved unrelated. At a latent level, again correcting for basic processing speed, the development of Shifting was seen to continue into adolescence, while Working Memory continued to develop into young-adulthood. Regression analyses revealed that Working Memory contributed most strongly to WCST performance in all age groups. These results suggest that EF component processes develop at different rates, and that it is important to recognize both the unity and diversity of EF component processes in studying the development of EF.

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Section: The Present Studymentioning

confidence: 99%

Age-related change in executive function: Developmental trends and a latent variable analysis

2006

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“…The exact relation between these two methods of studying group differences, and the advantages of MG-CMSA over the method of correlated vectors, have been discussed in detail elsewhere (e.g., Ashton & Lee, 2005;Dolan, 2000;Dolan & Hamaker, 2001;Dolan et al, 2004;Lubke, Dolan, & Kelderman, 2001;Lubke et al, 2003;Millsap, 1997). Advantages of MG-CMSA over the method of correlated vectors include higher sensitivity to model violations, and the possibility to test more specific and competing hypotheses.…”

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confidence: 99%

Sex differences on the Dutch WAIS-III

et al. 2006

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“…In the method of correlated vectors, the means and standard deviations of the variables cannot have any mathematical relationship with the factor structure of the correlation matrix because the means and the variances of all the tests in the factor-analyzed correlation matrix are totally removed by the Pearson correlations, which convert all variables to z scores. Therefore, any systematic relationship between factor loadings and standardized group means (or group mean differences) must be an empirical fact, not an artifact (Jensen, 1992).Other claims of artifact are contradicted by Dolan's (1997) technical commentaries on the method of correlated vectors (Dolan, 1997(Dolan, , 2000. Dolan argued that the method of correlated vectors is not incorrect but that it lacks specificity; that is, it does not incorporate tests of alternative models of the factor structure of group differences or incorporate statistical tests to compare them for goodnessof-fit.…”

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Thirty years of research on race differences in cognitive ability.

Rushton¹,

Jensen²

2005

Psychology, Public Policy, and Law

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The culture-only (0% genetic-100% environmental) and the hereditarian (50% genetic-50% environmental) models of the causes of mean Black-White differences in cognitive ability are compared and contrasted across 10 categories of evidence: the worldwide distribution of test scores, g factor of mental ability, heritability, brain size and cognitive ability, transracial adoption, racial admixture, regression, related life-history traits, human origins research, and hypothesized environmental variables. The new evidence reviewed here points to some genetic component in Black-White differences in mean IQ. The implication for public policy is that the discrimination model (i.e., Black-White differences in socially valued outcomes will be equal barring discrimination) must be tempered by a distributional model (i.e., Black-White outcomes reflect underlying group characteristics). Section 1: BackgroundThroughout the history of psychology, no question has been so persistent or so resistant to resolution as that of the relative roles of nature and nurture in causing individual and group differences in cognitive ability (Degler, 1991;Loehlin, Lindzey, & Spuhler, 1975). The scientific debate goes back to the mid-19th century (e.g., Galton, 1869;Nott & Glidden, 1854). Starting with the widespread use of standardized mental tests in World War I, average ethnic and racial group differences were found. Especially vexing has been the cause(s) of the 15-point Black-White IQ difference in the United States.In 1969, the Harvard Educational Review published Arthur Jensen's lengthy article, "How Much Can We Boost IQ and School Achievement?" Jensen concluded that (a) IQ tests measure socially relevant general ability; (b) individual differences in IQ have a high heritability, at least for the White populations of the United States and Europe; (c) compensatory educational programs have proved generally ineffective in raising the IQs or school achievement of individuals or groups; (d) because social mobility is linked to ability, social class differences in IQ probably have an appreciable genetic component; and tentatively, but most controversially, (e) the mean Black-White group difference in IQ probably has some genetic component. Jensen's (1969) article was covered in Time, Newsweek, Life, U.S. News & World Report, and New York Times Magazine. His conclusions, the theoretical issues they raised, and the public policy recommendations that many saw as stemming directly from them were dubbed "Jensenism," a term which entered the J. Philippe Rushton, Department of Psychology, The University of Western Ontario, London, Ontario, Canada; Arthur R. Jensen, School of Education, University of California, Berkeley.Correspondence concerning this article should be addressed to J. Philippe Rushton, Department of Psychology, The University of Western Ontario, London, Ontario N6A 5C2, Canada. E-mail: rushton@uwo.ca Psychology, Public Policy, and Law 2005, Vol. 11, No. 2, 235-294 Copyright 2005 by the American Psychological Association 1076-8971/0...

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Investigating Spearman's Hypothesis by Means of Multi-Group Confirmatory Factor Analysis

Cited by 89 publications

References 43 publications

Age-related change in executive function: Developmental trends and a latent variable analysis

Age-related change in executive function: Developmental trends and a latent variable analysis

Sex differences on the Dutch WAIS-III

Thirty years of research on race differences in cognitive ability.

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