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Daniel B Hajovsky, Ethan F Villeneuve, Matthew R Reynolds, Christopher R Niileksela, Benjamin A Mason, Nicholas J Shudak
Some studies have demonstrated that the Cattell-Horn-Carroll (CHC) cognitive abilities influence writing; however, little research has investigated whether CHC cognitive abilities influence writing the same way for males and females across grades. We used multiple group structural equation models to investigate whether CHC cognitive ability influences on written expression differed between grades or sex using the Kaufman Assessment Battery for Children, Second Edition and the Kaufman Tests of Educational Achievement, Second Edition co-normed standardization sample data (N=2117)...
April 2018: Journal of School Psychology
Loes van Aken, Paul T van der Heijden, Wouter Oomens, Roy P C Kessels, Jos I M Egger
The neuropsychological construct of executive functions (EFs), and the psychometric Cattell-Horn-Carroll (CHC) theory of cognitive abilities are both approaches that attempt to describe cognitive functioning. The coherence between EF and CHC abilities has been mainly studied using factor-analytical techniques. Through multivariate regression analysis, the current study now assesses the integration of these latent constructs in clinical assessment. The predictive power of six widely used executive tasks on five CHC measures (crystallized and fluid intelligence, visual processing, short-term memory, and processing speed) is examined...
September 1, 2017: Assessment
Steven Wickens, Stephen C Bowden, Wendyl D'Souza
OBJECTIVE: It is now well appreciated that benign epilepsy with centrotemporal spikes (BECTS, or more recently, ECTS) is associated with a range of cognitive and behavioral disturbances. Despite our improved understanding of cognitive functioning in ECTS, there have been to date no efforts to quantitatively synthesize the available literature within a comprehensive cognitive framework. METHODS: The present systematic review and meta-analysis was conducted according to PRISMA guidelines...
October 2017: Epilepsia
Ana Azevedo Martins, Cristiano Mauro Assis Gomes, Ana Filipa Alves, Leandro da Silva Almeida
The Cattell-Horn-Carroll theory is the principal model at present to define and assess intelligence. However, several authors have suggested that the structure of intelligence is not stable throughout life. For example, children tend to present a general ability, which is invested in the development of specific and differentiated abilities during adolescence, reflecting the effect of schooling, experiences, and interests. In this study, an intelligence nine subtests battery was applied to a sample of 470 5-, 7-, and 9-year-old Portuguese children, from public and private basic schools...
February 2018: Psychological Reports
Stefan C Dombrowski, Ryan J McGill, Gary L Canivez
The Woodcock-Johnson (fourth edition; WJ IV; Schrank, McGrew, & Mather, 2014a) was recently redeveloped and retains its linkage to Cattell-Horn-Carroll theory (CHC). Independent reviews (e.g., Canivez, 2017) and investigations (Dombrowski, McGill, & Canivez, 2017) of the structure of the WJ IV full test battery and WJ IV Cognitive have suggested the need for additional factor analytic exploration. Accordingly, the present study used principal axis factoring (PAF) followed by the Schmid and Leiman (SL; Schmid & Leiman, 1957) procedure with the 2 school-aged correlation matrices from the normative sample to determine the degree to which the WJ IV total battery structure could be replicated...
July 27, 2017: School Psychology Quarterly
Gary L Canivez, Marley W Watkins, Rebecca Good, Kate James, Trevor James
BACKGROUND: Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children - Fourth UK Edition (WISC-IV(UK) ; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV(UK) standardization sample have not yet been reported. Watkins et al. (2013, International Journal of School and Educational Psychology, 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC-IV(UK) core subtests in clinical assessments of learning difficulties and dominance of general intelligence...
April 3, 2017: British Journal of Educational Psychology
Jeffrey M Cucina, Garett N Howardson
Recently emerging evidence suggests that the dominant structural model of mental abilities-the Cattell-Horn-Carroll (CHC) model-may not adequately account for observed scores for mental abilities batteries, leading scholars to call into question the model's validity. Establishing the robustness of these findings is important since CHC is the foundation for several contemporary mental abilities test batteries, such as the Woodcock-Johnson III (WJ-III). Using confirmatory factor analysis, we investigated CHC's robustness across 4 archival samples of mental abilities test battery data, including the WJ-III, the Kaufman Adolescent & Adult Intelligence Test (KAIT), the Kaufman Assessment Battery for Children (KABC), and the Differential Ability Scales (DAS)...
August 2017: Psychological Assessment
Nicholas F Benson, John H Kranzler, Randy G Floyd
Prior research examining cognitive ability and academic achievement relations have been based on different theoretical models, have employed both latent variables as well as observed variables, and have used a variety of analytic methods. Not surprisingly, results have been inconsistent across studies. The aims of this study were to (a) examine how relations between psychometric g, Cattell-Horn-Carroll (CHC) broad abilities, and academic achievement differ across higher-order and bifactor models; (b) examine how well various types of observed scores corresponded with latent variables; and (c) compare two types of observed scores (i...
October 2016: Journal of School Psychology
Stefan C Dombrowski, Ryan J McGill, Gary L Canivez
Exploratory and confirmatory factor analytic studies were not reported in the Technical Manual for the Woodcock-Johnson, 4th ed. Cognitive (WJ IV Cognitive; Schrank, McGrew, & Mather, 2014b) Instead, the internal structure of the WJ IV Cognitive was extrapolated from analyses based on the full WJ IV test battery (Schrank, McGrew, & Mather, 2014b). Even if the veracity of extrapolating from the WJ IV full battery were accepted, there were shortcomings in the choices of analyses used and only limited information regarding those analyses was presented in the WJ IV Technical Manual (McGrew, Laforte, & Shrank, 2014)...
April 2017: Psychological Assessment
Debbie Van Biesen, Jennifer Mactavish, Katina McCulloch, Laetitia Lenaerts, Yves C Vanlandewijck
BACKGROUND: Previous research has shown that cognitive and motor skills are related. The precise impact of cognitive impairment on sport proficiency, however, is unknown. AIMS: This study investigated group and individual differences in cognitive profiles in a large cohort of track and field athletes, basketball players, swimmers and table tennis players with (N=468) and without (N=162) intellectual disabilities (ID). METHODS AND PROCEDURES: Based on the Cattell-Horn-Carroll Theory of Cognitive abilities, eight subtests were selected for inclusion in a generic cognitive test (GCT) to assess executive functions and cognitive abilities relevant to sport, i...
June 2016: Research in Developmental Disabilities
Caroline Scheiber
This study explored whether the Kaufman Assessment Battery for Children-Second Edition (KABC-II) predicted academic achievement outcomes of the Kaufman Test of Educational Achievement-Second Edition (KTEA-II) equally well across a representative sample of African American, Hispanic, and Caucasian school-aged children ( N = 2,001) in three grade groups (1-4, 5-8, 9-12). It was of interest to study possible prediction bias in the slope and intercept of the five underlying Cattell-Horn-Carroll (CHC) cognitive factors of the KABC-II-Sequential/Gsm (Short-Term Memory), Learning/Glr (Long-Term Storage and Retrieval), Simultaneous/Gv (Visual Processing), Planning/Gf (Fluid Reasoning), and Knowledge/Gc (Crystallized Ability)-in estimating reading, writing, and math...
September 2017: Assessment
Paul A Jewsbury, Stephen C Bowden, Milton E Strauss
Executive function is an important concept in neuropsychological and cognitive research, and is often viewed as central to effective clinical assessment of cognition. However, the construct validity of executive function tests is controversial. The switching, inhibition, and updating model is the most empirically supported and replicated factor model of executive function (Miyake et al., 2000). To evaluate the relation between executive function constructs and nonexplicitly executive cognitive constructs, we used confirmatory factor reanalysis guided by the comprehensive Cattell-Horn-Carroll (CHC) model of cognitive abilities...
February 2016: Journal of Experimental Psychology. General
Loes van Aken, Paul T van der Heijden, William M van der Veld, Laureen Hermans, Roy P C Kessels, Jos I M Egger
The Cattell-Horn-Carroll (CHC) theory of cognitive abilities has been guiding in the revision of the Wechsler Adult Intelligence Scale-Fourth edition (WAIS-IV). Especially the measurement of fluid reasoning (Gf) is improved. A total of five CHC abilities are included in the WAIS-IV subtests. Using confirmatory factor analysis, a five-factor model based on these CHC abilities is evaluated and compared with the four index scores in the Dutch-language version of the WAIS-IV. Both models demonstrate moderate fit, preference is given to the five-factor CHC model both on statistical and theoretical grounds...
June 2017: Assessment
Ryan J McGill
This study is an examination of the incremental validity of Cattell-Horn-Carroll (CHC) factor scores from the Kaufman Assessment Battery for Children-second edition (KABC-II) for predicting scores on the Kaufman Test of Educational Achievement-second edition (KTEA-II). The participants were children and adolescents, ages 7-18, (N = 2,025) drawn from the KABC-II standardization sample. The sample was nationally stratified and proportional to U.S. census estimates for sex, ethnicity, geographic region, and parent education level...
December 2015: Psychological Assessment
Holger Ottensmeier, Bernhard Zimolong, Johannes E Wolff, Jochen Ehrich, Niels Galley, Katja von Hoff, Joachim Kuehl, Stefan Rutkowski
OBJECTIVE: The Wuerzburger Psychologische Kurz-Diagnostik (WUEP-KD) is a short screening battery for cognitive deficits in children with brain tumour. We report on its psychometric quality and testing efficiency. MATERIAL AND METHODS: WUEP-KD was founded on Cattell-Horn-Carroll (CHC) framework of cognitive abilities. We assessed the construct validity of the short battery by conducting factor analysis and the concurrent validity by multiple linear regressions with Kaufman Assessment Battery for Children (K-ABC)...
May 2015: European Journal of Paediatric Neurology: EJPN
Julie K Irwin, Michael Joschko, Kimberly A Kerns
The purpose of the current study was to assess the validity of the Reynolds Intellectual Assessment Scale's (RIAS) index and subtest scores by examining whether the RIAS conforms to Carroll's ( 1993 ) three-stratum theory of cognitive ability and the Cattell-Horn Gf-Gc (Horn & Cattell, 1966 ) theory of intelligence upon which it was based. Factor structures of RIAS scores from typically developing (n = 187) and mixed clinical groups (n = 164), 4-18 years old, were compared using confirmatory factor analysis...
2014: Clinical Neuropsychologist
Matthew P Pase, Con Stough
Cognitive outcomes are frequently implemented as endpoints in nutrition research. To reduce the number of statistical comparisons it is commonplace for nutrition researchers to combine cognitive test results into a smaller number of broad cognitive abilities. However, there is a clear lack of understanding and consensus as to how best execute this practice. The present paper reviews contemporary models of human cognition and proposes a standardised, evidence-based method for grouping cognitive test data into broader cognitive abilities...
December 2014: Nutrition Research Reviews
A Alexander Beaujean, Jason Parkin, Sonia Parker
Previous research using the Cattell-Horn-Carroll (CHC) theory of cognitive abilities has shown a relationship between cognitive ability and academic achievement. Most of this research, however, has been done using the Woodcock-Johnson family of instruments with a higher order factor model. For CHC theory to grow, research should be done with other assessment instruments and tested with other factor models. This study examined the relationship between different factor models of CHC theory and the factors' relationships with language-based academic achievement (i...
September 2014: Psychological Assessment
Carolyn MacCann, Dana L Joseph, Daniel A Newman, Richard D Roberts
This article examines the status of emotional intelligence (EI) within the structure of human cognitive abilities. To evaluate whether EI is a 2nd-stratum factor of intelligence, data were fit to a series of structural models involving 3 indicators each for fluid intelligence, crystallized intelligence, quantitative reasoning, visual processing, and broad retrieval ability, as well as 2 indicators each for emotion perception, emotion understanding, and emotion management. Unidimensional, multidimensional, hierarchical, and bifactor solutions were estimated in a sample of 688 college and community college students...
April 2014: Emotion
Matthew R Reynolds, Timothy Z Keith, Dawn P Flanagan, Vincent C Alfonso
The Cattell-Horn-Carroll (CHC) taxonomy has been used to classify and describe human cognitive abilities. The ability factors derived from the CHC taxonomy are often assumed to be invariant across multiple populations and intelligence batteries, which is an important assumption for research and assessment. In this study, data from five different test batteries that were collected during separate Kaufman Assessment Battery for Children-Second Edition (KABC-II; Kaufman & Kaufman, 2004) concurrent validity studies were factor-analyzed jointly...
August 2013: Journal of School Psychology
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