Cattell-Horn-Carroll Abilities and Cognitive Tests: What We've Learned from 20 Years of Research

Autor/inn/en	Keith, Timothy Z.; Reynolds, Matthew R.
Titel	Cattell-Horn-Carroll Abilities and Cognitive Tests: What We've Learned from 20 Years of Research
Quelle	In: Psychology in the Schools, 47 (2010) 7, S.635-650 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20496
Schlagwörter	Intelligence Tests; Cognitive Tests; Test Validity; Factor Analysis; Cognitive Ability; Theories; Cognitive Assessment System; Kaufman Assessment Battery for Children; Stanford Binet Intelligence Scale; Wechsler Intelligence Scale for Children; Woodcock Johnson Psycho Educational Battery; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Intelligence test; Intelligenztest; Kognitiver Fähigkeitstest; Testvalidität; Faktorenanalyse; Denkfähigkeit; Theory; Theorie
Abstract	This article reviews factor-analytic research on individually administered intelligence tests from a Cattell-Horn-Carroll (CHC) perspective. Although most new and revised tests of intelligence are based, at least in part, on CHC theory, earlier versions generally were not. Our review suggests that whether or not they were based on CHC theory, the factors derived from both new and previous versions of most tests are well explained by the theory. Especially useful for understanding the theory and tests are cross-battery analyses using multiple measures from multiple instruments. There are issues that need further explanation, of course, about CHC theory and tests derived from that theory. We address a few of these issues including those related to comprehension-knowledge ("Gc") and memory factors, as well as issues related to factor retention in factor analysis. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10