How Do Executive Functions Fit with the Cattell-Horn-Carroll Model? Some Evidence from a Joint Factor Analysis of the Delis-Kaplan Executive Function System and the Woodcock-Johnson III Tests of Cognitive Abilities

Autor/inn/en	Floyd, Randy G.; Bergeron, Renee; Hamilton, Gloria; Parra, Gilbert R.
Titel	How Do Executive Functions Fit with the Cattell-Horn-Carroll Model? Some Evidence from a Joint Factor Analysis of the Delis-Kaplan Executive Function System and the Woodcock-Johnson III Tests of Cognitive Abilities
Quelle	In: Psychology in the Schools, 47 (2010) 7, S.721-738 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20500
Schlagwörter	Cognitive Ability; Theories; Models; Cognitive Processes; Factor Analysis; Children; Adolescents; Scores; Cognitive Tests; Tennessee; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Denkfähigkeit; Theory; Theorie; Analogiemodell; Cognitive process; Kognitiver Prozess; Faktorenanalyse; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kognitiver Fähigkeitstest
Abstract	This study investigated the relations among executive functions and cognitive abilities through a joint exploratory factor analysis and joint confirmatory factor analysis of 25 test scores from the Delis-Kaplan Executive Function System and the Woodcock-Johnson III Tests of Cognitive Abilities. Participants were 100 children and adolescents recruited from general education classrooms. Principal axis factoring followed by an oblique rotation yielded a six-factor solution. The Schmid-Leiman transformation was then used to examine the relations between specific cognitive ability factors and a general factor. A variety of hypothesis-driven models were also tested using confirmatory factor analysis. Results indicated that all tests measure the general factor, and 24 tests measure at least one of five broad cognitive ability factors outlined by the Cattell-Horn-Carroll theory of cognitive abilities. These results, with limitations considered, add to the body of evidence supporting the confluence of measures of executive functions and measures of cognitive abilities derived from individual testing. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10