Christopher R. Niileksela

An alternative Cattell-Horn-Carroll (CHC) factor structure of the WAIS-IV: age invariance of an alternative model for ages 70-90.

The Wechsler Adult Intelligence Scale--Fourth Edition (WAIS-IV) is by the far the most popular intelligence test for the assessment of adults in clinical and neuropsychological practice. Despite a number of studies examining the factor structure of the WAIS-IV from a Cattell-Horn-Carroll (CHC) perspective (Benson, Hulac, & Kranzler, 2010; Ward, Bergman, & Hebert, 2012), a CHC interpretation of the WAIS-IV for individuals ages 70 and above has been absent from the literature. The exclusion of individuals ages 70 and above in previous research is likely due to the absence of several key supplemental subtests used to create a full CHC model. We provide an alternative five-factor CHC model of the WAIS-IV which includes only the subtests administered to individuals ages 70 and above in the standardization sample. Our results show (a) the alternative CHC model fits the data well; (b) this alternative CHC model met criteria for partial strict measurement invariance across the life span (only Similarities showed noninvariance) using strict criteria; (c) the five factors for ages 70-90 measure the same five CHC broad abilities identified in previous analyses reported for ages 16-69; and (d) the five-factor CHC solution for ages 70-90 is valid for the entire WAIS-IV age range and can be used whenever examiners administer the core battery but opt not to administer supplemental subtests.

How well is psychometric g indexed by global composites? Evidence from three popular intelligence tests.

Global composites (e.g., IQs) calculated in intelligence tests are interpreted as indexes of the general factor of intelligence, or psychometric g. It is therefore important to understand the proportion of variance in those global composites that is explained by g. In this study, we calculated this value, referred to as hierarchical omega, using large-scale, nationally representative norming sample data from 3 popular individually administered tests of intelligence for children and adolescents. We also calculated the proportion of variance explained in the global composites by g and the group factors, referred to as omega total, or composite reliability, for comparison purposes. Within each battery, g was measured equally well. Using total sample data, we found that 82%-83% of the total test score variance was explained by g. The group factors were also measured in the global composites, with both g and group factors explaining 89%-91% of the total test score variance for the total samples. Global composites are primarily indexes of g, but the group factors, as a whole, also explain a meaningful amount of variance.

A Special Validity Study of the Woodcock–Johnson IV: Acting on Evidence for Specific Abilities

The purpose of this chapter was to examine cognitive-achievement relations for the Woodcock–Johnson—Fourth Edition (WJ IV). We used a higher order model consistent with Cattell–Horn–Carroll (CHC) theory to examine cognitive-achievement relations for reading (Basic Reading Skills, Reading Rate, and Reading Comprehension), writing (Basic Writing Skills and Written Expression), and math (Math Calculation Skills and Math Applications). Consistent with previous WJ research, there were direct influences from broad CHC abilities and an indirect influence from general intelligence (g) on all academic skills. Cognitive-achievement relations for most academic skills were consistent with previous WJ research. Several findings supported changes made to the tests and constructs measured by the WJ IV, suggesting that the changes may be useful for understanding cognitive and academic strengths and weaknesses. Recommendations for assessment and interpretation of the WJ IV are made based on the results.

Test Review: Schrank, F. A., McGrew, K. S., & Mather, N. (2014). Woodcock-Johnson IV Tests of Cognitive Abilities.

The Woodcock–Johnson IV Tests of Cognitive Abilities (WJ IV COG) is an individually administered measure of psychometric intellectual abilities designed for ages 2 to 90+. The measure was published by Houghton Mifflin Harcourt–Riverside in 2014. Frederick Shrank, Kevin McGrew, and Nancy Mather are the authors. Richard Woodcock, the namesake and originator of the measure, is one of the true innovators and legends in psychoeducational assessment. The WJ IV COG includes some notable changes from its predecessor, the WJ III COG (Woodcock, McGrew, & Mather, 2001, 2007). The changes emerged from revision goals that involved maintaining rigorous psychometric qualities from previous versions, updating the test to represent recent research in the measurement model for the Cattell–Horn–Carroll theory of intelligence (CHC theory; Schneider, & McGrew, 2012), organizing the tests into three batteries (cognitive, oral language, and achievement), and improving ways to make comparisons among cognitive abilities within and among the three batteries.

Global, Broad, or Specific Cognitive Differences? Using a MIMIC Model to Examine Differences in CHC Abilities in Children With Learning Disabilities

This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell–Horn–Carroll theory of intelligence (CHC theory). Data from the Differential Ability Scales–Second Edition (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing(LD reading and writing). Statistically significant differences were found in the g factor between the norm group and the LD groups. After controlling for differences in g, the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.

What Does the Shipley-2 Measure for Children and Adolescents? Integrated and Conjoint Confirmatory Factor Analysis With the WISC-IV

We used integrated and conjoint confirmatory factor analysis of Shipley-2 and Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV) data to investigate constructs measured in the Shipley-2 for children and adolescents. We also estimated Shipley-2 composite reliability at the subtest level rather than the item level. The three Shipley-2 subtests for the most part measured what was described in the manual, although Block Patterns measured visual spatial ability in addition to fluid ability and Abstraction was best considered a measure of psychometric g. The g factors derived from the WISC-IV and Shipley-2 were similar but not identical. Internal reliability estimates for Shipley-2 composites that were based on correlations between the subtests were substantially lower than those based on the items. Last, based on WISC-IV derived g factors, 37% to 53% of the variance in Shipley-2 composites was explained by g. Some of the reliable variance in the Shipley-2 composites was due to something specific that the subtests had in common not explained by psychometric g.

Cognitive ability influences on written expression: Evidence for developmental and sex-based differences in school-age children☆

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). After testing for consistent measurement of cognitive abilities across grades and sex, we tested whether the cognitive ability influences on written expression were moderated by grade level or sex. An important developmental shift was observed equally across sex groups: Learning Efficiency (Gl) influences decreased whereas Crystallized Ability (Gc) influences increased after fourth grade. Further, Short-Term Memory (Gsm) and Retrieval Fluency (Gr) influences on written expression depended on sex at grades 1-4, with larger Gr influences for females and larger Gsm influences for males. We internally replicated our main findings using two different cognitive explanatory models, adding further support for the developmental and sex-based differential cognitive ability influences on writing. Explanatory cognitive models of writing need to incorporate development, and possibly, sex to provide an expanded understanding of writing development and guard against potential generalizability issues characteristic of special population (i.e., male-female) studies.

Enhancing Gifted Education for Underrepresented Students: Promising Recruitment and Programming Strategies.

For decades, our educational system has been criticized for the limited recruitment and retention of minority students in gifted education programs. Unfortunately, relatively little progress has been made to alleviate these concerns. An examination of the literature on gifted education for underrepresented students reveals a dearth of information regarding effective programming practices. This article seeks to fill this void by exploring promising best practices for recruitment and retention of underrepresented students in gifted education. Multicultural education, mentoring, and noncognitive skill development are three promising areas that gifted educators can use to enhance programming.