认知评估系统的层次因素结构:来自Schmid-Leiman(1957)程序的方差划分。

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2011-12-01 DOI:10.1037/A0025973

Gary L. Canivez

{"title":"认知评估系统的层次因素结构:来自Schmid-Leiman(1957)程序的方差划分。","authors":"Gary L. Canivez","doi":"10.1037/A0025973","DOIUrl":null,"url":null,"abstract":"Orthogonal higher-order factor structure of the Cognitive Assessment System (CAS; Naglieri & Das, 1997a) for the 5–7 and 8 –17 age groups in the CAS standardization sample is reported. Following the same procedure as recent studies of other prominent intelligence tests (Dombrowski, Watkins, & Brogan, 2009; Canivez, 2008; Canivez & Watkins, 2010a, 2010b; Nelson & Canivez, 2011; Nelson, Canivez, Lindstrom, & Hatt, 2007; Watkins, 2006; Watkins, Wilson, Kotz, Carbone, & Babula, 2006), three- and four-factor CAS exploratory factor extractions were analyzed with the Schmid and Leiman (1957) procedure using MacOrtho (Watkins, 2004) to assess the hierarchical factor structure by sequentially partitioning variance to the second- and first- order dimensions as recommended by Carroll (1993, 1995). Results showed that greater portions of total and common variance were accounted for by the second-order, global factor, but compared to other tests of intelligence CAS subtests measured less secondorder variance and greater first-order Planning, Attention, Simultaneous, and Successive (PASS) factor variance.","PeriodicalId":48005,"journal":{"name":"SCHOOL PSYCHOLOGY QUARTERLY","volume":"26 1","pages":"305-317"},"PeriodicalIF":0.0000,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/A0025973","citationCount":"35","resultStr":"{\"title\":\"Hierarchical Factor Structure of the Cognitive Assessment System: Variance Partitions from the Schmid-Leiman (1957) Procedure.\",\"authors\":\"Gary L. Canivez\",\"doi\":\"10.1037/A0025973\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Orthogonal higher-order factor structure of the Cognitive Assessment System (CAS; Naglieri & Das, 1997a) for the 5–7 and 8 –17 age groups in the CAS standardization sample is reported. Following the same procedure as recent studies of other prominent intelligence tests (Dombrowski, Watkins, & Brogan, 2009; Canivez, 2008; Canivez & Watkins, 2010a, 2010b; Nelson & Canivez, 2011; Nelson, Canivez, Lindstrom, & Hatt, 2007; Watkins, 2006; Watkins, Wilson, Kotz, Carbone, & Babula, 2006), three- and four-factor CAS exploratory factor extractions were analyzed with the Schmid and Leiman (1957) procedure using MacOrtho (Watkins, 2004) to assess the hierarchical factor structure by sequentially partitioning variance to the second- and first- order dimensions as recommended by Carroll (1993, 1995). Results showed that greater portions of total and common variance were accounted for by the second-order, global factor, but compared to other tests of intelligence CAS subtests measured less secondorder variance and greater first-order Planning, Attention, Simultaneous, and Successive (PASS) factor variance.\",\"PeriodicalId\":48005,\"journal\":{\"name\":\"SCHOOL PSYCHOLOGY QUARTERLY\",\"volume\":\"26 1\",\"pages\":\"305-317\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2011-12-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1037/A0025973\",\"citationCount\":\"35\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"SCHOOL PSYCHOLOGY QUARTERLY\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1037/A0025973\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"SCHOOL PSYCHOLOGY QUARTERLY","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/A0025973","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 35

摘要

认知评估系统(CAS)的正交高阶因子结构Naglieri & Das, 1997a)报告了CAS标准化样本中5-7岁和8 -17岁年龄组的数据。遵循与最近对其他著名智力测试的研究相同的程序(Dombrowski, Watkins， & Brogan, 2009;Canivez, 2008;Canivez & Watkins, 2010a, 2010b;Nelson & Canivez, 2011;Nelson, Canivez, Lindstrom， & Hatt, 2007;沃特金斯,2006;Watkins, Wilson, Kotz, Carbone， & Babula, 2006)，三因子和四因子CAS探索性因子提取采用Schmid和Leiman(1957)程序进行分析，使用MacOrtho (Watkins, 2004)，按照Carroll(1993,1995)的建议，通过将方差依次划分到二阶和一阶维度来评估分层因子结构。结果表明，总方差和共同方差的大部分是由二阶全局因子引起的，但与其他智力测验相比，CAS子测验测量的二阶方差较小，而一阶计划、注意、同时和连续(PASS)因子方差较大。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Hierarchical Factor Structure of the Cognitive Assessment System: Variance Partitions from the Schmid-Leiman (1957) Procedure.

Orthogonal higher-order factor structure of the Cognitive Assessment System (CAS; Naglieri & Das, 1997a) for the 5–7 and 8 –17 age groups in the CAS standardization sample is reported. Following the same procedure as recent studies of other prominent intelligence tests (Dombrowski, Watkins, & Brogan, 2009; Canivez, 2008; Canivez & Watkins, 2010a, 2010b; Nelson & Canivez, 2011; Nelson, Canivez, Lindstrom, & Hatt, 2007; Watkins, 2006; Watkins, Wilson, Kotz, Carbone, & Babula, 2006), three- and four-factor CAS exploratory factor extractions were analyzed with the Schmid and Leiman (1957) procedure using MacOrtho (Watkins, 2004) to assess the hierarchical factor structure by sequentially partitioning variance to the second- and first- order dimensions as recommended by Carroll (1993, 1995). Results showed that greater portions of total and common variance were accounted for by the second-order, global factor, but compared to other tests of intelligence CAS subtests measured less secondorder variance and greater first-order Planning, Attention, Simultaneous, and Successive (PASS) factor variance.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

自引率

0.00%

发文量

期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.