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Stability of the WISC-R Factor Structure across Sex at Two Age Levels.
Peer reviewed Peer reviewed
Reynolds, Cecil R.; Gutkin, Terry B. – Journal of Clinical Psychology, 1980
The apparent stability of the three-factor solution across sex and age supports the interpretation that Wechsler Intelligence Scale For Children-Revised (WISC-R) factor scores are independent of child's sex and age. Construct validity is documented across numerous demographic variables. (Author)
Descriptors: Adolescents, Age Differences, Children, Factor Analysis
Relationships Between Age and Raw Score Increases on the Kaufman-Assessment Battery for Children.
Peer reviewed Peer reviewed
Reynolds, Cecil R.; And Others – Psychology in the Schools, 1984
Explored the relationship between age and intelligence test performance across race and evaluated the developmental progression of scores and construct validity of the Kaufman Assessment Battery for Children in a sample totaling 2,615 children. No significant race or sex differences were found, supporting the validity of the K-ABC. (JAC)
Descriptors: Age Differences, Child Development, Children, Elementary Education
Outcome in Two Large Sample Studies of Factorial Similarity under Six Methods of Comparison.
Peer reviewed Peer reviewed
Reynolds, Cecil R.; Harding, Richard E. – Educational and Psychological Measurement, 1983
Six methods of measuring factorial similarity were compared with regard to outcome based on two large data sets, one for an intelligence test and the other for a personality test. All indexes yielded comparable results. Comparing factors determined at random, all indexes yielded comparable results leading to a conclusion of dissimilarity.…
Descriptors: Correlation, Elementary Education, Factor Analysis, Factor Structure
Factor Analysis of the Revised Children's Manifest Anxiety Scale for Blacks, Whites, Males, and Females with a National Normative Sample.
Peer reviewed Peer reviewed
Reynolds, Cecil R.; Paget, Kathleen D. – Journal of Consulting and Clinical Psychology, 1981
Responses to the Revised Children's Manifest Anxiety Scale (RCMAS) were factor analyzed with children (N=4972) between 6 and 19 years. Three anxiety factors emerged that were consistent with earlier studies. Factor structure of the RCMAS is for the most part invariant with regard to race and sex. (Author)
Descriptors: Adolescents, Affective Measures, Anxiety, Children
Factorial Validity of the 1976 Edition of the Metropolitan Readiness Tests for Males and Females.
Peer reviewed Peer reviewed
Dappen, Leon; Reynolds, Cecil R. – Psychology in the Schools, 1981
The 1976 Metropolitan Readiness Test was factor analyzed from responses of (N=408) beginning first graders. Results indicated a single general readiness factor, consistent with prior research, best described the battery of eight subtests. This factor was invariant across sex when separate analyses for males and females were compared. (Author)
Descriptors: Elementary Education, Elementary School Students, Factor Analysis, Grade 1
The Invariance of the Factorial Validity of the Metropolitan Readiness Tests for Blacks, Whites, Males, and Females.
Peer reviewed Peer reviewed
Reynolds, Cecil R. – Educational and Psychological Measurement, 1979
The six subtests comprising the Metropolitan Readiness Tests were factor analyzed separately for White females, White males, Black females, and Black males. A single factor best described the structure of the test for each group. The factor structure was essentially invariant with regard to race and sex variables. (Author/CTM)
Descriptors: Black Students, Factor Analysis, Grade 1, Primary Education
Differential Construct Validity of Intelligence as Popularly Measured: Correlations of Age with Raw Scores on the WISC-R for Blacks, Whites, Males, and Females.
Peer reviewed Peer reviewed
Reynolds, Cecil R. – Intelligence, 1980
Raw scores on WISC-R subtests and the verbal, performance, and full scale IQ scales were correlated with age separately for White and Black males and females. The relationship between age and intelligence test performance was constant across race and sex and supports the construct validity of the WISC-R. (Author/RD)
Descriptors: Age Differences, Black Students, Correlation, Elementary Secondary Education