Executive functions (EFs) are a set of high-level cognitive processes that enable children to perform a goal-directed behaviour. During the preschool years, EFs undergo significant developmental changes. Therefore, it is crucial to have reliable measures that accurately evaluate preschoolers' EFs in preschool-aged children. The present study aimed…

The current study provides a methodological review of studies supporting a general factor of intelligence as the primary model for contemporary measures of cognitive abilities. A further evaluation is provided by an empirical evaluation that compares statistical estimates using different approaches in a large sample of children (ages 9-13 years, N…

The aim of this study is to develop a valid and reliable measurement tool that measures critical thinking skills of university students. Pamukkale Critical Thinking Skills Scale was developed as two separate forms; multiple choice and open-ended. The validity and reliability studies of the multiple-choice form were constructed on two different…

The current paper investigates the structural validity of the Children's Concentration and Empathy Scale (CCES), which was designed based on Montessori's developmental theory to assess, using teacher ratings, the coherence of attention-related characteristics (concentration, empathy, and normalization) in children from 1.5 to 12 years old. The…

The concept of empathy, which consists of both affective and cognitive elements, is defined as replacing the other side and understanding their feelings and thoughts. In this study, it was aimed to adapt the Affective and Cognitive Empathy Scale, which was developed in order to measure empathy concept more comprehensively, in Turkish. In line with…

The Purdue Spatial Visualization Test: Visualization of Rotations (PSVT: R) is a widely used assessment of spatial ability. In this report, the factor structure of the PSVT: R test items was examined through confirmatory factor analysis with data from 541 engineering design graphics students. Stata 15 and Mplus 8.2 statistical software were used…

The fit of cognitive diagnostic models (CDMs) to response data needs to be evaluated, since CDMs might yield misleading results when they do not fit the data well. Limited-information statistic M[subscript 2] and the associated root mean square error of approximation (RMSEA[subscript 2]) in item factor analysis were extended to evaluate the fit of…

A primary purpose of cognitive diagnosis models (CDMs) is to classify examinees based on their attribute patterns. The Q-matrix (Tatsuoka, 1985), a common component of all CDMs, specifies the relationship between the set of required dichotomous attributes and the test items. Since a Q-matrix is often developed by content-knowledge experts and can…

Since Miyake and his colleagues (2000) published their seminal paper on the use of confirmatory factor analysis (CFA) to parse executive function (EF), CFA methods have become ubiquitous in EF research. In their interesting and thoughtful Focus article, "Executive Function: Formative Versus Reflective Measurement," Willoughby and…

Higher-order factor analysis is a widely used approach for analyzing the structure of a multidimensional test. Whenever first-order factors are correlated researchers are tempted to apply a higher-order factor model. But is this reasonable? What do the higher-order factors measure? What is their meaning? Willoughby, Holochwost, Blanton, and Blair…

The number of students engaged in Massive Open Online Courses (MOOCs) is increasing rapidly. Due to the autonomy of students in this type of education, students in MOOCs are required to regulate their learning to a greater extent than students in traditional, face-to-face education. However, there is no questionnaire available suited for this…

The primary objective of this article was to critically evaluate the routine use of confirmatory factor analysis (CFA) for representing an individual's performance across a battery of executive function tasks. A conceptual review and statistical reanalysis of N = 10 studies that used CFA methods of EF tasks was undertaken. Despite evidence of…

The focus article (Willoughby et al., 2014) (1) introduced the distinction between formative and reflective measurement and (2) proposed that performance-based executive function tasks may be better conceptualized from the perspective of formative rather than reflective measurement. This proposal stands in sharp contrast to conventional…

The two featured articles and eight commentaries on the WISC-IV (Wechsler, 2003) and WAIS-IV (Wechsler, 2008) in this special issue of "Journal of Psychoeducational Assessment" are of exceptional quality. As a collective, this special issue greatly advances the field of cognitive assessment by intelligently synthesizing the best of…

The Cognitively Based Assessment of, for, and as Learning ("CBAL"™) research initiative is aimed at developing an innovative approach to K-12 assessment based on cognitive competency models. Because the choice of scoring and equating approaches depends on test dimensionality, the dimensional structure of CBAL tests must be understood.…