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Sex Differences in Latent Cognitive Abilities Ages 6 to 59: Evidence from the Woodcock-Johnson III Tests of Cognitive Abilities
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Keith, Timothy Z.; Reynolds, Matthew R.; Patel, Puja G.; Ridley, Kristen P. – Intelligence, 2008
Sex differences in the latent general and broad cognitive abilities underlying the Woodcock-Johnson Tests of Cognitive Abilities were investigated for children, youth, and adults ages 6 through 59. A developmental, multiple indicator-multiple cause, structural equation model was used to investigate sex differences in latent cognitive abilities as…
Descriptors: Females, Males, Cognitive Ability, Structural Equation Models
Independent Confirmatory Factor Analysis of the Cognitive Assessment System (CAS): What Does CAS Measure?
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Kranzler, John H.; Keith, Timothy Z. – School Psychology Review, 1999
Uses confirmatory factor analysis (CFA) to address unresolved issues concerning the structure of the Cognitive Assessment System, a test of intelligence based upon the planning, attention, and simultaneous-successive (PASS) processes theory of human cognition. Results reveal that the CFA of the standardization data do not support use of the CAS…
Descriptors: Cognitive Measurement, Elementary Secondary Education, Evaluation Methods, Factor Analysis
What Does the Cognitive Assessment System (CAS) Measure? Joint Confirmatory Factor Analysis of the CAS and the Woodcock-Johnson Tests of Cognitive Ability (3rd Edition).
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Keith, Timothy Z.; Kranzler, John H.; Flanagan, Dawn P. – School Psychology Review, 2001
Reports the results of the first joint confirmatory factor analysis (CFA) of the Cognitive Assessment System (CAS) and the Woodcock-Johnson Tests of Cognitive Abilities-3rd Edition (WJ III). Results of these analyses do not support the construct validity of the CAS as a measure of the PASS (planning, attention, simultaneous, and sequential)…
Descriptors: Cognitive Ability, Cognitive Measurement, Construct Validity, Factor Analysis
Beyond "g": The Impact of "Gf-Gc" Specific Cognitive Abilities Research on the Future Use and Interpretation of Intelligence Test Batteries in the Schools.
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McGrew, Kevin S.; Keith, Timothy Z.; Flanagan, Dawn P.; Vanderwood, Mike – School Psychology Review, 1997
Describes recent developments in intelligence theory, applied measurements, and research methodology that suggests new research is needed to reexamine the relative importance of both general and specific cognitive abilities in explaining school achievement. Presents summary of results that examines relationship between "g" and seven…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Measurement, Intelligence Tests
Hierarchical Confirmatory Analysis of the Stanford-Binet Fourth Edition: Testing the Theory--Test Match.
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Keith, Timothy Z.; And Others – 1988
The Stanford-Binet Intelligence Scale: Fourth Edition is a conceptually new version of this traditional intelligence scale. The new scale has a solid basis in theory, but there is little evidence that the Binet matches its intended theory. This study was designed to determine whether the Binet corresponds to the theory that guided its…
Descriptors: Adolescents, Adults, Age Differences, Age Groups