Hierarchical Factor Analysis of the K-ABC: Testing Alternate Models
01 Oct 1984-Journal of Special Education (Sage PublicationsSage CA: Thousand Oaks, CA)-Vol. 18, Iss: 3, pp 367-375
TL;DR: The Kaufman Assessment Battery for Children (K-ABC) as mentioned in this paper is a standardized test designed to assess simultaneous and sequential mental processing and achievement in children ages 2 ½ to 12 ½.
Abstract: The Kaufman Assessment Battery for Children is a new, individually administered test designed to assess simultaneous and sequential mental processing and achievement in children ages 2 ½ to 12 ½. Factor analyses of the K-ABC standardization data generally offer support for the validity of the two mental processing scales, but analyses including the achievement tests have been considerably less supportive. For the present study, data from the standardization sample were used to test alternate structures for the K-ABC, based on the hypothesis that the test measures verbal memory skills, and verbal and nonverbal reasoning. Hierarchical factor models based on this structure were developed and tested using confirmatory techniques. Results suggest that the models fit the data fairly well, thus supporting the validity of this alternate structure. Of particular interest was the finding of the virtual equivalence of the verbal reasoning factor and the second order, or general ability, factor. It appears that users...
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TL;DR: This article reviewed factor-analytic research on individually administered intelligence tests from a Cattell-Horn-Carroll (CHC) perspective and found that whether or not they were based on CHC theory, the factors derived from both new and previous versions of most tests are well explained by the theory.
Abstract: This article reviews factor-analytic research on individually administered intelligence tests from a Cattell–Horn–Carroll (CHC) perspective. Although most new and revised tests of intelligence are based, at least in part, on CHC theory, earlier versions generally were not. Our review suggests that whether or not they were based on CHC theory, the factors derived from both new and previous versions of most tests are well explained by the theory. Especially useful for understanding the theory and tests are cross-battery analyses using multiple measures from multiple instruments. There are issues that need further explanation, of course, about CHC theory and tests derived from that theory. We address a few of these issues including those related to comprehension–knowledge (Gc) and memory factors, as well as issues related to factor retention in factor analysis. © 2010 Wiley Periodicals, Inc.
156 citations
Cites background from "Hierarchical Factor Analysis of the..."
...Analyses of the KABC suggested the possible alternative that the test measured nonverbal reasoning and verbal memory skills, with the achievement scale measuring a mix of verbal reasoning and reading achievement (e.g., Keith & Novak, 1987; Keith, 1986; Keith, 1985; Keith & Dunbar, 1984)....
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01 Jan 2010
154 citations
TL;DR: In this article, the Kaufman Assessment Battery for Children (K-ABC) and the Wechsler Intelligence Scale for Children-Revise (WISC-R) are compared with respect to the magnitudes of the average white-black differences in standardized scaled scores and in raw scores.
88 citations
Cites methods from "Hierarchical Factor Analysis of the..."
...…of the K-ABC subtests in the K-ABC national standardization sample, obtained from a hierarchical factor analysis of just the K-ABC for 10-year-aids (Keith & Dunbar, 1984, Table 2, p. 373), show a congruence coefficient of +.99 with the present g factor loadings of the K-ABC obtained from the…...
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TL;DR: The Kaufman Assessment Battery for Children-Second Edition (KABC-II) is a departure from the original KABC in that it allows for interpretation via two theoretical models of intelligence.
Abstract: The Kaufman Assessment Battery for Children-Second Edition (KABC-II) is a departure from the original KABC in that it allows for interpretation via two theoretical models of intelligence. This study had two purposes: to determine whether the KABC-II measures the same constructs across ages and to investigate whether those constructs are consistent with Cattell-Horn-Carroll (CHC) theory. Multiple-sample analyses were used to test for equality of the variancecovariance matrices across the 3- to 18-year-old sample. Higher-order confirmatory factor analyses were used to compare the KABC-II model with rival CHC models for children ages 6 to 18. Results show that the KABC-II measures the same constructs across all ages. The KABC-II factor structure for school-age children is aligned closely with five broad abilities from CHC theory, although some inconsistencies were found. Models without time bonuses fit better than those with time bonuses. The results provide support for the construct validity of the KABC-II. Additional research is needed to more completely understand the measurement of fluid reasoning and the role of time bonuses on some tasks.
66 citations
TL;DR: Although only recently released, the Kaufman Assessment Battery for Children (K-ABC) has been the object of much speculation and interest and numerous claims as discussed by the authors, and the K-ABC manuals are quite impressive.
Abstract: Although only recently released, the Kaufman Assessment Battery for Children (K-ABC) has been the object of much speculation and interest and numerous claims. The K-ABC manuals are quite impressive...
57 citations
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TL;DR: Coleman as mentioned in this paper concluded that private high schools are better than public ones, and in some respects are less racially segregated than public schools, and supported tax credits to families paying tuition for private schools.
Abstract: Private High Schools Are Better Than Public, Study Concludes A major study by sociologist James S. Coleman concludes that Catholic and other private high schools provide a better education than public ones do, and in some respects are less racially segregated. ... [Supporters of public schools] fear that the findings could strengthen the case for tax credits to families paying tuition for private schools. (pp. Al, A13)
63 citations