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Journal articles on the topic 'Cattell-Horn-Carroll (CHC) Theory'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

McGrew, Kevin S. "Carroll’s Three-Stratum (3S) Cognitive Ability Theory at 30 Years: Impact, 3S-CHC Theory Clarification, Structural Replication, and Cognitive–Achievement Psychometric Network Analysis Extension." Journal of Intelligence 11, no. 2 (2023): 32. http://dx.doi.org/10.3390/jintelligence11020032.

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Carroll’s treatise on the structure of human cognitive abilities is a milestone in psychometric intelligence research. Thirty years later, Carroll’s work continues to influence research on intelligence theories and the development and interpretation of intelligence tests. A historical review of the relations between the 3S and CHC theories necessitates the recommendation that the theories of Cattell, Horn, and Carroll be reframed as a family of obliquely correlated CHC theories—not a single CHC theory. Next, a previously unpublished Carroll exploratory factor analysis of 46 cognitive and achie

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van Aken, Loes, Paul T. van der Heijden, William M. van der Veld, Laureen Hermans, Roy P. C. Kessels, and Jos I. M. Egger. "Representation of the Cattell–Horn–Carroll Theory of Cognitive Abilities in the Factor Structure of the Dutch-Language Version of the WAIS-IV." Assessment 24, no. 4 (2015): 458–66. http://dx.doi.org/10.1177/1073191115607973.

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The Cattell–Horn–Carroll (CHC) theory of cognitive abilities has been guiding in the revision of the Wechsler Adult Intelligence Scale–Fourth edition (WAIS-IV). Especially the measurement of fluid reasoning (Gf) is improved. A total of five CHC abilities are included in the WAIS-IV subtests. Using confirmatory factor analysis, a five-factor model based on these CHC abilities is evaluated and compared with the four index scores in the Dutch-language version of the WAIS-IV. Both models demonstrate moderate fit, preference is given to the five-factor CHC model both on statistical and theoretical

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van Aken, Loes, Paul T. van der Heijden, Wouter Oomens, Roy P. C. Kessels, and Jos I. M. Egger. "Predictive Value of Traditional Measures of Executive Function on Broad Abilities of the Cattell–Horn–Carroll Theory of Cognitive Abilities." Assessment 26, no. 7 (2017): 1375–85. http://dx.doi.org/10.1177/1073191117731814.

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The neuropsychological construct of executive functions (EFs), and the psychometric Cattell–Horn–Carroll (CHC) theory of cognitive abilities are both approaches that attempt to describe cognitive functioning. The coherence between EF and CHC abilities has been mainly studied using factor-analytical techniques. Through multivariate regression analysis, the current study now assesses the integration of these latent constructs in clinical assessment. The predictive power of six widely used executive tasks on five CHC measures (crystallized and fluid intelligence, visual processing, short-term mem

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Chia, Kok Hwee, and Meng Kiat Tan. "A SET-CHC Framework for Addressing Non-medical Challenges in Children with Kabuki Syndrome Type 2." Asian Journal of Pediatric Research 15, no. 2 (2025): 43–55. https://doi.org/10.9734/ajpr/2025/v15i2427.

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The integration of science, engineering, and technology (SET) as a joint framework within the context of the Cattell-Horn-Carroll (CHC) theory offers a new lens to examine, understand and address the complex issues of managing children diagnosed with Kabuki Syndrome Type 2 (KS2). This integrated SET-CHC framework, which delineates both broad and narrow cognitive abilities identified in the CHC Theory, provides a systematic method for identifying specific learning needs and developing targeted strategies to address the KS2 challenges within the context of educational therapy. By integrating adv

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Gross, Alden, Pranali Khobragade, Erik Meijer, and Judith Saxton. "Measurement and Structure of Cognition in the Longitudinal Aging Study in India—Diagnostic Assessment of Dementia." Innovation in Aging 4, Supplement_1 (2020): 660. http://dx.doi.org/10.1093/geroni/igaa057.2280.

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Abstract We tested whether a complex model of human cognitive abilities based on Cattell-Horn-Carroll (CHC) theory, developed in English-speaking samples, adequately describes correlations among tests in the Longitudinal Aging Study in India-Diagnostic Assessment of Dementia (LASI-DAD) (N=3,224). Tests in the neuropsychological battery were chosen for their appropriateness for measuring cognition in older adults in India and suitability for co-calibration with the core LASI survey (N=72,000). We evaluated the factor structure and its conformity with a classical CHC factor model incorporating m

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Yusof, Shania Saudah. "Using the Cattell-Horn-Carroll (CHC) Model in Educational Therapy to identify and support a Primary School Learner with Dysgraphia: A Case Study Approach." ISRG Journal of Clinical Medicine and Medical Research [ISRGJCMMR] II, no. III (2025): 12–18. https://doi.org/10.5281/zenodo.15524001.

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<em>This paper explores how the Cattell-Horn-Carroll (CHC) theory of cognitive abilities can be applied to understand and support a Primary 4 student with dysgraphia. Through a case study conducted at Merlion Pediatric Clinic, the student’s cognitive profile was assessed using the WISC-V and interpreted through the CHC framework. The findings revealed a distinct pattern of strengths in verbal comprehension and fluid reasoning, alongside weaknesses in processing speed and working memory, which is consistent with common features of dysgraphia. Educational therapy strategies were then devel

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Lecerf, Thierry, Jérôme Rossier, Nicolas Favez, Isabelle Reverte, and Laurence Coleaux. "The Four- vs. Alternative Six-Factor Structure of the French WISC-IV." Swiss Journal of Psychology 69, no. 4 (2010): 221–32. http://dx.doi.org/10.1024/1421-0185/a000026.

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Exploratory and confirmatory factor analyses reported in the French technical manual of the WISC-IV provides evidence supporting a structure with four indices: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI). Although the WISC-IV is more attuned to contemporary theory, it is still not in total accordance with the dominant theory: the Cattell-Horn-Carroll (CHC) theory of cognitive ability. This study was designed to determine whether the French WISC-IV is better described with the four-factor solution or whether an alternative model based

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Jacobs, Kate E., and Shane Costello. "An Initial Investigation of an Australian Adaptation of the Multidimensional Aptitude Battery — II." Australian Educational and Developmental Psychologist 30, no. 1 (2013): 84–102. http://dx.doi.org/10.1017/edp.2013.9.

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The Cattell-Horn-Carroll (CHC) theory of cognitive abilities has helped advance understanding regarding the relations between specific cognitive abilities and academic achievement in definite domains. However, questions over the generalisability of this research, as well the moderating effect age has on the strength of cognitive-achievement relations, means that further research is needed. This study therefore investigated the capacity for using the Multidimensional Aptitude Battery — II (MAB-II), a group-administered test of cognitive ability, to further CHC-driven research in Australia. Afte

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Dombrowski, Stefan C., A. Alexander Beaujean, Ryan J. McGill, and Nicholas F. Benson. "The Woodcock-Johnson IV Tests of Achievement Provides Too Many Scores for Clinical Interpretation." Journal of Psychoeducational Assessment 37, no. 7 (2018): 819–36. http://dx.doi.org/10.1177/0734282918800745.

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The Woodcock-Johnson Tests of Achievement, Fourth Edition (WJ IV ACH) is purported to align with Cattell–Horn–Carroll (CHC) theory and offers upward of 20 scores within its interpretive and scoring system. The Technical Manual does not furnish validity evidence for the scores reported by the scoring system, suggesting that evidentiary support may be incomplete. Exploratory bifactor analysis (EBFA; maximum likelihood extraction with a bigeomin [orthogonal] rotation) was applied to the two school-aged correlation matrices at ages 9 to 19. Results indicated nonalignment with CHC theory and do not

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Liu, Wujing, and Guo-Hui Xie. "Sensory Abilities/Disabilities: An Application of the Sensory Profile-Caregiver Questionnaire to better understand the Sensory-Motor Domain-Specific Abilities in the CHC Model Version 2.1." Asian Educational Therapist 1, no. 1 (2023): 1–21. https://doi.org/10.5281/zenodo.15220808.

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 As practicing educational therapists, both authors have chosen to focus their paper more on pragmatic issues related to sensory abilities and/or disabilities along with the theory-to-practice theme relevant to current practice of educational therapy. In this paper, the authors explored both sensory abilities and disabilities through the administration of the Sensory Profile (Dunn, 1999) in their attempt to understand the Sensory-Motor Domain-Specific Abilities within the Cattell-Horn-Carroll (CHC) framework/theory of broad and narrow cognitive abilities. By operationalizing the definitio

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Chia, Kok Hwee, and Jennifer Erin Camulli. "Strategic intervention: 'Being strategic' in educational therapy." European Journal of Alternative Education Studies 3, no. 1 (2018): 31–43. https://doi.org/10.5281/zenodo.15220286.

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 In the field of special education, treatment is a broad term and it can be divided into three categories: intervention, rehabilitation, and management. In the educational therapy, the main focus is on intervention – originally a medical term – and can be briefly defined as an act of interfering with the outcome or course especially of an individual’s challenging condition so as to prevent harm or further deterioration to the individual’s condition, or in the hope to improve the individual’s overall functioning as normally as possible. In this paper, the auth

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McGrew, Kevin S., W. Joel Schneider, Scott L. Decker, and Okan Bulut. "A Psychometric Network Analysis of CHC Intelligence Measures: Implications for Research, Theory, and Interpretation of Broad CHC Scores “Beyond g”." Journal of Intelligence 11, no. 1 (2023): 19. http://dx.doi.org/10.3390/jintelligence11010019.

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For over a century, the structure of intelligence has been dominated by factor analytic methods that presume tests are indicators of latent entities (e.g., general intelligence or g). Recently, psychometric network methods and theories (e.g., process overlap theory; dynamic mutualism) have provided alternatives to g-centric factor models. However, few studies have investigated contemporary cognitive measures using network methods. We apply a Gaussian graphical network model to the age 9–19 standardization sample of the Woodcock–Johnson Tests of Cognitive Ability—Fourth Edition. Results support

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Connolly, Madeleine L., Stephen C. Bowden, Leonie C. Simpson, Malcolm Horne, and Sarah McGregor. "The Latent-Variable Structure of the Addenbrooke’s Cognitive Examination-Revised." Archives of Clinical Neuropsychology 35, no. 2 (2019): 205–12. http://dx.doi.org/10.1093/arclin/acz081.

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Abstract Objectives To establish a theoretically justified factor structure for the Addenbrooke’s Cognitive Examination-Revised (ACE-R). Methods Our sample comprised 288 patients with Parkinson’s disease (179 men and 109 women). The mean age of participants was 66.66 (SD = 8.93). Confirmatory factor analysis (CFA) was used to evaluate the test developers’ five-factor model of the ACE-R, and alternative models as guided by the Cattell–Horn–Carroll (CHC) theory. Exploratory structural equation modeling (ESEM) was also employed to examine alternative factor structures to ensure that a good candid

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Chia, Kok Hwee, and Meng Lek Ng. "Cognition, cognitive abilities & cognitive training program." Unlimited Human! 2021, Summer (2025): 4–6. https://doi.org/10.5281/zenodo.15227209.

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Cognition encompasses many aspects of cognitive functions as well as processes that include attention and concentration, the concept formation of knowledge, memory, rational thinking (i.e., judgment and evaluation), reasoning and logic, computation, problem solving and choice/decision making, receptive and expressive language processing that includes different levels of comprehension as well as composition of ideas and thoughts. Cognitive processes use existing knowledge and generate new knowledge. In this paper, the two authors differentiated between abilities and skills, examined the hierarc

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Chia, Kok Hwee, and Chee Keong Chua. "Diagnostic profiling of cognitive strengths and weaknesses in autism spectrum disorder: What the Cattell-Horn-Carroll theory tells us." Early Years Research 2, no. 2 (2022): 16–22. https://doi.org/10.5281/zenodo.15211861.

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Autism spectrum disorder (ASD), or autism for short, has always been identified by its classical triad of impairments (ToI)– difficulty with communication, difficulty with behavior or social interaction, and difficulty with social skills– first established by Lorna Wing and Judith Gould in 1979. This ToI has become generally accepted as the key criteria for identifying children suspected and/or observed to have ASD. While the concept of ToI has set as the central plank of the construct of ASD, it should never be taken as an end in itself with the symptomatic definiti

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Miller, Bryan D. "Cattell-Horn-Carroll (CHC) Theory-Based Assessment With Deaf and Hard of Hearing Children in the School Setting." American Annals of the Deaf 152, no. 5 (2008): 459–66. http://dx.doi.org/10.1353/aad.2008.0016.

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McGill, Ryan J. "Re(Examining) Relations between CHC Broad and Narrow Cognitive Abilities and Reading Achievement." Journal of Educational and Developmental Psychology 7, no. 1 (2017): 265. http://dx.doi.org/10.5539/jedp.v7n1p265.

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Previously, Evans and colleagues (2001) utilized simultaneous multiple regression to examine relations between Cattell-Horn-Carroll (CHC; Schneider & McGrew, 2012) broad and narrow cognitive abilities and reading achievement across the school age span. Although their findings suggest that many broad/narrow abilities had clinically significant effects on reading achievement they failed to account for the potential moderating effects of the general factor. To account for these effects, the current study employed hierarchical multiple regression analysis to reexamine the relationships between

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Olvera, Pedro, and Lino Gomez-Cerrillo. "A Bilingual (English & Spanish) Psychoeducational Assessment MODEL Grounded in Cattell-Horn Carroll (CHC) Theory: A Cross Battery Approach." Contemporary School Psychology 15, no. 1 (2011): 117–27. http://dx.doi.org/10.1007/bf03340968.

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Bulut, Okan, Damien C. Cormier, Alexandra M. Aquilina, and Hatice C. Bulut. "Age and Sex Invariance of the Woodcock-Johnson IV Tests of Cognitive Abilities: Evidence from Psychometric Network Modeling." Journal of Intelligence 9, no. 3 (2021): 35. http://dx.doi.org/10.3390/jintelligence9030035.

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The Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG) is a comprehensive assessment battery designed to assess broad and narrow cognitive abilities, as defined by the Cattell-Horn-Carroll (CHC) theory of intelligence. Previous studies examined the invariance of the WJ assessments across sex and age groups using factor analytic methods. Psychometric network modeling is an alternative methodology that can address both direct and indirect relationships among the observed variables. In this study, we employed psychometric network modeling to examine the invariance of the WJ IV COG acros

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Mestre, José M. "How to Transversely Develop Ability Emotional Intelligence Ability through School Subjects? A Theoretical Proposal." Psihologijske teme 29, no. 1 (2020): 17–41. http://dx.doi.org/10.31820/pt.29.1.2.

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Since emotional intelligence (EI) was developed in 1990, the field of Education took advantage of the possibilities of EI. Indeed, EI-specific programs proliferated and developed as socio-emotional learning programs (SEL). However, there is an alternative to realize non-specifically and longer and viability way for improving the implicit abilities of EI (AEI). The article claims to work a theoretical proposal to develop the AEI in compulsory education through the subjects. This proposal is based on the Cattell-Horn-Carroll theory of cognitive abilities (CHC). CHC abilities are stimulated by mo

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Winter, Emily L., Brittany A. Dale, Sachiko Maharjan, et al. "Cognitive Aging Revisited: A Cross-Sectional Analysis of the WAIS-5." Journal of Intelligence 13, no. 7 (2025): 85. https://doi.org/10.3390/jintelligence13070085.

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Historical cross-sectional approaches examining cognitive aging consistently reveal a pattern of steady decline on nonverbal problem-solving, speeded tasks, and maintenance on verbal tasks. However, as measures developed and broadened the factor structure to align with Cattell–Horn–Carroll (CHC) theory, and age ranges were extended from 75 to 90 years, a more nuanced approach to cognitive aging emerged. The present study, using the Wechsler Adult Intelligence Scale, Fifth Edition (WAIS-5), examined the cognitive aging process through a cross-sectional approach. WAIS-5 normative sample data (al

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Marnoufi, Khalid, Bouzekri Touri, Mohammed Bergadi, and Imane Ghazlane. "WAIS–IV, WISC–V, WPPSI–IV Subtests and their Relationship with CHC Theory." International Journal of Innovation and Economic Development 9, no. 4 (2023): 16–21. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.94.2002.

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Psychometric intelligence tests have great importance for identification and diagnosis of learning problems, high talents, and cognitive profile in the context of developmental delay or brain injury impacts, for the orientation of specialized education. Among these tests are the three scales of Wechsler, which used frequently. From, the first to the last edition of Wechsler, tests based being, on the created g factor of Spearman. The Cattell-Horn-Carroll theory (CHC) is a complete psychometric theory and empirically based on the structure of cognitive skills. It’s used widely as a basis for th

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Bowman, James K., R. Thomas Boone, Leonard Zaichkowsky, Scott Goldman, and Alex Auerbach. "The Athletic Intelligence Quotient and Performance in the National Football League." Sports and Exercise Medicine – Open Journal 6, no. 2 (2020): 39–50. http://dx.doi.org/10.17140/semoj-6-180.

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Introduction In the realm of competitive athletics, numerous variables have been examined for predictive utility with respect to player selection/development and outcomes on the field. Notwithstanding important advances, the current predictors only account for a modest amount of variance in outcomes of relevance in the National Football League (NFL). Objective The primary objective of this study was to investigate the predictive validity of a new measure of athletic intelligence, the Athletic Intelligence Quotient (AIQ), which is based on the empirically supported Cattell-Horn-Carroll (CHC) Th

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Dombrowski, Stefan C., Ryan J. McGill, Gary L. Canivez, and Christina H. Peterson. "Investigating the Theoretical Structure of the Differential Ability Scales—Second Edition Through Hierarchical Exploratory Factor Analysis." Journal of Psychoeducational Assessment 37, no. 1 (2018): 91–104. http://dx.doi.org/10.1177/0734282918760724.

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When the Differential Ability Scales–Second Edition (DAS-II) was developed, the instrument’s content, structure, and theoretical orientation were amended. Despite these changes, the Technical Handbook did not report results from exploratory factor analytic investigations, and confirmatory factor analyses were implemented using selected subtests across the normative age groups from the total battery. To address these omissions, the present study investigated the theoretical structure of the DAS-II using principal axis factoring followed by the Schmid–Leiman procedure with participants from the

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Singh, Harjit, Guo-Hui Xie, and Chee Keong Chua. "A prelude to understanding cognitive disabilities in school-age children." Early Years Research 2, no. 2 (2022): 6–15. https://doi.org/10.5281/zenodo.15212004.

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This paper is a prelude to the application of the CHC theory in the assessment and intervention for school-age children with cognitive disabilities (CogDs for short). This is the most common disability type identified by special education officers, school counselors and/or psychologists among school-age children. Cognitive disabilities (also known as intellectual disabilities or IDs for short) is a nebulous term that describes an individual who exhibits more than average difficulty with intellectual tasks. In defining CogDs, there are several overlaps between

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Chia, Kok Hwee. "A Short Review of Psycho-Educational Therapy (PsyEdTx)." Asian Educational Therapist 1, no. 2 (2024): 1–8. https://doi.org/10.5281/zenodo.15220970.

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Psycho-educational therapy (PsyEdTx) is a type of therapeutic approach that combines elements of psychotherapy with education. Generally, it is applied to help patients better understand themselves and, more importantly, to manage their specific mental health issues or socio-emotional challenges. However, it has also been used to treat learning and developmental challenges too. In this paper, a brief historical development of PsyEdTx from the beginning of the late 19<sup>th</sup> century AD through the 20<sup>th</sup> century AD and into the early 21<sup>st</sup> century AD is provid

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Kaufman, Alan S. "The Precipitous Decline in Reasoning and Other Key Abilities with Age and Its Implications for Federal Judges." Journal of Intelligence 9, no. 4 (2021): 52. http://dx.doi.org/10.3390/jintelligence9040052.

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U. S. Supreme Court justices and other federal judges are, effectively, appointed for life, with no built-in check on their cognitive functioning as they approach old age. There is about a century of research on aging and intelligence that shows the vulnerability of processing speed, fluid reasoning, visual-spatial processing, and working memory to normal aging for men and women at all levels of education; even the maintained ability of crystallized knowledge declines in old age. The vulnerable abilities impact a person’s decision-making and problem solving; crystallized knowledge, by contrast

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Liu, Ann Wujing, and Guo-Hui Xie. "The non-Cattell-Horn-Carroll (non-CHC) Model of Ancillary Broad and Narrow Abilities." Asian Journal of Interdisciplinary Research, March 18, 2024, 29–40. http://dx.doi.org/10.54392/ajir2414.

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The Cattell-Horn-Carroll (CHC) theory of abilities is a comprehensive model of human cognitive abilities denoted by the G-code. Developed by three prominent psychologists - Raymond Cattell, John Horn, and John Carroll - the CHC theory suggests that there are three strata of cognitive abilities. In this paper, the authors argued that the CHC model faces seven challenges: First, it is a complex model with numerous factors and subtests, posing difficulties in administration and interpretation. Second, the theory itself has limited coverage and may not address all cognitive abilities. Third, criti

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Furey, Rachel T., Stephen C. Bowden, Paul A. Jewsbury, Navaneetham J. Sudarshan, and Madeleine L. Connolly. "Investigating the Latent Structure of Executive Function in the Delis–Kaplan Executive Function System Using Cattell–Horn–Carroll Theory." Assessment, April 3, 2023, 107319112311617. http://dx.doi.org/10.1177/10731911231161779.

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Objective: To replicate a seven-factor model previously reported for the Delis–Kaplan Executive Function System (D-KEFS). Method: This study used the D-KEFS standardization sample including 1,750 non-clinical participants. Several seven-factor models previously reported for the D-KEFS were re-evaluated using confirmatory factor analysis (CFA). Previously published bi-factor models were also tested. These models were compared with a three-factor a priori model based on Cattell–Horn–Carroll (CHC) theory. Measurement invariance was examined across three age cohorts. Results: All previously report

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Kok, Hwee Chia, and Erin Camulli Jennifer. "STRATEGIC INTERVENTION: "BEING STRATEGIC" IN EDUCATIONAL THERAPY." European Journal of Alternative Education Studies 3, no. 1 (2018). https://doi.org/10.5281/zenodo.1183653.

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In the field of special education, <em>treatment</em> is a broad term and it can be divided into three categories: <em>intervention</em>, <em>rehabilitation</em>, and <em>management</em>. In the educational therapy, the main focus is on intervention – originally a medical term – and can be briefly defined as an act of interfering with the outcome or course especially of an individual’s challenging condition so as to prevent harm or further deterioration to the individual’s condition, or in the hope to improve the individual’s overall functioning as normally as pos

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Oh, Hyeonjoo, and Tong Wu. "Measurement Invariance of the Woodcock-Johnson ^® V Achievement Battery: An Exploratory Graph Analysis Approach." Journal of Psychoeducational Assessment, July 12, 2025. https://doi.org/10.1177/07342829251359360.

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The Woodcock-Johnson V ( WJ V ) test evaluates general intelligence and cognitive abilities using the Cattell–Horn–Carroll (CHC) theory framework. While measurement invariance is often tested using structural equation modeling (SEM), few studies have applied exploratory graph analysis (EGA), particularly in intelligence assessments. This study addresses that gap by examining configural and metric invariance of the WJ V achievement battery across age, race, and gender using normative data and a novel EGA approach. Results show that the WJ V maintains a consistent structure across diverse groups

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Furey, Rachel T., Stephen C. Bowden, Paul A. Jewsbury, Navaneetham J. Sudarshan, and Madeleine L. Connolly. "B - 74 Using Cattell-Horn-Carroll Theory to Investigate the Structure of Executive Function in the Delis-Kaplan Executive Function System (D-KEFS)." Archives of Clinical Neuropsychology, October 8, 2023. http://dx.doi.org/10.1093/arclin/acad067.280.

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Abstract Objective To evaluate a series of published executive function factor models for the Delis-Kaplan Executive Function System (D-KEFS) and contrast these models with an a priori three-factor model based on Cattell-Horn-Carroll (CHC) theory. Method This was a cross-sectional study using the 16 main achievement scores from the D-KEFS standardization sample, which includes three separate age-cohorts. We aimed to replicate previously reported factor models for the D-KEFS in the 20-to-49-year cohort (N = 361) using the approaches described in the original published studies. We also sought to

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Dombrowski, Stefan C., Ryan J. McGill, and Grant B. Morgan. "Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation, and Theory." Assessment, August 20, 2019, 107319111986982. http://dx.doi.org/10.1177/1073191119869828.

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Researchers continue to debate the constructs measured by commercial ability tests. Factor analytic investigations of these measures have been used to develop and refine widely adopted psychometric theories of intelligence particularly the Cattell–Horn–Carroll (CHC) model. Even so, this linkage may be problematic as many of these investigations examine a particular instrument in isolation and CHC model specification across tests and research teams has not been consistent. To address these concerns, the present study used Monte Carlo resampling to investigate the latent structure of four of the

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Mayer, John D., David R. Caruso, Peter Salovey, et al. "Measuring emotional intelligence with the MSCEIT 2: theory, rationale, and initial findings." Frontiers in Psychology 16 (June 2, 2025). https://doi.org/10.3389/fpsyg.2025.1539785.

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IntroductionThe model of emotional intelligence as an ability has evolved since its introduction 35 years ago. The revised model includes that emotional intelligence (EI) is a broad intelligence within the Cattell-Horn-Carroll (CHC) model of intelligence, and that more areas of problem solving are involved than originally detailed. An argument is made here that veridical scoring of EI test responses is a sound procedure relative to scoring keys based on expert consensus or a single emotion theory. To the degree that EI fits present-day theories of intelligence (i.e., the CHC model), any subsid

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Furey, Rachel T., Stephen C. Bowden, Leonie C. Simpson, Catherine E. Meade, Brooke M. Davis, and Wendyl J. D’Souza. "Exploring the Semantic Structure of WMS-IV Verbal Paired Associates using the Hub-and-Spoke Model." Journal of the International Neuropsychological Society, May 24, 2021, 1–9. http://dx.doi.org/10.1017/s1355617721000709.

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Abstract Objectives: This study aimed to identify a well-fitting and theoretically justified item-level latent factor structure for the Wechsler Memory Scales (WMS)-IV verbal paired associates (VerbalPA) subtest to facilitate the ease and accuracy of score interpretations for patients with lateralized temporal lobe epilepsy (TLE). Methods: Archival data were used from 250 heterogeneous neurosciences patients who were administered the WMS-IV as part of a standard neuropsychological assessment. Three theoretically motivated models for the latent structure of VerbalPA were tested using confirmato

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Dinçer, Mustafa, Fatoş Sinem Uğurtaş Gökçe, Hesna Gül, Yasemin Taş Torun, Şahin Bodur, and Mehmet Ayhan Cöngöloğlu. "Is Processing Speed (Gs) related to Hyperactivity (As a Narrow Cognitive Area of Gps): A Dimensional Approach to Heterogeneity of Clinical and WISC-IV Cognitive Profiles in ADHD From RDoC/HiTOP Perspective." Journal of Attention Disorders, May 17, 2022, 108705472210999. http://dx.doi.org/10.1177/10870547221099963.

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Abstract:

Objective: The aim of this study was to investigate the relationship between symptomatology and the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) cognitive profiles in Attention Deficit and Hyperactivity Disorder (ADHD), taking into account clinical heterogeneity. Method: The WISC-IV was administered to 60 children aged 6 to 13 years with ADHD who had not previously taken psychotropic medication. Conners Teacher-Rating Scale (CTRS-R/L) and Conners Parent-Rating Scale (CPRS-R/L) were completed by parents and teachers. Results: We found a statistically significant positive c

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