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Journal articles on the topic 'Cattell-Horn-Carroll'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Benson, Nicholas. "Cattell—Horn—Carroll Cognitive Abilities and Reading Achievement." Journal of Psychoeducational Assessment 26, no. 1 (July 19, 2007): 27–41. http://dx.doi.org/10.1177/0734282907301424.

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2

Edwards, Oliver W., and David P. Fuller. "Implications of the Cattell-Horn-Carroll Theory on Ethnic Differences in IQ." Psychological Reports 97, no. 3 (December 2005): 891–97. http://dx.doi.org/10.2466/pr0.97.3.891-897.

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The Cattell-Horn-Carroll theory of intelligence and the Spearman-Jensen hypothesis were applied to help interpret mean IQ differences among ethnic groups. The Cattell-Horn-Carroll theory classifies cognitive abilities on three strata, which differ by magnitude of generality including specific, broad, and general abilities. The Spearman-Jensen hypothesis advances the belief that mean IQ differences between African Americans and Euro-Americans occur as a function of the test's g loadings. Although IQ differences between African Americans and Euro-Americans occur, the differences should be larger on tests with higher g loadings and smaller on tests with lower g loadings. The analysis described in this paper may serve as the catalyst to encourage all intelligence test publishers to supply test users with data regarding mean IQ differences among various ethnic groups.

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3

FLOYD, RANDY G., RENEE BERGERON, and VINCENT C. ALFONSO. "Cattell–Horn–Carroll cognitive ability profiles of poor comprehenders." Reading and Writing 19, no. 5 (March 25, 2006): 427–56. http://dx.doi.org/10.1007/s11145-006-9002-5.

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4

Jewsbury, Paul A., Stephen C. Bowden, and Kevin Duff. "The Cattell–Horn–Carroll Model of Cognition for Clinical Assessment." Journal of Psychoeducational Assessment 35, no. 6 (June 1, 2016): 547–67. http://dx.doi.org/10.1177/0734282916651360.

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The Cattell–Horn–Carroll (CHC) model is a comprehensive model of the major dimensions of individual differences that underlie performance on cognitive tests. Studies evaluating the generality of the CHC model across test batteries, age, gender, and culture were reviewed and found to be overwhelmingly supportive. However, less research is available to evaluate the CHC model for clinical assessment. The CHC model was shown to provide good to excellent fit in nine high-quality data sets involving popular neuropsychological tests, across a range of clinically relevant populations. Executive function tests were found to be well represented by the CHC constructs, and a discrete executive function factor was found not to be necessary. The CHC model could not be simplified without significant loss of fit. The CHC model was supported as a paradigm for cognitive assessment, across both healthy and clinical populations and across both nonclinical and neuropsychological tests. The results have important implications for theoretical modeling of cognitive abilities, providing further evidence for the value of the CHC model as a basis for a common taxonomy across test batteries and across areas of assessment.

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5

Caemmerer, Jacqueline M., Timothy Z. Keith, and Matthew R. Reynolds. "Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory." Intelligence 79 (March 2020): 101433. http://dx.doi.org/10.1016/j.intell.2020.101433.

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6

Furnham, Adrian, and Angela Mansi. "The self-assessment of the Cattell–Horn–Carroll broad stratum abilities." Learning and Individual Differences 32 (May 2014): 233–37. http://dx.doi.org/10.1016/j.lindif.2014.03.014.

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7

Proctor, Briley E., Randy G. Floyd, and Renee B. Shaver. "Cattell-Horn-Carroll broad cognitive ability profiles of low math achievers." Psychology in the Schools 42, no. 1 (2004): 1–12. http://dx.doi.org/10.1002/pits.20030.

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8

Floyd, Randy G., Renee Bergeron, Allison C. McCormack, Janice L. Anderson, and Gabrielle L. Hargrove-Owens. "Are Cattell—Horn—Carroll Broad Ability Composite Scores Exchangeable Across Batteries?" School Psychology Review 34, no. 3 (September 1, 2005): 329–57. http://dx.doi.org/10.1080/02796015.2005.12086290.

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9

Stanovich, Keith E. "Fluid intelligence as cognitive decoupling." Behavioral and Brain Sciences 29, no. 2 (April 2006): 139–40. http://dx.doi.org/10.1017/s0140525x06359031.

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The dissociation of fluid cognitive functions from g is implicit in the Cattell-Horn-Carroll gF-gC theory. Nevertheless, Blair is right that fluid functions are extremely important. I suggest that the key mental operation assessed by measures of gF is the ability to sustain mental simulation while keeping the relevant representations decoupled from the actual world – an ability that underlies all hypothetical thinking.

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10

Floyd, Randy G., Kevin S. McGrew, Amberly Barry, Fawziya Rafael, and Joshua Rogers. "General and Specific Effects on Cattell–Horn–Carroll Broad Ability Composites: Analysis of the Woodcock–Johnson III Normative Update Cattell–Horn–Carroll Factor Clusters Across Development." School Psychology Review 38, no. 4 (December 1, 2009): 249–65. http://dx.doi.org/10.1080/02796015.2009.12087807.

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11

Floyd, Randy G., Kevin S. McGrew, Amberly Barry, Fawziya Rafael, and Joshua Rogers. "General and Specific Effects on Cattell–Horn–Carroll Broad Ability Composites: Analysis of the Woodcock–Johnson III Normative Update Cattell–Horn–Carroll Factor Clusters Across Development." School Psychology Review 38, no. 2 (June 1, 2009): 249–65. http://dx.doi.org/10.1080/02796015.2009.12087836.

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12

Abu-Hamour, Bashir, and Hanan Al Hmouz. "Cattell-Horn-Carroll broad cognitive ability profiles for dyslexia and intellectual disability." International Journal of Inclusive Education 24, no. 13 (October 17, 2018): 1444–60. http://dx.doi.org/10.1080/13603116.2018.1534999.

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13

Cole, Jason C., and Melissa K. Randall. "Comparing the Cognitive Ability Models of Spearman, Horn and Cattell, and Carroll." Journal of Psychoeducational Assessment 21, no. 2 (June 2003): 160–79. http://dx.doi.org/10.1177/073428290302100204.

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14

EDWARDS, OLIVER W. "IMPLICATIONS OF THE CATTELL-HORN-CARROLL THEORY ON ETHNIC DIFFERENCES IN IQ." Psychological Reports 97, no. 7 (2005): 891. http://dx.doi.org/10.2466/pr0.97.7.891-897.

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15

Canivez, Gary L., and Eric A. Youngstrom. "Challenges to the Cattell-Horn-Carroll Theory: Empirical, Clinical, and Policy Implications." Applied Measurement in Education 32, no. 3 (June 17, 2019): 232–48. http://dx.doi.org/10.1080/08957347.2019.1619562.

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16

James, Lara, Kate E. Jacobs, and John Roodenburg. "Adoption of the Cattell-Horn-Carroll Model of Cognitive Abilities by Australian Psychologists." Australian Psychologist 50, no. 3 (April 28, 2015): 194–202. http://dx.doi.org/10.1111/ap.12110.

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17

Mazur-Mosiewicz, Anya, Beth A. Trammell, Chad A. Noggle, and Raymond S. Dean. "Differential Diagnosis of Depression and Alzheimer's Disease Using the Cattell-Horn-Carroll Theory." Applied Neuropsychology 18, no. 4 (October 2011): 252–62. http://dx.doi.org/10.1080/09084282.2011.595451.

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18

Cormier, Damien C., Okan Bulut, Kevin S. McGrew, and Deepak Singh. "Exploring the Relations between Cattell-Horn-Carroll (CHC) Cognitive Abilities and Mathematics Achievement." Applied Cognitive Psychology 31, no. 5 (August 22, 2017): 530–38. http://dx.doi.org/10.1002/acp.3350.

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19

Osmon, David C., Octavio Santos, Dmitriy Kazakov, Michelle T. Kassel, Quintino R. Mano, and Ashten Morth. "Big Five personality relationships with general intelligence and specific Cattell-Horn-Carroll factors of intelligence." Personality and Individual Differences 131 (September 2018): 51–56. http://dx.doi.org/10.1016/j.paid.2018.04.019.

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20

Fiorello, Catherine A., and Diane Primerano. "Research into practice: Cattell-Horn-Carroll cognitive assessment in practice: Eligibility and program development issues." Psychology in the Schools 42, no. 5 (2005): 525–36. http://dx.doi.org/10.1002/pits.20089.

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21

McGill, Ryan J., and Stefan C. Dombrowski. "Critically Reflecting on the Origins, Evolution, and Impact of the Cattell-Horn-Carroll (CHC) Model." Applied Measurement in Education 32, no. 3 (June 17, 2019): 216–31. http://dx.doi.org/10.1080/08957347.2019.1619561.

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22

Schelini, Patrícia Waltz, and Solange Wechsler. "Estudo da estrutura fatorial da bateria multidimensional de inteligência infantil." Estudos de Psicologia (Campinas) 23, no. 2 (June 2006): 105–12. http://dx.doi.org/10.1590/s0103-166x2006000200001.

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Este trabalho teve como principal objetivo o estudo da estrutura fatorial da Bateria Multidimensional de Inteligência Infantil, destinada à avaliação intelectual de crianças de sete a doze anos, por meio de algumas capacidades incluídas no Modelo Cattell-Horn-Carroll. Os resultados demonstraram que, no que diz respeito às correlações entre os testes e à análise fatorial confirmatória, parece ter havido, de maneira geral, uma concordância entre os dados obtidos e os estudos associados ao modelo teórico. Além disso, a bateria mostrou-se capaz de avaliar fundamentalmente as capacidades de inteligência cristalizada e velocidade de processamento cognitivo. A maior parte da variância dessas capacidades gerais foi explicada pelos testes destinados a mensurá-las.

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23

Schelini, Patrícia Waltz. "Teoria das inteligências fluida e cristalizada: início e evolução." Estudos de Psicologia (Natal) 11, no. 3 (December 2006): 323–32. http://dx.doi.org/10.1590/s1413-294x2006000300010.

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O objetivo deste estudo é apresentar a evolução da teoria das inteligências fluida e cristalizada. Assim, discute-se como a concepção de dois fatores gerais, denominados Inteligência Fluida e Cristalizada, ou Gf-Gc, foi capaz de conciliar modelos de compreensão da inteligência, como os desenvolvidos por Spearman, Thorndike e Thurstone. A princípio uma representação dicotômica da inteligência, o modelo Gf-Gc sofreu modificações desde a década de 1960, sendo sua versão mais recente conhecida como teoria das capacidades cognitivas de Cattell-Horn-Carroll. Conclui-se que a disseminação desta teoria permitirá que a inteligência seja representada, não por meio de uma capacidade única e estática, mas por múltiplas formas e passíveis de estimulação.

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24

Zampieri, Marília, and Patrícia Waltz Schelini. "O uso de medidas intelectuais na análise do monitoramento metacognitivo de crianças." Psicologia: Teoria e Pesquisa 29, no. 2 (June 2013): 177–83. http://dx.doi.org/10.1590/s0102-37722013000200007.

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O monitoramento metacognitivo é uma das habilidades compreendidas pela metacognição. É avaliado utilizando-se instrumentos de autorrelato ou pela formulação de julgamentos. O objetivo do presente estudo foi investigar o monitoramento metacognitivo de crianças durante a realização de três subtestes de uma bateria de inteligência, cujo referencial é o Modelo Cattell-Horn-Carroll. Os participantes responderam aos subtestes e foram solicitados a emitir estimativas sobre seu desempenho. Os resultados indicaram que a amostra já apresentava habilidades de monitoramento cognitivo e algumas medidas de monitoramento mostraram-se significativamente melhores para o subteste Desempenho em Matemática. Os dados são relevantes para confirmar, na população nacional, as informações da literatura internacional, e também para discutir a importância do incentivo e estímulo ao treinamento das habilidades metacognitivas.

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25

Jewsbury, Paul A., Stephen C. Bowden, and Milton E. Strauss. "Integrating the switching, inhibition, and updating model of executive function with the Cattell—Horn—Carroll model." Journal of Experimental Psychology: General 145, no. 2 (2016): 220–45. http://dx.doi.org/10.1037/xge0000119.

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26

Rzhanova, I. E., V. S. Britova, O. S. Alekseeva, and Yu A. Burdukova. "Fluid Intelligence: Review of Foreign Studies." Клиническая и специальная психология 7, no. 4 (2018): 19–43. http://dx.doi.org/10.17759/cpse.2018070402.

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The present review focuses on modern research of fluid intelligence. The concept of fluid intelligence, the place of fluid intelligence in the structure of cognitive abilities, its relation to general intelligence is revealed. The current models of fluid intelligence are considered, including the current leading Cattell–Horn–Carroll model. The neurobiological processes underlying the flexibility of fluid reasoning processes in solving novel problems are discussed. In particular, studies are presented showing that fluid intelligence is mediated by subregions of the prefrontal cortex. Studies of the relationship between fluid intelligence and working memory, as well as studies of fluid intelligence in clinical groups such as children with ADHD and adults with schizophrenia are also discussed. Clinical evidence suggests that fluid intelligence may be key to understanding the structure of cognitive deficits in ADHD syndrome.

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27

Zaboski, Brian A., John H. Kranzler, and Nicholas A. Gage. "Meta-analysis of the relationship between academic achievement and broad abilities of the Cattell-horn-Carroll theory." Journal of School Psychology 71 (December 2018): 42–56. http://dx.doi.org/10.1016/j.jsp.2018.10.001.

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28

McGrew, Kevin S., and Barbara J. Wendling. "Cattell-Horn-Carroll cognitive-achievement relations: What we have learned from the past 20 years of research." Psychology in the Schools 47, no. 7 (June 14, 2010): 651–75. http://dx.doi.org/10.1002/pits.20497.

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29

Young, Stephanie R., and Timothy Z. Keith. "An Examination of the Convergent Validity of the ICAR16 and WAIS-IV." Journal of Psychoeducational Assessment 38, no. 8 (July 23, 2020): 1052–59. http://dx.doi.org/10.1177/0734282920943455.

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The construct validity of the International Cognitive Ability Resource (ICAR) has yet to be investigated using a gold-standard individually administered intelligence battery. The present study used a convenience sample of 97 students to examine the respective relations between the ICAR16 and overall intelligence ( g) and the Cattell–Horn–Carroll broad abilities measured by the WAIS-IV. Large correlations were observed between the observed overall scores (rICAR16, full-scale IQ = .81, p < .001) and the CFA-estimated general factors ( r = .94, p < .001). Evidence from confirmatory factor models suggests that the ICAR letter–number Series task measures fluid reasoning, while the matrix reasoning, verbal reasoning, and three-dimensional reasoning tasks measure visual–spatial reasoning (Gv). Findings support the ICAR16 as a valid brief measure of nonverbal intelligence; however, replications in larger samples are needed.

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30

Reynolds, Matthew R., Timothy Z. Keith, Jodene Goldenring Fine, Melissa E. Fisher, and Justin A. Low. "Confirmatory factor structure of the Kaufman Assessment Battery for Children--Second Edition: Consistency with Cattell-Horn-Carroll theory." School Psychology Quarterly 22, no. 4 (December 2007): 511–39. http://dx.doi.org/10.1037/1045-3830.22.4.511.

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31

FLOYD, RANDY G., JEFFREY J. EVANS, and KEVIN S. McGREW. "Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years." Psychology in the Schools 40, no. 2 (January 29, 2003): 155–71. http://dx.doi.org/10.1002/pits.10083.

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32

Floyd, Randy G., Kevin S. McGrew, and Jeffrey J. Evans. "The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence." Psychology in the Schools 45, no. 2 (February 2008): 132–44. http://dx.doi.org/10.1002/pits.20284.

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33

Cormier, Damien C., Okan Bulut, Kevin S. McGrew, and Jessica Frison. "THE ROLE OF CATTELL-HORN-CARROLL (CHC) COGNITIVE ABILITIES IN PREDICTING WRITING ACHIEVEMENT DURING THE SCHOOL-AGE YEARS." Psychology in the Schools 53, no. 8 (July 12, 2016): 787–803. http://dx.doi.org/10.1002/pits.21945.

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34

Evans, Jeffrey J., Randy G. Floyd, Kevin S. McGrew, and Maria H. Leforgee. "The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence." School Psychology Review 31, no. 2 (June 1, 2002): 246–62. http://dx.doi.org/10.1080/02796015.2002.12086154.

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35

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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36

Beaujean, A. Alexander, Jason Parkin, and Sonia Parker. "Comparing Cattell–Horn–Carroll factor models: Differences between bifactor and higher order factor models in predicting language achievement." Psychological Assessment 26, no. 3 (September 2014): 789–805. http://dx.doi.org/10.1037/a0036745.

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37

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 (September 22, 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 memory, and processing speed) is examined. Results indicate that executive tasks—except for the Stroop and the Tower of London—predict overall performance on the intelligence tests. Differentiation in predicting performance between the CHC abilities is limited, due to a high shared variance between these abilities. It is concluded that executive processes such as planning and inhibition have a unique variance that is not well-represented in intelligence tests. Implications for the use of EF tests and operationalization of CHC measures in clinical practice are discussed.

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38

Guédon, Dominique. "Étude de la structure factorielle de la WISC IV chez des enfants ayant une déficience intellectuelle." Revue francophone de la déficience intellectuelle 23 (August 2, 2012): 72–84. http://dx.doi.org/10.7202/1012989ar.

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Depuis l’apparition de la WISC IV (Wechsler, 2005), un débat s’est engagé sur ses prétendus apports et ses éventuels reculs par rapport à la WISC III (Rozencwajg, 2006). Pour les auteurs du test, l’approche factorielle explicitement adoptée dans la version IV de l’épreuve est plus en phase avec les conceptions théoriques contemporaines de l’intelligence, en particulier le modèle « Cattell-Horn-Carroll. » Pour autant, la stabilité de la structure factorielle de l’épreuve avec des sujets ayant une déficience n’est pas avérée. La présente étude vise à vérifier cette stabilité. 105 enfants présentant une déficience ont passé les 10 sous-tests obligatoires de l’épreuve. Les résultats sont observés par sous-test, par indice factoriel, puis une analyse factorielle exploratoire met en évidence une structure à trois facteurs et révèle un statut factoriel flou pour les sous-tests de mémoire. Ces résultats sont discutés dans la perspective du fonctionnement cognitif particulier des enfants ayant une déficience.

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39

Santos, Marco Antonio dos, and Ricardo Primi. "Desenvolvimento de um teste informatizado para avaliação do raciocínio, da memória e da velocidade do processamento." Estudos de Psicologia (Campinas) 22, no. 3 (September 2005): 241–54. http://dx.doi.org/10.1590/s0103-166x2005000300003.

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Este estudo investiga a precisão e a validade de um teste informatizado que avalia principalmente três habilidades cognitivas: raciocínio indutivo, memória de curto prazo auditiva e memória de curto prazo visual, utilizando o modelo de Cattell-Horn-Carroll e comparando o desempenho no teste com a avaliação de dificuldades escolares feitas pelas professoras. O teste foi aplicado em 70 estudantes do ensino fundamental da rede municipal de segunda a quarta séries com idades entre 7 e 12 anos, sendo 52,9% dos participantes do sexo masculino. O instrumento apresentou evidências de precisão por consistência interna com alfa de 0,81 (raciocínio indutivo), 0,93 (memória de curto prazo auditiva) e 0,81 (memória de curto prazo visual). Comparando os resultados do instrumento com a avaliação externa, independente de dificuldades escolares feitas pelas professoras, verificou-se que a maior parte das medidas cognitivas obtidas na avaliação informatizada se correlaciona significativamente (magnitudes variando de 0,29 a 0,51) com dificuldades escolares ligadas ao aspecto motor, à hiperatividade, à escrita, à leitura e ao cálculo.

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40

Berman, Jeanette, and Ian Price. "A Comparison of the SB5 and the CAS in Educational Psychology Practice." Australian Journal of Guidance and Counselling 23, no. 1 (November 22, 2012): 18–33. http://dx.doi.org/10.1017/jgc.2012.18.

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Two tests of intellectual ability were compared in terms of quantitative measures and professional utility in the context of 41 students who were referred for psychoeducational investigation of their learning. Full-scale, Composite, and Factor scores from The Stanford Binet Intelligence Scales — Fifth Edition (SB5) and the Das Naglieri Cognitive Assessment System (CAS) were compared and individual profiles were examined. The SB5 is the latest version of a traditional test referenced to the Cattell-Horn-Carroll factor model of intelligence, while the CAS was developed from an information processing theory of intelligence. Full-scale measures of intellectual ability were found to differ significantly, with the SB5 approximately 8 points higher than the CAS. Analysis of the profiles assisted in understanding specific learning abilities and guided interventions. The implications of this for the relative utility of the two instruments, their interchangeablity, the meaningful interpretation of results, and their complementary contribution to practice are discussed.

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41

Schelini, Patrícia Waltz, and Solange Wechsler. "Bateria Multidimensional de Inteligência Infantil: desenvolvimento de instrumento." Psico-USF 10, no. 2 (December 2005): 129–39. http://dx.doi.org/10.1590/s1413-82712005000200004.

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O estudo objetivou elaborar um conjunto de testes, denominado "Bateria Multidimensional de Inteligência Infantil" ou BMI, para avaliar capacidades do Modelo Cattell-Horn-Carroll. Entre as capacidades avaliadas estão as de inteligência cristalizada, inteligência fluida, velocidade de processamento cognitivo, memória a curto prazo, armazenamento e recuperação associativa a longo prazo e conhecimento quantitativo. A BMI foi composta por nove testes, apresentados a duas amostras de participantes. A primeira foi formada por 240 crianças, com idade entre sete e 12 anos. Constituída para que novos itens fossem testados, a segunda amostra foi formada por outras 206 crianças. Os resultados demonstraram a influência altamente significativa da idade sobre o desempenho dos testes. Os testes Informação Geral, Indução, Desempenho em Matemática, Vocabulário Geral e Vocabulário Ilus-trado apresentaram elevados coeficientes de precisão. A análise dos índices de dificuldade e do poder discriminativo permitiu a seleção do conjunto mais adequado de questões para compor a configuração final da Bateria.

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42

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 (September 18, 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 support the interpretation of most of the scores suggested by the scoring system. Instead, the results of this study suggest that the loading patterns diverge significantly from the interpretive system produced by the WJ IV ACH. Only the academic fluency and academic knowledge clusters emerged following the use of EBFA. Implications for clinical interpretation of the WJ IV ACH are offered.

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43

Jewsbury, Paul A., and Stephen C. Bowden. "Construct Validity of Fluency and Implications for the Factorial Structure of Memory." Journal of Psychoeducational Assessment 35, no. 5 (May 13, 2016): 460–81. http://dx.doi.org/10.1177/0734282916648041.

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Fluency is an important construct in clinical assessment and in cognitive taxonomies. In the Cattell–Horn–Carroll (CHC) model, Fluency is represented by several narrow factors that form a subset of the long-term memory encoding and retrieval (Glr) broad factor. The CHC broad classification of Fluency was evaluated in five data sets, and the CHC narrow classification was evaluated in an additional two data sets. The results suggest that Fluency tests are more strongly related to processing speed (Gs) and acquired knowledge (Gc) than to Glr, but Fluency may also be represented as a distinct broad factor. In the two additional data sets with a large number of Fluency tests, the CHC Fluency narrow factors failed to replicate with confirmatory factor analysis. An alternative and simpler narrow structure of Fluency was found, supporting the factorial distinction of semantic versus orthographic Fluency. The results have important implications for the factorial structure of memory, the classification of Fluency tests, and the assessment of Fluency.

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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 (December 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 measurement models for general cognition, 5 broad domains (orientation, executive functioning, language/fluency, memory, visuospatial), and 5 narrow domains (abstract reasoning, attention/speed, immediate memory, delayed memory, recognition memory) of cognitive performance. Model fit was adequate (RMSEA:0.051; CFI:0.916; SRMR:0.060). We demonstrated configural factorial invariance of a cognitive battery in the Indian LASI-DAD using CHC theory. Broad domain factors may be used to rank individuals with respect to cognitive performance and classify cognitive impairment.

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Pezzuti, Lina, Margherita Lang, Serena Rossetti, and Clara Michelotti. "CHC Model According to Weiss." Journal of Individual Differences 39, no. 1 (January 2018): 53–59. http://dx.doi.org/10.1027/1614-0001/a000249.

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Abstract. The Italian version of the Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV) – was standardized using a sample of 2,174 participants, aged between 16 and 90 years. The WAIS-IV consists of 10 core subtests and 5 supplemental subtests. While the 70–90 yr group is usually excluded from three of the five supplemental subtests (Letter-Number Sequencing, Figure Weights, and Cancellation), we administered all 15 subtests both to adults and elderly people. The aim of the present study was to investigate the factorial invariance of the Weiss and colleagues’ hierarchical five-factor CHC (Cattell-Horn-Carroll) model in Italian adults and elders. The overall results of this study generally support both the configural and factorial invariance of the WAIS-IV, and hence the five-factor CHC model of Weiss is equivalent in adults and elderly people. However, for the elderly sample we found higher loadings of WAIS-IV subtests on the second-order g factor.

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Labin, Agustina, María Elena Brenlla, and Ruth Alejandra Taborda. "Interpretación del WISC-IV: Índices alternativos para la evaluación de las habilidades cristalizadas." Psychologia 12, no. 1 (September 4, 2018): 13–23. http://dx.doi.org/10.21500/19002386.3439.

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En este artículo se presentan dos índices alternativos para la evaluación e interpretación de las habilidades cristalizadas a partir del WISC-IV versión argentina: el índice conocimiento léxico (Gc-VL) y el índice información general(Gc-K0). Para ello se trabajó con una muestra de 1036 casos. El análisis factorial confirmatorio revela altos índices que validan las nuevas puntuaciones. El análisis de fiabilidad resultó satisfactorio. A su vez, los resultados revelan correlaciones entre el índice comprensión verbal (ICV) del WISC-IV y los nuevos índices alternativos. Por último, se encontraron diferencias en las puntuaciones Gc-VL y Gc-K0 y el clima educativo del hogar. Si bien el WISC-IV propone cuatro índices compuestos y una medida global de la inteligencia (ICV, IRP, IMO, IVP y CIT), siguiendo los aportes de la teoría de Cattell-Horn-Carroll (CHC), se recomienda implementar estas puntuaciones alternativas en un contexto normativo e ipsativo, que favorezcan y enriquezcan el estudio de las capacidades cristalizadas del examinado.

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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 (September 30, 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 grounds. Evaluation of the WAIS-IV according to CHC terminology enhances uniformity, and can be important when interpreting possible sources of index discrepancies. To optimally assemblage CHC and WAIS-IV, more knowledge of the interaction of abilities is needed. This can be done by incorporating intelligence testing in neuropsychological assessment. Using this functional approach contributes to a better understanding of an individual’s cognitive profile.

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Würth, Sabine, Andreas Hofer, and Günter Amesberger. "Zur Diskussion des CHC-Modells im Kontext des Leistungssports." Zeitschrift für Sportpsychologie 25, no. 1 (January 2018): 1–20. http://dx.doi.org/10.1026/1612-5010/a000225.

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Zusammenfassung. Das Cattell-Horn-Carroll Modell (CHC-Modell) wird als potentielles Rahmenmodell vorgestellt, um kognitive Basisfähigkeiten im leistungssportlichen Kontext zu betrachten. Mit dem Determinationstest (DT) wird beispielhaft ein Testverfahren aus dem Wiener Testsystem auf seine psychometrischen Eigenschaften geprüft, Aspekte der speed & efficiency als Komponenten des CHC-Modells zu erfassen, die im Sport von hoher Bedeutsamkeit sind. Zur Konstruktvalidierung wird ergänzend der Cognitrone (COG), der u.a. den CHC-Bereich memory & efficiency abbildet, in Teilstichproben eingesetzt. Auf der Datenbasis von österreichischen Leistungssporttreibenden sowie Sportstudierenden werden Kriteriums- und Konstruktvalidität sowie Test-Retest-Stabilität des DT berichtet. Der DT scheint einen Beitrag leisten zu können, zwischen Sportartenbündeln zu differenzieren, die (a) hohe Anforderungen (z.B. Tennis) bzw. (b) geringe Anforderungen (z.B. Skilanglauf) an speed & efficiency stellen. In Spielsportarten, die stark auf speed & efficiency als auch der memory & efficiency rekurrieren, korrelieren die Daten des DT und COG erwartungsgemäß höher als bei den beiden anderen Sportartenbündeln.

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Teo, Pearly, and John Roodenburg. "Extensions of Cognitive Ability Assessment With Dynamic Testing Using Self-Regulated Learning." Journal of Cognitive Education and Psychology 12, no. 2 (2013): 230–50. http://dx.doi.org/10.1891/1945-8959.12.2.230.

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This study investigated the extension of Cattell-Horn-Carroll (CHC)–based cognitive assessment with dynamic testing using self-regulated learning (SRL). It was based on extensive review, which called for an integrative assessment of the propensity for learning and cognition of children with learning disabilities (LDs). The objective was to examine whether a brief SRL engagement during dynamic testing could enhance self-regulatory behaviors and performance in 3 CHC areas and reveal differences in SRL processes. There were 50 children at risk for LDs assigned to 2 groups: 1 group participated in dynamic extensions of assessment with SRL (involving thinking aloud and mediated learning experience); the control group undertook the same tasks without SRL. Significant intergroup differences were found in behaviors across three CHC areas and test performance in writing but not in fluid reasoning or memory tasks. Thinking-aloud processes revealed SRL capacities not evident in static assessment. Implications of dynamic extensions of tests using SRL were discussed.

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Messina, Lucinete de Freitas, and Klaus Bruno Tiedemann. "Avaliação da memória de trabalho em crianças com transtorno do déficit de atenção e hiperatividade." Psicologia USP 20, no. 2 (June 2009): 209–28. http://dx.doi.org/10.1590/s0103-65642009000200005.

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Esse projeto investigou as habilidades cognitivas da Memória de Trabalho de crianças e adolescentes com o “Transtorno do Déficit de Atenção e Hiperatividade” (TDAH). Foi aplicado teste TIHC - Teste Infantil de Habilidades Cognitivas informatizado, avaliando principalmente cinco habilidades cognitivas Raciocínio Indutivas (RI), Memória de Armazenamento Auditiva (MAA) e Visual e Memória de Trabalho Auditiva (MTA) e Visual (MTV) usando o modelo de Cattell-Horn-Carroll. O teste foi aplicado em 62 sujeitos sendo 32 com TDAH do Hospital das Clínicas-SEPIA-USP e 30 sujeitos controle “normal” do Ensino Fundamental da rede municipal de 1ª à 8ª séries com idades entre 7 e 15 anos, de ambos os sexos. As análises executadas indicaram a existência de diferenças em diversos aspectos relacionados à memória nos tipos peculiares de crianças com TDAH. Verificou-se que as crianças com TDAH obtiveram bom desempenho nas provas de memória visual em detrimento as provas de memória auditiva. A correlação dos resultados do TIHC verificara que o tempo de reação da prova de memória de armazenamento visual manteve uma correlação significativa com a prova de cálculo.

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