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Littérature scientifique sur le sujet « Cattell-Horn-Carroll (CHC) Theory »

Auteur : Grafiati

Publié le 2 juin 2025

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Cattell-Horn-Carroll (CHC) Theory"

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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 Next, a previously unpublished Carroll exploratory factor analysis of 46 cognitive and achie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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Thèses sur le sujet "Cattell-Horn-Carroll (CHC) Theory"

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Hoelzle, James B. "Neuropsychological Assessment and the Cattell-Horn-Carroll (CHC)Cognitive Abilities Model." Connect to full text in OhioLINK ETD Center, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1216405861.

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Brooks, Janell Hargrove. "Structural Extension of the Cattell-Horn-Carroll Cross-Battery Approach to Include Measures of Visual-Motor Integration." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/38.

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In spite of the long-standing tradition of including measures of visual-motor integration in psychological evaluations, visual-motor abilities have not been included in the Cattell-Horn-Carroll (CHC) theory of cognitive abilities or its complementary cross-battery approach to assessment. The purpose of this research was to identify the shared constructs of a popular test of visual-motor integration and a test of intellectual functioning, and to investigate how a test of visual-motor integration would be classified within the CHC model. A large normative sample of 3,015 participants that ranged

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Actes de conférences sur le sujet "Cattell-Horn-Carroll (CHC) Theory"

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Damayanti, Khairunisa, and Nurul Arbiyah. "Developing a New Quantitative Reasoning Test for Indonesian High School Students using the Cattell-Horn-Carroll (CHC) Theory of Intelligence." In 1st International Conference on Intervention and Applied Psychology (ICIAP 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iciap-17.2018.1.

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Manasia, Loredana, Mirela cristina Negreanu, and Melania Macovei. "IS Q FOR DQ? APPLYING Q-METHODOLOGY FOR RESEARCHING DIGITAL INTELLIGENCE." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-153.

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Most approaches to investigating research topics in the field of education and educational psychology are based on objectivity criteria. In some cases, subjective perceptions are considered to be biased and unreliable. The present paper draws upon a growing interest in emphasizing the use of Q-methodology in the field of education research. The article suggests that Q-methodology could be appealing for the research of digital intelligence as well as for other topics related to the area of education research. This positional paper aims to expand knowledge about the use of subjective methodologi

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