Dissertation Dish: CHC theory and neuropsychological assessment instruments

Neuropsychological assessment and the Cattell-Horn-Carroll (CHC) cognitive abilities model by Hoelzle, James B., Ph.D., The University of Toledo, 2008, 215 pages; AAT 3328214

Abstract

• This study determined whether popular neuropsychological measures evaluate Cattell-Horn-Carroll (CHC) broad and narrow cognitive abilities. A thorough literature review was conducted to identify relevant datasets that would permit factor analyses of targeted instruments. Seventy-seven datasets were obtained and analyzed, or reanalyzed, to ensure methodological consistency across samples. Many factor solutions included dimensions that reflected broad CHC ability constructs, which suggests it is possible to integrate aspects of neuropsychological assessment and the CHC theory. Overall, the project is relevant to assessment practice because it connects neuropsychological tests with CHC theory, and thus facilitates accurate interpretation of performances across different measures. It ultimately brings clinical practice and cognitive theory closer together.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, CHC theory, Cattell-Horn-Carroll, factor analysis, dissertation dish