WJ III CHC cluster g and specificty characteristics

The following manuscript served as the basis for a poster at the recent NASP 2009 conference and is also "in press" in School Psychology Review. A pre-pub copy can be viewed by clicking here. A set of supplementary tables to the manuscript are also available.

Floyd, R., McGrew, K., Barry, A., Rafael, F & Rogers, J. (in press) General and Specific Effects on Cattell–Horn–Carroll Broad Ability Composites: Analysis of the Woodcock–Johnson III Normative Update CHC Factor Clusters Across Development. School Psychology Review.

[conflict of interest disclosure - Kevin McGrew is a coauther of the WJ III]

Abstract

Many school psychologists focus their interpretation on composite scores from intelligence test batteries designed to measure the broad abilities from the Cattell–Horn–Carroll (CHC) theory. The purpose of this study was to investigate the general factor loadings and specificity of the broad ability composites scores from one such intelligence test battery, the Woodcock-Johnson III Tests of Cognitive Abilities Normative Update (Woodcock, McGrew, Schrank, & Mather, 2007). Results from samples beginning at age 4 and continuing through age 60 indicate that Comprehension–Knowledge, Long-Term Retrieval, and Fluid Reasoning appear to be primarily measures of the general factor at many ages. In contrast, Visual-Spatial Thinking, Auditory Processing, and Processing Speed appear to be primarily measures of specific abilities at most ages. We offer suggestions for considering both the general factor and specific abilities when interpreting CHC broad ability composite scores.

Technorati Tags: psychology, school psychology, educational psychology, neuropsychology, special educaiton, testing, assessment, WJ III, WJ III NU, Woodcock-Johnson, specificity, g, general intelligence, IQ, IQ tests, psychometrics