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Hierarchical Exploratory Factor Analyses of the Woodcock-Johnson IV Full Test Battery: Implications for CHC Application in School Psychology
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Dombrowski, Stefan C.; McGill, Ryan J.; Canivez, Gary L. – School Psychology Quarterly, 2018
The Woodcock-Johnson (fourth edition; WJ IV; Schrank, McGrew, & Mather, 2014a) was recently redeveloped and retains its linkage to Cattell-Horn-Carroll theory (CHC). Independent reviews (e.g., Canivez, 2017) and investigations (Dombrowski, McGill, & Canivez, 2017) of the structure of the WJ IV full test battery and WJ IV Cognitive have…
Descriptors: Factor Analysis, Achievement Tests, Cognitive Tests, Cognitive Ability
Does Cultural Intelligence Matter? Effects of Principal and Teacher Cultural Intelligence on Latino Student Achievement
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Collins, Kathy S.; Duyar, Ibrahim; Pearson, Carolyn L. – Journal for Multicultural Education, 2016
Purpose: The purpose of this study was to examine whether the levels of cultural intelligence (CQ) of principals and teachers influence Latino students' achievement. The study first tested the applicability of Ang and Van Dyne's (2008) Cultural Intelligence Questionnaire (CQS) for the measurement of principals and teachers' CQ levels by construct…
Descriptors: Cultural Awareness, Intelligence, Hispanic American Students, Academic Achievement
Psychometric and Piagetian Intelligence: Toward Resolution of Controversy.
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Carroll, John B.; And Others – Intelligence, 1984
Whether "psychometric" and "Piagetian" kinds of intelligence are similar is a question of whether they have similar courses of development with age. When using factor analysis to address this issue, age effects must be eliminated in order to assess relations among measured constructs. Reanalyses of previous results were…
Descriptors: Cognitive Development, Cognitive Measurement, Cognitive Structures, Developmental Continuity
An Examination of the Relationship Between Memory and Higher Thought Processes Using a Sample of Fifth Grade Children. Technical Report No. 378.
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Haertel, Geneva D. – 1976
Jensen (1969) proposed a two-factor model of intelligence by which mental abilities can be divided into memory and higher mental processes labeled "Level I" and "Level II" respectively. This study employed statistical methods characteristic of construct validation to examine a battery of memory, intelligence, and achievement…
Descriptors: Achievement Tests, Cognitive Processes, Elementary Education, Factor Analysis
Circumplex and Spherical Models for Child School Adjustment and Competence.
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Schaefer, Earl S.; Edgerton, Marianna – 1982
The goal of this study is to broaden the scope of a conceptual model for child behavior by analyzing constructs relevant to cognition, conation, and affect. Two samples were drawn from school populations. For the first sample, 28 teachers from 8 rural, suburban, and urban schools rated 193 kindergarten children. Each teacher rated up to eight…
Descriptors: Adjustment (to Environment), Classroom Research, Competence, Creativity
A Causal Model Analysis Suggests Modification of the Cumulative Hierarchical Structure Assumed in Bloom's Taxonomy of the Cognitive Domain.
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Madaus, George F.; And Others – 1971
Bloom's taxonomy of the cognitive domain consists of six major levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The purpose of this study is to construct a quantitative causal model for a set of tests designed to operationally define these six levels in order to further explore the validity of the cumulative…
Descriptors: Achievement Tests, Classification, Cognitive Objectives, Cognitive Processes