Comparing Cattell-Horn-Carroll factor models: differences between bifactor and higher order factor models in
A Alexander Beaujean1, Jason Parkin2, Sonia Parker1
1Department of Educational Psychology, Baylor University.
Psychological Assessment
|May 21, 2014
Summary
The factor model used for Cattell-Horn-Carroll (CHC) theory significantly impacts its Stratum II factors and their relationship with academic achievement, particularly in reading and writing. Different models yield distinct factor structures, influencing predictive power for language skills.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Psychometrics
Background:
- Cattell-Horn-Carroll (CHC) theory is a prominent framework for understanding cognitive abilities.
- Prior research often utilized higher-order factor models with specific instruments (e.g., Woodcock-Johnson).
- There is a need to explore alternative factor models and assessment tools to advance CHC theory.
Purpose of the Study:
- To investigate the relationship between different factor models of CHC theory.
- To examine how these models relate to language-based academic achievement (reading and writing).
- To compare the influence of factor model choice on the interpretation of cognitive abilities.
Main Methods:
- Utilized the co-norming sample of the Wechsler Intelligence Scale for Children--4th Edition (WISC-IV) and Wechsler Individual Achievement Test--2nd Edition (WIAT-II).
- Compared bifactor and higher-order factor models applied to WISC-IV subtest data.
- Analyzed the relationships between derived Stratum II factors and WIAT-II language achievement variables.
Main Results:
- Bifactor and higher-order models of WISC-IV subtests generated distinct sets of Stratum II factors.
- These different factor structures exhibited significantly varied relationships with WIAT-II reading and writing scores.
- The choice of factor model had minimal impact when focusing solely on general intelligence (Stratum III).
Conclusions:
- The selection of a factor model is crucial when examining specific cognitive abilities (Stratum II) within the CHC framework.
- Factor model choice substantially influences the observed relationships between cognitive factors and academic outcomes.
- Understanding these differences is vital for accurate interpretation and prediction in educational and psychological assessments.
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