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    Area of Science:

    • Child Psychology
    • Educational Psychology
    • Psychometrics

    Background:

    • Cognitive development and intelligence testing are crucial for understanding child development.
    • Longitudinal studies tracking cognitive abilities provide insights into developmental trajectories.
    • Assessing verbal abilities across different age groups is essential for educational planning.

    Purpose of the Study:

    • To analyze the factor structure of cognitive abilities in children across different developmental stages.
    • To examine the relationship between various cognitive tests administered longitudinally.
    • To identify the emergence of a general verbal factor in children's intellectual development.

    Main Methods:

    • Administered the Wechsler Intelligence Scale for Children (WISC), Peabody Picture Vocabulary Test, and Ammons' Full Range Picture Vocabulary Test to 216 children at preschool, first, and third grade.
    • Developed 26 variables from 11 WISC subtests, totaling 28 variables for analysis.
    • Performed factor analysis at each testing level and canonical correlation on the factor scores.

    Main Results:

    • More common factors were identified at earlier testing levels (preschool and first grade).
    • A general verbal factor became more pronounced and clearly determined at the third-grade level.
    • The overall test-retest reliability for the battery of tests was -0.86, suggesting stability.

    Conclusions:

    • Cognitive abilities, particularly verbal skills, undergo significant development and consolidation during early school years.
    • Factor analysis is a valuable tool for understanding the underlying structure of intelligence across different age groups.
    • The study highlights the developmental nature of verbal intelligence, with a general factor solidifying by third grade.