Does the Bayley-4 measure the same constructs across girls and boys and infants, toddlers, and preschoolers?

IF 3.3 2区 心理学 Q1 PSYCHOLOGY, CLINICAL Psychological Assessment Pub Date : 2024-11-01 Epub Date: 2024-08-05 DOI:10.1037/pas0001337
Jacqueline M Caemmerer, Johanna M deLeyer-Tiarks, Brittany A Dale, Emily L Winter, Natalie R Charamut, Audrey M Scudder, Emily C Peters, Melissa A Bray, Alan S Kaufman
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Abstract

This study tested the assumption that the Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4) functions similarly for boys and girls and for four age groups. The Bayley-4 American norming sample of 1,700 children ages 0-42 months (3.5 years) was used, which included 50% boys and girls. Fifty-three percent of the children identified as White, 22.1% as Hispanic, 12.5% as Black, 8.5% as other, and 4.0% as Asian. A confirmatory factor analysis demonstrated the three-factor structure of cognitive, language, and motor abilities fit the data well (comparative fit index = .99, root-mean-square of error of approximation = .08, standardized root-mean-square residual = .02) and fit significantly better than the two- and one-factor models. The correlations between the latent factors were moderate (r = .73) to large sized (r = .81). Measurement and structural invariance were tested for boys and girls and four age groups (0-5, 6-13, 14-25, and 26-42 months). Residual invariance was supported for girls and boys, and intercept invariance was supported for the four age groups. The measurement invariance results suggest the Bayley-4 is not biased toward these gender and age groups, and group comparisons and decision making can be made with the Bayley-4 scores. Structural invariance findings suggested some differences for gender and age groups. The relations between the cognitive, language, and motor factors and factor variances were equal across girls and boys but differed significantly across the four age groups. Girls scored significantly higher on the three latent means, but these differences were small to negligible. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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Bayley-4 测量的男女生、婴儿、幼儿和学龄前儿童的结构是否相同?
本研究测试了贝利婴幼儿发展量表第四版(Bayley-4)对男孩和女孩以及四个年龄组的功能相似这一假设。贝利-4 美国标准样本包括 1700 名 0-42 个月(3.5 岁)的儿童,其中男孩和女孩各占 50%。53%的儿童为白人,22.1%为西班牙裔,12.5%为黑人,8.5%为其他族裔,4.0%为亚裔。确认性因素分析表明,认知、语言和运动能力的三因素结构与数据拟合良好(比较拟合指数 = 0.99,均方根近似误差 = 0.08,标准化均方根残差 = 0.02),拟合效果明显优于双因素和单因素模型。各潜在因素之间的相关性从中等(r = .73)到较大(r = .81)不等。对男孩和女孩以及四个年龄组(0-5 个月、6-13 个月、14-25 个月和 26-42 个月)进行了测量和结构不变量测试。女孩和男孩的残差不变性得到了支持,四个年龄组的截距不变性也得到了支持。测量不变量结果表明,Bayley-4 不偏向于这些性别和年龄组,可以用 Bayley-4 分数进行分组比较和决策。结构不变性结果表明,性别和年龄组之间存在一些差异。认知、语言和运动因子与因子方差之间的关系在女孩和男孩之间是相同的,但在四个年龄组中却有显著差异。女孩在三个潜变量上的得分明显更高,但这些差异很小,甚至可以忽略不计。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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来源期刊
Psychological Assessment
Psychological Assessment PSYCHOLOGY, CLINICAL-
CiteScore
5.70
自引率
5.60%
发文量
167
期刊介绍: Psychological Assessment is concerned mainly with empirical research on measurement and evaluation relevant to the broad field of clinical psychology. Submissions are welcome in the areas of assessment processes and methods. Included are - clinical judgment and the application of decision-making models - paradigms derived from basic psychological research in cognition, personality–social psychology, and biological psychology - development, validation, and application of assessment instruments, observational methods, and interviews
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