韦氏成人智力量表第四版(WAIS-IV)青少年子样本的探索性和高阶因子分析。

Gary L. Canivez, Marley W. Watkins
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引用次数: 55

摘要

韦氏成人智力量表(WAISIV -第四版)的因素结构Wechsler, 2008年a)与青少年参与者(16-19岁;采用探索性因子分析、多因子提取标准和高阶探索性因子分析对标准化样本中的n400进行评价。探索性因子分析的结果不包括在WAIS-IV技术和解释手册中(Wechsler, 2008b),对于确定与报告的验证性因子分析的趋同或分歧是必要的。正如在整个WAIS-IV标准化样本中发现的那样(Canivez & Watkins,出版中),目前青少年子样本的结果发现,所有WAIS-IV子测试(10和15子测试配置)都与其理论提出的四个一阶因素适当相关,但只有一个因素提取标准(屏幕的标准误差)建议提取四个因素。采用Schmid和Leiman(1957)程序进行层次探索性分析发现,二阶g因子占总方差和共同方差的大部分,而四个一阶因子占总方差和共同方差的一小部分。结论是,WAIS-IV为青少年的一般智力提供了强有力的测量,临床解释应该主要在这个水平上。
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Exploratory and higher-order factor analyses of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) adolescent subsample.
The factor structure of the Wechsler Adult Intelligence Scale–Fourth Edition (WAISIV; Wechsler, 2008a) with the adolescent participants (ages 16–19 years; N 400) in the standardization sample was assessed using exploratory factor analysis, multiple factor extraction criteria, and higher-order exploratory factor analyses. Results from exploratory factor analyses were not included in the WAIS-IV Technical and Interpretation Manual (Wechsler, 2008b) and are necessary for determining convergence or divergence with the reported confirmatory factor analyses. As found with the total WAIS-IV standardization sample (Canivez & Watkins, in press), the present results with the adolescent subsample found all WAIS-IV subtests (10and 15-subtest configurations) were properly associated with their four theoretically proposed first-order factors, but only one factor extraction criterion (standard error of scree) recommended extraction of four factors. Hierarchical exploratory analyses with the Schmid and Leiman (1957) procedure found that the second-order g factor accounted for major portions of total and common variance, while the four first-order factors accounted for small portions of total and common variance. It was concluded that the WAIS-IV provides strong measurement of general intelligence in adolescents and clinical interpretation should be primarily at that level.
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来源期刊
SCHOOL PSYCHOLOGY QUARTERLY
SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-
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期刊介绍: The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.
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