This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Allen, S. R. Articles by Thorndike, R. M. Search for Related Content Social Bookmarking                         What's this?

Stability of the WPPSI-R and WISC-III Factor Structure Using Cross-Validation of Covariance Structure Models

Western Washington University

Robert M. Thorndike

Western Washington University

The reliability of the Verbal Comprehension and Perceptual Organization factors of the WPPSI-R and WISC-III was examined by use of cross-validation of covariance structure models, a new statistical methodology that employs both unrestricted and restricted factor analyses. Reliability of the factor structure would be indicated if the goodness of fit of restricted factor analytic models generated from unrestricted factor patterns did not degrade when tested on other age groups. If the goodness of fit changed in an inconsistent fashion, that would indicate that the factor structure of one or both of the instruments is unreliable. Finally, if the goodness of fit changed in a systematic fashion, getting worse with greater age differences, then an argument for true intellectual changes could be made. Results revealed general consistency in the goodness of fit across age groups. Therefore, it was concluded that a two-factor model that consists of the Verbal Comprehension and Perceptual Organization factors is reliable across age groups and instruments.

Journal of Psychoeducational Assessment, Vol. 13, No. 1, 3-20 (1995)
DOI: 10.1177/073428299501300101


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				B. Guo, P. Aveyard, and X. Dai The Chinese Intelligence Scale for Young Children: Testing Factor Structure and Measurement Invariance Using the Framework of the Wechsler Intelligence Tests Educational and Psychological Measurement, June 1, 2009; 69(3): 459 - 474. [Abstract] [PDF]

				D. K. Forgays, C. D. Spielberger, S. A. Ottaway, and D. G. Forgays Factor Structure of the State-Trait Anger Expression Inventory for Middle-Aged Men and Women Assessment, June 1, 1998; 5(2): 141 - 155. [Abstract] [PDF]

				S. L. Kaplan and V. C. Alfonso Confirmatory Factor Analysis of the Stanford-Binet Intelligence Scale: Fourth Edition with Preschoolers with Developmental Delays Journal of Psychoeducational Assessment, September 1, 1997; 15(3): 226 - 236. [Abstract] [PDF]

				T. R. Konold, J. C. Kush, and G. L. Canivez Factor Replication of the WISC-III in Three Independent Samples of Children Receiving Special Education Journal of Psychoeducational Assessment, June 1, 1997; 15(2): 123 - 137. [Abstract] [PDF]

				T. Z. Keith, M. H. Fugate, M. DeGraff, C. M. Diamond, E. A. Shadrach, and M. L. Stevens Using Multi-Sample Confirmatory Factor Analysis to Test for Construct Bias: An Example Using the K-ABC Journal of Psychoeducational Assessment, December 1, 1995; 13(4): 347 - 364. [Abstract] [PDF]