Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Journal of Psychoeducational Assessment
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Allen, S. R.
Right arrow Articles by Thorndike, R. M.
Right arrow Search for Related Content
Social Bookmarking
 Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

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

Stephen R. Allen

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


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


This article has been cited by other articles:


Home page
Educational and Psychological MeasurementHome page
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]


Home page
AssessmentHome page
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]


Home page
Journal of Psychoeducational AssessmentHome page
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]


Home page
Journal of Psychoeducational AssessmentHome page
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]


Home page
Journal of Psychoeducational AssessmentHome page
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]