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Introduction CHC Theory and its Foundations - PDF document

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Slide 1 ___________________________________ Are we Over- Interpreting Students ___________________________________ Performance on Tests of Intelligence? A Re-Analysis of the Foundations of CHC ___________________________________ Theory

  1. Slide 1 ___________________________________ Are we Over- Interpreting Students’ ___________________________________ Performance on Tests of Intelligence? A Re-Analysis of the Foundations of CHC ___________________________________ Theory Nicholas F. Benson Alexander A. Beaujean ___________________________________ Ashley Donohue Hailin Chi ___________________________________ ___________________________________ ___________________________________ Slide 2 ___________________________________ Agenda • Intro to the Cattell-Horn-Carroll (CHC) theory and its foundations ___________________________________ • Need for Study • Our method and results • Theoretical implications ___________________________________ • Practical implications ___________________________________ TASP 2016 2 ___________________________________ ___________________________________ ___________________________________ Slide 3 ___________________________________ ___________________________________ ___________________________________ Introduction CHC Theory and its Foundations ___________________________________ TASP 2016 3 ___________________________________ ___________________________________ ___________________________________

  2. Slide 4 ___________________________________ Cattell-Horn Gf - Gc Theory Second-Order Abilities ___________________________________ Processing Fluid Crystallized Short-Term Long-Term Visual Auditory Quantitative Speed Intelligence Intelligence Memory Memory Processing Processing Knowledge ___________________________________ ( Gf ) ( Gc ) ( Gsm ) ( Glr ) ( Gv ) ( Ga ) ( Gq ) ( Gs ) ___________________________________ Intelligence represents effects and interactions of numerous abilities working in concert. Gf and Gc viewed as more general abilities that support the others, g is not in the model. . TASP 2016 4 ___________________________________ ___________________________________ ___________________________________ Slide 5 ___________________________________ Carroll’s Three -Stratum Theory • Strata distinguished by generality (breadth) and abstraction of ___________________________________ abilities • Direct hierarchical (bifactor) structure (Beaujean, 2015) • g and group factors have direct effects on measured abilities • g and group factors are orthogonal ___________________________________ • Provides the corpus of evidence for CHC theory • Frequently cited as empirical basis for interpreting lower strata abilities ___________________________________ TASP 2016 5 ___________________________________ ___________________________________ ___________________________________ Slide 6 ___________________________________ Cattell-Horn-Carroll (CHC) Theory • Integration of Gf - Gc and Three-Stratum theories • 3 strata, more broad abilities than Three-Stratum theory ___________________________________ ___________________________________ ___________________________________ TASP 2016 6 ___________________________________ ___________________________________ ___________________________________

  3. Slide 7 ___________________________________ Gc Cattell-Horn-Carroll (CHC) Theory Gkn Grw ___________________________________ Gq Gf Gsm g ___________________________________ Glr Gs Gt ___________________________________ Gv Ga TASP 2016 7 ___________________________________ ___________________________________ ___________________________________ Slide 8 ___________________________________ Cattell-Horn-Carroll (CHC) Theory • Higher-order, mediational structure in which g has indirect effects on ___________________________________ measured abilities via second-order abilities • Emphasis on lower strata, interpretation of g is optional based on theoretical orientation (Schneider & McGrew, 2012) ___________________________________ ___________________________________ TASP 2016 8 ___________________________________ ___________________________________ ___________________________________ Slide 9 ___________________________________ Cattell-Horn-Carroll (CHC) Theory • Dominant theory guiding the contemporary, applied assessment of ___________________________________ intelligence • WJ-IV • DAS-2 • KABC-II ___________________________________ • SB-5 • WISC-V ___________________________________ TASP 2016 9 ___________________________________ ___________________________________ ___________________________________

  4. Slide 10 ___________________________________ ___________________________________ ___________________________________ Need for Study ___________________________________ TASP 2016 10 ___________________________________ ___________________________________ ___________________________________ Slide 11 ___________________________________ Limitations with Carroll’s Analyses • Relied on exploratory factor analysis (EFA) with Schmid-Leiman (SL) ___________________________________ transformations, which did not allow for true bi-factor rotations • “SL can only be accurate when certain, highly unlikely, conditions exist (perfect cluster structure, proportionality) and the sample is large enough so that the correlation matrix reflects the population” (Mansolf & Reise, 2016, p. 17) • Condition 1: Perfect item structure (items load exclusively on g and a single group factor) ___________________________________ • Condition 2: Proportionality (ratio of general and group factor loadings is the same for all mental tasks associated with a group factor) ___________________________________ TASP 2016 11 ___________________________________ ___________________________________ ___________________________________ Slide 12 ___________________________________ Limitations with Carroll’s Analyses • Carroll compared EFA and confirmatory factor analysis (CFA) results ___________________________________ for the Gustaffson (1984) and Palmer, Macleod, Hunt, and Davidson (1985) studies • Results differed in important ways • Carroll argued that the two methods (EFA & CFA) should be used in combination (Carroll, 1995). ___________________________________ ___________________________________ TASP 2016 12 ___________________________________ ___________________________________ ___________________________________

  5. Slide 13 ___________________________________ Limitations with Carroll’s Analyses • Carroll’s placement of abilities into Stratum I or Stratum II was largely ___________________________________ a qualitative decision based on re-analysis of 467 studies • No single sample has been administered a sufficient range of mental tasks to allow for testing of a model containing all purported abilities • Carroll only identified >2 second-order factors in 18 data sets ___________________________________ • Vast majority (16) of these studies had 3 second-order factors • Maximum number of second-order factors identified = 5 ___________________________________ TASP 2016 13 ___________________________________ ___________________________________ ___________________________________ Slide 14 ___________________________________ Limitations with Carroll’s Analyses • According to Carroll (1993),“Many factors remain inadequately ___________________________________ specified, and many aspects of the three-stratum theory need to be tested and refined” (p. 688). ___________________________________ ___________________________________ TASP 2016 14 ___________________________________ ___________________________________ ___________________________________ Slide 15 ___________________________________ Research Questions 1. Did Carroll over-factor the datasets he analyzed and identify factors ___________________________________ that are non-replicable or explain trivial percentages of common factor covariance? 2. To what extent are identified factors sufficiently reliable for clinical interpretation? ___________________________________ ___________________________________ TASP 2016 15 ___________________________________ ___________________________________ ___________________________________

  6. Slide 16 ___________________________________ ___________________________________ ___________________________________ Method and Results ___________________________________ TASP 2016 16 ___________________________________ ___________________________________ ___________________________________ Slide 17 ___________________________________ Selection of Data Sets • Focused on 10 studies from which Carroll extracted the most ___________________________________ second-order factors • Selected to maximize the possibility of identifying Stratum II abilities ___________________________________ ___________________________________ TASP 2016 17 ___________________________________ ___________________________________ ___________________________________ Slide 18 ___________________________________ Analysis-Study A • Re-analysis with two methods ___________________________________ • Jennrich and Bentler’s EFA bi-factor rotation • Higher-order EFA with orthogonal transformation • Comparisons • Jennrich and Bentler’s criterion for bi-factor structure, Q( ). Smaller values ___________________________________ indicate better bi-factor structure (i.e., loadings on g and 1 other factor). • Model-based reliability estimates for each factor • C oefficient omega (ω) • Omega hierarchical ( ωh ) ___________________________________ TASP 2016 18 ___________________________________ ___________________________________ ___________________________________

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