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A factorial invariance analysis of i...

Damas, Alphonse, Jr.

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A factorial invariance analysis of intellectual abilities in children across different age and cultural groups using the Wechsler Intelligence Scale for Children.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A factorial invariance analysis of intellectual abilities in children across different age and cultural groups using the Wechsler Intelligence Scale for Children./
Author:	Damas, Alphonse, Jr.
Description:	264 p.
Notes:	Source: Dissertation Abstracts International, Volume: 62-10, Section: B, page: 4832.
Contained By:	Dissertation Abstracts International62-10B.
Subject:	Quantitative psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3030690
ISBN:	9780493430034

A factorial invariance analysis of intellectual abilities in children across different age and cultural groups using the Wechsler Intelligence Scale for Children.
Damas, Alphonse, Jr.

A factorial invariance analysis of intellectual abilities in children across different age and cultural groups using the Wechsler Intelligence Scale for Children. - 264 p.

Source: Dissertation Abstracts International, Volume: 62-10, Section: B, page: 4832.

Thesis (Ph.D.)--University of Virginia, 2002.

The WISC and its subsequent revisions (i.e., WISC-R and WISC-III) have been used as criterion of mental abilities across many different cultural groups. Comparative research, however, has led to many scientific questions including those relating to the issue of test bias, the reliability of the WISC with children of different culture groups, and, the most fundamental of them all, assumptions of equivalence or complete identity of attributes measured across test groups. The present study examines whether the measurement of intellectual abilities when using the WISC differs for children from diverse background. This study used a relatively large set of previously collected cross-sectional and cross-cultural data on the WISC in the USA (N = 2,198) and China (N = 600). This research also used a number of data analysis methods, using factorial invariance as criterion of determination, to determined whether invariance of measurement obtains cross-culturally. All statistical analyses for factorial invariance were conducted using multiple group structural equation modeling methodology. These analyses were considered under eight broad headings based on two types of models: (1) Standard Regression and Factor Analysis Models and (2) Multiple Group Factor Models. Empirical validation in the form of factor invariance, especially metric invariance, provides strong evidence of invariance of measurement, allowing the assertion that the WISC measures the same attribute in all groups. Such statistical validation was not obtained in this study, and this suggests a closer look at the construct validity of some of our most widely use tests is still needed.

ISBN: 9780493430034Subjects--Topical Terms:

2144748
Quantitative psychology.

A factorial invariance analysis of intellectual abilities in children across different age and cultural groups using the Wechsler Intelligence Scale for Children.
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100 1 $a Damas, Alphonse, Jr. $3 3168701
245 1 2 $a A factorial invariance analysis of intellectual abilities in children across different age and cultural groups using the Wechsler Intelligence Scale for Children.
300 $a 264 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-10, Section: B, page: 4832.
500 $a Adviser: John McArdle.
502 $a Thesis (Ph.D.)--University of Virginia, 2002.
520 $a The WISC and its subsequent revisions (i.e., WISC-R and WISC-III) have been used as criterion of mental abilities across many different cultural groups. Comparative research, however, has led to many scientific questions including those relating to the issue of test bias, the reliability of the WISC with children of different culture groups, and, the most fundamental of them all, assumptions of equivalence or complete identity of attributes measured across test groups. The present study examines whether the measurement of intellectual abilities when using the WISC differs for children from diverse background. This study used a relatively large set of previously collected cross-sectional and cross-cultural data on the WISC in the USA (N = 2,198) and China (N = 600). This research also used a number of data analysis methods, using factorial invariance as criterion of determination, to determined whether invariance of measurement obtains cross-culturally. All statistical analyses for factorial invariance were conducted using multiple group structural equation modeling methodology. These analyses were considered under eight broad headings based on two types of models: (1) Standard Regression and Factor Analysis Models and (2) Multiple Group Factor Models. Empirical validation in the form of factor invariance, especially metric invariance, provides strong evidence of invariance of measurement, allowing the assertion that the WISC measures the same attribute in all groups. Such statistical validation was not obtained in this study, and this suggests a closer look at the construct validity of some of our most widely use tests is still needed.
590 $a School code: 0246.
650 4 $a Quantitative psychology. $3 2144748
650 4 $a Cognitive psychology. $3 523881
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710 2 $a University of Virginia. $3 645578
773 0 $t Dissertation Abstracts International $g 62-10B.
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792 $a 2002
793 $a English
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