ERIC Number: ED222542
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
New Models of the Structure of Intellectual Abilities: Implications for Testing and Teaching Practice.
The problem of the structure of human abilities is approached within the framework of higher order confirmatory factor analysis. Non-hierarchical models suggested by Thurstone and Guilford are reviewed, and it is concluded that these models fail to give a theoretically and practically useful representation of the organization of human abilities. Hierarchical models proposed by Vernon and Cattell-Horn are compared, and it is concluded that the difference between these models may be more apparent than real. It is also concluded that it may be possible to construct a unified hierarchical model, which includes ability dimensions of at least three different levels of generality. This hypothesized model is tested in two empirical studies, which both yield support for the model. Implications of the model for testing are discussed and it is concluded that while the model is compatible with much established testing practice, it goes beyond this by allowing hierarchically differentiated assessments. Included is a demonstration of how the model may be used in research on aptitude-treatment interactions, by simultaneous analysis of factors at different levels of generality in structural equation models. (Author/PN)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Swedish Council for Research in the Humanities and Social Sciences, Stockholm.; National Swedish Board of Education, Stockholm.
Authoring Institution: Goteborg Univ., Molndal (Sweden). Dept. of Education.
Identifiers: Confirmatory Factor Analysis; Hierarchical Analysis
Note: Paper presented at the International Congress of Applied Psychology (20th, Edinburgh, Scotland; July 25-31, 1982).