ERIC Number: EJ1022064
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Global, Broad, or Specific Cognitive Differences? Using a MIMIC Model to Examine Differences in CHC Abilities in Children with Learning Disabilities
Niileksela, Christopher R.; Reynolds, Matthew R.
Journal of Learning Disabilities, v47 n3 p224-236 May-Jun 2014
This study was designed to better understand the relations between learning disabilities and different levels of latent cognitive abilities, including general intelligence (g), broad cognitive abilities, and specific abilities based on the Cattell-Horn-Carroll theory of intelligence (CHC theory). Data from the "Differential Ability Scales-Second Edition" (DAS-II) were used to create a multiple-indicator multiple cause model to examine the latent mean differences in cognitive abilities between children with and without learning disabilities in reading (LD reading), math (LD math), and reading and writing (LD reading and writing). Statistically significant differences were found in the "g" factor between the norm group and the LD groups. After controlling for differences in "g", the LD reading and LD reading and writing groups showed relatively lower latent processing speed, and the LD math group showed relatively higher latent comprehension-knowledge. There were also some differences in some specific cognitive abilities, including lower scores in spatial relations and numerical facility for the LD math group, and lower scores in visual memory for the LD reading and writing group. These specific mean differences were above and beyond any differences in the latent cognitive factor means.
Descriptors: Learning Disabilities, Cognitive Ability, Theories, Intelligence, Differences, Comparative Analysis, Children, Adolescents, Cognitive Tests, Structural Equation Models
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A