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In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are encouraged to visit: a r t i c l e i n f o a b s t r a c t During the past decade the Cattell–Horn Gf–Gc(More)
This abstract outlines the procedures followed in developing and validating the WJ III. Throughout the development and the design of associated research studies, test standards as outlined in the Standards for Educational and Psychological Testing were followed carefully. This abstract contains a summary of information from the WJ III Technical Manual(More)
In the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III; D. Wechsler, 1997), the manual reports several confirmatory factor analyses in support of the instrument's latent factor structure. In practice, examiners frequently compare an examinee's score from a current administration of the WAIS-III with the results from a previous test administration.(More)
a r t i c l e i n f o a b s t r a c t We examined the degree to which the conventional notion of g associated with IQ tests and general cognitive ability tests (COG-g) relate to the general ability that underlies tests of reading , math, and writing achievement (ACH-g). Two large, nationally representative data sets and two independent(More)
This study employed structural equation modeling to examine the effects of Cattell–Horn–Carroll (CHC) abilities on reading decoding skills using five age-differentiated subsamples from the standardization sample of the Wood-cock–Johnson III (Woodcock, McGrew, & Mather, 2001). Using the Spear-man Model including only g, strong direct effects of g on reading(More)
This bulletin provides an overview of the Woodcock-Johnson IV Tests of Early Cognitive and Academic Development (ECAD ™ ; Schrank, McGrew, & Mather, 2015) and highlights important technical aspects of the ECAD that establish its validity for measuring emergent cognitive and expressive language abilities and early academic skills. Information in this(More)
contrast its composition with that of the WJ IV COG General Intellectual Ability (GIA) score, and synthesize important information that supports its use as a reliable and valid measure of intellectual development or intellectual level. The authors also suggest that the associated WJ IV COG Gf-Gc Composite/Other Ability comparison procedure can yield(More)