What Does the Cognitive Assessment System (CAS) Measure? Joint Confirmatory Factor Analysis of the CAS and the Woodcock-Johnson Tests of Cognitive Ability (3rd Edition)

@article{Keith2001WhatDT,
  title={What Does the Cognitive Assessment System (CAS) Measure? Joint Confirmatory Factor Analysis of the CAS and the Woodcock-Johnson Tests of Cognitive Ability (3rd Edition)},
  author={Timothy Z. Keith and John H. Kranzler and Dawn P. Flanagan},
  journal={School Psychology Review},
  year={2001},
  volume={30},
  pages={119 - 89}
}
Abstract Results of recent research by Kranzler and Keith (1999) raised important questions concerning the construct validity of the Cognitive Assessment System (CAS; Naglieri & Das, 1997), a new test of intelligence based on the planning, attention, simultaneous, and sequential (PASS) processes theory of human cognition. Their results indicated that the CAS lacks structural fidelity, leading them to hypothesize that the CAS Scales are better understood from the perspective of Cattell-Horn… Expand
JOINT CONFIRMATORY FACTOR ANALYSIS OF THE WOODCOCK‐JOHNSON TESTS OF COGNITIVE ABILITIES, THIRD EDITION, AND THE STANFORD‐BINET INTELLIGENCE SCALES, FIFTH EDITION, WITH A PRESCHOOL POPULATION
This study examined the underlying constructs measured by the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG) and the Stanford-Binet Intelligence Scales, Fifth EditionExpand
Joint Confirmatory Factor Analysis of the Differential Ability Scales and the Woodcock-Johnson Tests of Cognitive Abilities-Third Edition.
This study examined the underlying constructs measured by the Differential Ability Scales (DAS; C.D. Elliott, 1990a) as they relate to the Cattell-Horn-Carroll (CHC) Theory (K.S. McGrew, 1997) ofExpand
HOW DO EXECUTIVE FUNCTIONS FIT WITH THE CATTELL-HORN-CARROLL MODEL? SOME EVIDENCE FROM A JOINT FACTOR ANALYSIS OF THE DELIS-KAPLAN EXECUTIVE FUNCTION SYSTEM AND THE WOODCOCK-JOHNSON III TESTS OF COGNITIVE ABILITIES
This study investigated the relations among executive functions and cognitive abilities through a joint exploratory factor analysis and joint conÞrmatory factor analysis of 25 test scores from theExpand
Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance
This chapter highlights the progress that has been made in theories of intelligence (particularly psychometric theories), the structure of cognitive ability batteries, and methods of cognitiveExpand
The PASS theory of intelligence and the acquisition of a complex skill: a criterion-related validation study of Cognitive Assessment System scores
This study extends the empirical research on the planning, attention, simultaneous, and successive (PASS) theory of intelligence and its assessment via the Cognitive Assessment System (CAS) byExpand
Interpretation of the Woodcock-Johnson III Tests of Cognitive Abilities: Acting on Evidence
Publisher Summary This chapter deals with the interpretation of the Woodcock–Johnson III tests of cognitive abilities. The Woodcock–Johnson III Tests of Cognitive Abilities represents the culminationExpand
Beyond individual intelligence tests: Application of Cattell-Horn-Carroll Theory
Abstract The purpose of this study was to examine the applicability of Cattell-Horn-Carroll (CHC) theory across six intelligence tests to better understand the cognitive abilities at a broadExpand
A Comparison of the SB5 and the CAS in Educational Psychology Practice
Two tests of intellectual ability were compared in terms of quantitative measures and professional utility in the context of 41 students who were referred for psychoeducational investigation of theirExpand
Independent examination of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV): what does the WAIS-IV measure?
TLDR
Results suggest that a Cattell-Horn-Carroll (CHC)-inspired structure provides a better description of test performance than the published scoring structure does and a lack of cross-age invariance resulting from age-related differences in factor loadings is suggested. Expand
Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests
Abstract 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 ofExpand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 47 REFERENCES
Independent Examination of the Factor Structure of the Cognitive Assessment System (CAS): Further Evidence Challenging the Construct Validity of the CAS
This study is the first to examine independently the factor structure of the Cognitive Assessment System (GAS; Naglieri & Das, 1997) with a primary dataset not collected by its authors. ParticipantsExpand
Confirmatory factor analysis of planning, attention, simultaneous, and successive cognitive processing tasks
Abstract The purpose of this study was to examine the relationships among experimental tasks developed by Das and Naglieri (1987) to measure planning, attention, simultaneous, and successive (PASS)Expand
Reply to the commentary by Naglieri and Das on the factor structure of a battery of PASS cognitive tasks
Abstract Much of the commentary by Naglieri and Das (this issue) results from misinterpretation of the aims and conclusions of our study (Kranzler & Weng, this issue). Contrary to theirExpand
Human cognitive abilities: A survey of factor analytic studies
This long awaited work surveys and summarizes the results of more than seventy years of investigation, by factor analysis, of a variety of cognitive abilities, with particular attention to language,Expand
Confirmatory Factor Analysis of the Planning, Attention, Simultaneous, Successive (PASS) Cognitive Processing Model for a Kindergarten Sample
This study examined the relationships among experimental tasks developed by Das and Naglieri (1988) to measure Planning, Attention, Simultaneous, and Successive (PASS) cognitive processing and otherExpand
Contemporary intellectual assessment : theories, tests, and issues
Part I: The Origins of Intellectual Assessment. Wasserman, A History of Intelligence Assessment: The Unfinished Tapestry. Kamphaus, Winsor, Rowe, Kim, A History of Intelligence Test Interpretation.Expand
The intelligence test desk reference (ITDR): Gf-Gc cross-battery assessment.
Foreword, by Dr. John Carroll. I.INTELLIGENCE TESTS AND Gf-Gc THEORY. 1.A Continuum of Progress in Psychometric Theories and Measures of Intelligence: From Spearman's g to Contermporary Gf-Gc Theory.Expand
Assessment of cognitive processes : the PASS theory of intelligence
Preface. I. RESTRUCTURING INTELLIGENCE. 1. The Cognitive Approach to Intellectual Assessment. 2. Conceptualization and Measurement of Intelligence: A Cognitive Processing Model. II. PROCESSES OFExpand
VALIDITY OF PSYCHOLOGICAL ASSESSMENT: VALIDATION OF INFERENCES FROM PERSONS' RESPONSES AND PERFORMANCES AS SCIENTIFIC INQUIRY INTO SCORE MEANING
The traditional conception of validity divides it into three separate and substitutable types – namely, content, criterion, and construct validities. This view is fragmented and incomplete,Expand
Latent variable models: an introduction to factor, path, and structural analysis
This text provides an introduction to a growing area in the social and behavioural sciences - the modelling of systems in which one or more variables are hypothesized but not directly observed.Expand
...
1
2
3
4
5
...