Challenges to the Cattell-Horn-Carroll Theory: Empirical, Clinical, and Policy Implications

Autor/inn/en	Canivez, Gary L.; Youngstrom, Eric A.
Titel	Challenges to the Cattell-Horn-Carroll Theory: Empirical, Clinical, and Policy Implications
Quelle	In: Applied Measurement in Education, 32 (2019) 3, S.232-248 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Canivez, Gary L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2019.1619562
Schlagwörter	Taxonomy; Cognitive Ability; Intelligence; Cognitive Tests; Testing Problems; Test Construction; Factor Structure; Intelligence Tests; Test Interpretation; Woodcock Johnson Tests of Cognitive Ability; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Taxonomie; Denkfähigkeit; Intelligenz; Klugheit; Kognitiver Fähigkeitstest; Testaufbau; Faktorenstruktur; Intelligence test; Intelligenztest; Test analysis; Testauswertung
Abstract	The Cattell-Horn-Carroll (CHC) taxonomy of cognitive abilities married John Horn and Raymond Cattell's Extended Gf-Gc theory with John Carroll's Three-Stratum Theory. While there are some similarities in arrangements or classifications of tasks (observed variables) within similar broad or narrow dimensions, other salient theoretical features and statistical methods used for examining and supporting them are in direct opposition. In this article, the theoretical disagreements between Carroll and Cattell-Horn and theoretical incongruencies between their models are delineated, which raises substantive challenges to CHC. Additionally, there are practical and substantial measurement obstacles that further threaten "practical" application of CHC. We conclude that the problems are due to some fundamental differences that likely will not change, so call for an annulment of this arranged but unhappy marriage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01