Revisiting Interpretation of Canonical Correlation Analysis: A Tutorial and Demonstration of Canonical Commonality Analysis

Autor/inn/en	Nimon, Kim; Henson, Robin K.; Gates, Michael S.
Titel	Revisiting Interpretation of Canonical Correlation Analysis: A Tutorial and Demonstration of Canonical Commonality Analysis
Quelle	In: Multivariate Behavioral Research, 45 (2010) 4, S.702-724 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-3171
Schlagwörter	Multivariate Analysis; Data Analysis; Data Interpretation; Computer Software; Nonverbal Ability; Problem Solving + Suchen Sie Ihr Suchwort? Multivariate Analyse; Auswertung; Data evaluation; Datenauswertung; Problemlösen
Abstract	In the face of multicollinearity, researchers face challenges interpreting canonical correlation analysis (CCA) results. Although standardized function and structure coefficients provide insight into the canonical variates produced, they fall short when researchers want to fully report canonical effects. This article revisits the interpretation of CCA results, providing a tutorial and demonstrating canonical commonalty analysis. Commonality analysis fully explains the canonical effects produced by using the variables in a "given" canonical set to partition the variance of canonical variates produced from the "other" canonical set. Conducting canonical commonality analysis without the aid of software is laborious and may be untenable, depending on the number of noteworthy canonical functions and variables in either canonical set. Commonality analysis software is identified for the canonical correlation case and we demonstrate its use in facilitating model interpretation. Data from Holzinger and Swineford (1939) are employed to test a hypothetical theory that problem-solving skills are predicted by fundamental math ability. (Contains 1 figure, 6 tables, and 3 footnotes.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10