This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Humphreys, L. G. Articles by Parsons, C. K. Search for Related Content Social Bookmarking                         What's this?

Search for a Common Factor Model to Describe a Cross-Lagged Correlation Difference

University of Illinois, Urbana-Champaign

Charles K. Parsons

University of Illinois, Urbana-Champaign

This study describes the development of a com mon factor model for a cross-lagged difference in volving a measure of aural comprehension and an intellectual composite. The direction of the dif ference was that the Listening Test predicted the composite more accurately than the composite pre dicted the Listening Test. A complex model which allowed seemingly identical common factors ap pearing at different ages to be highly, but imper fectly, correlated fit the 32 x 32 table of intercorre lations of 16 variables measured at each of two time periods. The model also described quite accurately the multiple correlations on which the cross-lagged difference was based. Aural compre hension at grade 5 was equidistant from the vectors of the two general factors at grades 5 and 11; but aural comprehension at grade 11, while close to the general factor at grade 11, was outside the space created by the two general factor vectors. Individual differences in aural comprehension anticipated by several years changes in rank on the general factor as defined by standard tests.

Applied Psychological Measurement, Vol. 2, No. 2, 257-267 (1978)
DOI: 10.1177/014662167800200208


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?