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Confirmatory factor analysis of planning, attention, simultaneous, and successive cognitive processing tasks
16 references·1 citing·38 second hop
Confirmatory factor analysis of planning, attention, simultaneous, and successive cognitive processing tasks (1991)Confirmatory factor analysis of planning,…Differential Ability Scales (2021)Differential Ability ScalesDifferential Ability Scales (2018)Differential Ability ScalesStroop Color and Word Test (2007)Stroop Color and Word TestIndividual Differences in Cognition (2002)Individual Differences in Cog…Planning, Attention, Simultaneous, and Successive (PASS) Cognitive Processes as a Model for Intelligence (1990)Planning, Attention, Simultan…Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. (1988)Goodness-of-fit indexes in co…g: Artifact or reality? (1986)g: Artifact or reality?Cognitive strategies and educational performance (1984)Cognitive strategies and educ…Kaufman Assessment Battery for Children (1983)Kaufman Assessment Battery fo…Simultaneous and Successive Cognitive Processes (1981)Simultaneous and Successive C…Significance tests and goodness of fit in the analysis of covariance structures. (1980)Significance tests and goodne…Bias in Mental Testing (1980)Bias in Mental TestingSimultaneous and successive synthesis: An alternative model for cognitive abilities. (1975)Simultaneous and successive s…Developmental Norms for 15 Neuropsychological Tests Age 6 to 15 (1969)Developmental Norms for 15 Ne…Coloured progressive matrices : sets A, Ab, B (1956)Coloured progressive matrices…The relation of the Trail Making Test to organic brain damage. (1955)The relation of the Trail Mak…The Absence of Structural Fidelity Precludes Construct Validity: Rejoinder to Naglieri on What the Cognitive Assessment System Does And Does Not Measure (1999)The Absence of Structural Fid…The information available in brief visual presentations. (1960)The cognitive movement in instruction∗ (1978)Charts, Graphs, and Diagrams in Educational Materials (1987)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Learning Styles of American Indian/Alaska Native Students: A Review of the Literature and Implications for Practice. (2002)Imagery and Verbal Processes (2013)A Reliability Coefficient for Maximum Likelihood Factor Analysis (1973)Application of confirmatory factor analysis to the study of self-concept: First- and higher order factor models and their invariance across groups. (1985)Testing for the equivalence of factor covariance and mean structures: The issue of partial measurement invariance. (1989)Factor analysis in the development and refinement of clinical assessment instruments. (1995)Scale Development Research (2006)Age differences in fluid and crystallized intelligence (1967)Human cognitive abilities: A survey of factor-analytic studies (1994)Assessment of working memory in six- and seven-year-old children. (2000)How similar are fluid cognition and general intelligence? A developmental neuroscience perspective on fluid cognition as an aspect of human cognitive ability (2006)British Ability Scales 3 (2013)Standards for Educational and Psychological Testing. (2017)VALIDITY OF THE TRAIL MAKING TEST AS AN INDICATOR OF ORGANIC BRAIN DAMAGE (1958)Trail making test: normative values from 287 normal adult controls (1996)Oxytocin Enhances Amygdala-Dependent, Socially Reinforced Learning and Emotional Empathy in Humans (2010)Ecology of the family as a context for human development: Research perspectives. (1986)Nature-nurture reconceptualized in developmental perspective: A bioecological model. (1994)Stereotype threat and the intellectual test performance of African Americans. (1995)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Structural equation modeling in practice: A review and recommended two-step approach. (1988)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Dual coding theory and education (1991)Wisdom, Intelligence, and Creativity Synthesized (2003)Executive Functions in Children Aged 6 to 13: A Dimensional and Developmental Study (2004)Frontal Lobes, Memory, and Aging (1995)A Meta-Analytic Review of Verbal Fluency Deficits in Depression (2005)PRELIMINARY VALIDITY OF “INTEGNEUROTM”: A NEW COMPUTERIZED BATTERY OF NEUROCOGNITIVE TESTS (2005)On subtypes of developmental dyslexia: Evidence from processing time and accuracy scores. (2000)Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills (2008)Retest effects in cognitive ability tests: A meta-analysis (2018)The intention to both memorise and understand: Another approach to learning? (1996)Arguing to Learn (2005)Surface and deep learning processes in distance education: Synchronous versus asynchronous systems (2007)
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References

  • 1980Significance tests and goodness of fit in the analysis of covariance structures.19,061 cited
  • 1988Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size.3,833 cited
  • 1980Bias in Mental Testing1,934 cited
  • 1955The relation of the Trail Making Test to organic brain damage.1,801 cited
  • 1983Kaufman Assessment Battery for Children1,082 cited
  • 2018Differential Ability Scales607 cited
  • 2007Stroop Color and Word Test414 cited
  • 1975Simultaneous and successive synthesis: An alternative model for cognitive abilities.336 cited
  • 1956Coloured progressive matrices : sets A, Ab, B332 cited
  • 2002Individual Differences in Cognition324 cited
  • 2021Differential Ability Scales321 cited
  • 1981Simultaneous and Successive Cognitive Processes300 cited
  • 1984Cognitive strategies and educational performance264 cited
  • 1969Developmental Norms for 15 Neuropsychological Tests Age 6 to 15150 cited
  • 1986g: Artifact or reality?147 cited
  • 1990Planning, Attention, Simultaneous, and Successive (PASS) Cognitive Processes as a Model for Intelligence

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  • 1999The Absence of Structural Fidelity Precludes Construct Validity: Rejoinder to Naglieri on What the Cognitive Assessment System Does And Does Not Measure37 cited