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首页> 外文学位 >The relationship between intelligence, achievement, and psychological diagnosis: Applying the CHC theory to clinical diagnosis.
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The relationship between intelligence, achievement, and psychological diagnosis: Applying the CHC theory to clinical diagnosis.

机译：智力，成就和心理诊断之间的关系：将CHC理论应用于临床诊断。

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摘要

The diagnosis of Learning Disability (LD) has a long history rooted across the fields of neurology, education, and neuropsychology. However, recent changes to educational law have removed the need for a discrepancy between measured intelligence and academic achievement, instead allowing for the Response to Intervention (RTI) method of LD identification. This change has heightened the focus of neuropsychologists, school psychologists, and educators on the role of neuropsychological assessment in LD identification and intervention/remediation planning. At the center of this debate are concerns regarding the ecological validity of the cognitive factors measured by current assessment instruments, especially with regard to their applicability to academic performance and remediation. The Cattell-Horn-Carol (CHC) model of intelligence provides support for the continued need for neuropsychological assessment in LD identification and remediation planning by demonstrating relationships between both broad and specific cognitive abilities and academic achievement. Despite evidence that particular diagnostic groups display consistent differential profiles of cognitive ability, no known study to date has used a clinically referred sample to determine the CHC abilities measured by the combined administration of two commonly used instruments from the Wechsler test series, nor have they assessed the relationship of these CHC abilities to academic achievement. The current study utilized data from 126 children between the ages of 6 years, 6 months through 16 years, 11 months who completed both the Wechsler Intelligence Scale for Children, 4th edition (WISC-IV) and Wechsler Individual Achievement Test, 2nd edition (WIAT-II) during a psycho-educational assessment. Three questions regarding the CHC factors and the relationship of those factors to academic performance were investigated. First, exploratory factor analyses identified a three factor solution to the structure of the WISC-IV represented by the CHC broad abilities of Crystallized Intelligence (Gc), Fluid Reasoning (Gf), and Short-term memory/Processing Speed (Gsm/Gs). Secondly, multiple regression analysis identified significant predictive relationships for several WISC-IV variables on WIAT-II composite scores. While high rates of comorbidity prevented the use of multiple regression to identify differences in the predictive value of cognitive variables on academic performance within specific diagnostic groups, correlations between diagnostic categories and WISC-IV and WIAT-II subtest variables revealed highly significant correlations between academic achievement variables and learning disabilities. However, few correlations were identified between learning disability diagnosis and cognitive variables or cognitive and academic factors and other diagnostic variables. The findings indicate a potential difference between the factor structure of both the Wechsler Scales and the CHC theory in a largely clinical population. Further, strong relationships between cognitive variables and academic achievement in a clinical population support the predictive value of cognitive abilities on academic achievement. Clinical implications of the current results include assuring an idiographic approach to assessment interpretation as primary abilities of cognitive measures as the composition of CHC factors appear to be altered in the clinical population and utilizing cognitive measures to guide academic interventions.
机译：学习障碍（LD）的诊断源于神经病学，教育和神经心理学领域的悠久历史。但是，最近对教育法的修改消除了对测得的智力和学业成绩之间的差异的需求，而允许采用LD识别的“干预响应”（RTI）方法。这种变化使神经心理学家，学校心理学家和教育者更加关注神经心理学评估在LD识别和干预/补救计划中的作用。这场辩论的中心是对当前评估工具所测量的认知因素的生态有效性的关注，尤其是它们在学术表现和补救中的适用性。 Cattell-Horn-Carol（CHC）智力模型通过展示广泛和特定的认知能力与学术成就之间的关系，为LD识别和补救计划中对神经心理学评估的持续需求提供了支持。尽管有证据表明特定的诊断组显示出一致的认知能力差异特征，但迄今为止，尚无已知研究使用临床参考样品来确定通过联合使用两种韦氏测试系列常用仪器而测得的CHC能力，也未进行评估这些CHC能力与学业成就之间的关系。本研究使用了来自126名6岁，6个月至16岁，11个月的儿童的数据，他们完成了第四版的韦氏儿童智力量表（WISC-IV）和第二版的韦氏个人成就测验（WIAT） -II）在进行心理教育评估时。研究了关于CHC因素以及这些因素与学业成绩之间关系的三个问题。首先，探索性因素分析确定了WISC-IV结构的三因素解决方案，以CHC广泛的结晶智能（Gc），流体推理（Gf）和短期记忆/处理速度（Gsm / Gs）表示。 。其次，多元回归分析确定了WIAT-II综合评分中几个WISC-IV变量的显着预测关系。虽然高合并症率阻止了使用多元回归来确定特定诊断组中认知变量对学习成绩的预测价值的差异，但诊断类别与WISC-IV和WIAT-II子测试变量之间的相关性显示了学业成绩之间的高度显着相关性变量和学习障碍。然而，在学习障碍诊断与认知变量或认知与学术因素以及其他诊断变量之间几乎没有相关性。研究结果表明，在大部分临床人群中，韦氏量表的因素结构和CHC理论之间存在潜在差异。此外，临床人群中认知变量与学业成绩之间的密切关系支持认知能力对学业成绩的预测价值。当前结果的临床意义包括，随着临床人群中CHC因子的组成似乎发生变化，确保采用一种独特的方法将评估解释作为认知测量的主要能力，并利用认知测量来指导学术干预。

著录项

  • 作者

    Armstrong, Melissa M.;

  • 作者单位

    Saint Louis University.;

  • 授予单位 Saint Louis University.;
  • 学科 Psychology Clinical.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 132 p.
  • 总页数 132
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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