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首页> 外文期刊>Educational and Psychological Measurement >Latent mean and covariance differences with measurement equivalence in college students with developmental difficulties versus the Wechsler Adult Intelligence Scale-III/Wechsler Memory Scale-III normative sample
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Latent mean and covariance differences with measurement equivalence in college students with developmental difficulties versus the Wechsler Adult Intelligence Scale-III/Wechsler Memory Scale-III normative sample

机译：发育困难大学生与Wechsler成人智力量表III / Wechsler记忆量表III规范样本的平均均值和协方差与测量当量的差异

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摘要

Intelligence tests are usually part of the assessment battery for the diagnosis of adults with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). Professionals must ensure that inferences drawn from such test scores are equivalent across populations with and without disabilities. Examination of measurement equivalence provides a direct test of the hypothesis that the same set of latent variables underlies a set of test scores in different groups and metric relationships between observed scores and the corresponding latent variables are the same. The hypothesis of measurement equivalence was examined in two samples of college students: one sample with LD and one sample with ADHD. Scores on the third editions of the Wechsler Adult Intelligence and Memory Scales were compared with an age-matched subset of the conorming sample. Results supported the assumption of measurement equivalence but revealed marked differences across samples in latent variable variances and covariances and latent variable means.
机译：智力测验通常是评估成人学习障碍（LD）和注意力缺陷多动障碍（ADHD）的一部分。专业人士必须确保从这样的考试成绩中得出的推论在有残疾和无残疾的人群中是相同的。测量等效性的检验提供了对以下假设的直接检验：同一组潜在变量位于不同组的一组测试得分的基础上，并且观察到的得分与相应潜在变量之间的度量关系相同。在两个大学生样本中检验了测量当量的假设：一个样本为LD，一个样本为ADHD。将第三版韦氏成人智力和记忆量表的分数与年龄匹配的抽样样本进行比较。结果支持测量等价的假设，但揭示了样本之间在潜在变量方差和协方差以及潜在变量均值方面的显着差异。

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