CATTELL-HORN-CARROLL COGNITIVE-ACHIEVEMENT RELATIONS: WHAT WE HAVE LEARNED FROM THE PAST 20 YEARS OF RESEARCH
CATTELL-HORN-CARROLL COGNITIVE-ACHIEVEMENT RELATIONS: WHAT WE HAVE LEARNED FROM THE PAST 20 YEARS OF RESEARCH
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DOI：
10.1002/pits.20497
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发表时间：
2010-08-01
影响因子：
2
通讯作者：
Wendling, Barbara J.
中科院分区：
文献类型：
--
作者：
McGrew, Kevin S.;Wendling, Barbara J.
当代认知能力的Cattell-Horn-卡罗尔（CHC）理论在过去20年中不断发展，并成为当前许多认知能力评估的理论基础。CHC理论为我们更好地理解认知能力与学业成绩之间的关系提供了一种方法，是学习障碍识别和教学规划的重要组成部分。现有的CHC认知成就（COG-ACH）的研究文献的研究综合报告。采用系统和操作定义的研究综合程序，以解决在以前唯一尝试的综合中存在的局限性。19项研究符合纳入标准，产生了134项分析。134项分析按三个年龄组（6-8岁、9-13岁和14-19岁）和四个成就领域（基本阅读技能、阅读理解、基本数学技能和数学推理）组织。结果揭示了一组比之前唯一的综述中确定的更微妙的CHC COG-ACM关系，因为（a）认知能力和测量的广度（宽与窄），（B）成就领域的广度（例如，基本阅读技能和阅读理解与广义阅读），和（c）发育（年龄）状态。研究结果认为，选择性，灵活，和以学校为重点的智力测试，特别是在新兴的干预反应（RTI）评估模型的背景下。结果表明，狭义的CHC能力应该是教学相关智力测试的主要焦点。此外，超过90%的现有研究是基于伍德科克约翰逊电池的发现，认为在将研究结果推广到其他电池时要非常谨慎。建议使用其他智能电池进行基于CHC的COG-ACH研究。(C)2010 Wiley Periodicals，Inc.
Contemporary Cattell-Horn-Carroll (CHC) theory of cognitive abilities has evolved over the past 20 years and serves as the theoretical foundation for a number of current cognitive ability assessments. CHC theory provides a means by which we can better understand the relationships between cognitive abilities and academic achievement, an important component of learning disabilities identification and instructional planning. A research synthesis of the extant CHC cognitive-achievement (COG-ACH) research literature is reported. Systematic and operationally defined research synthesis procedures were employed to address limitations present in the only prior attempted synthesis. Nineteen studies met the criteria for inclusion, which yielded 134 analyses. The 134 analyses were organized by three age groups (6-8, 9-13, and 14-19) and by four achievement domains (basic reading skills, reading comprehension, basic math skills, and math reasoning). The results reveal a much more nuanced set of CHC COG-ACM relations than was identified in the only prior review because of (a) breadth of cognitive abilities and measures (broad vs. narrow), (b) breadth of achievement domains (e.g., basic reading skills and reading comprehension vs. broad reading), and (c) developmental (age) status. The findings argue for selective, flexible, and referral-focused intelligence testing, particularly in the context of emerging Response to Intervention (RTI) assessment models. The results suggest that narrow CHC abilities should be the primary focus of instructionally relevant intelligence testing. Furthermore, the finding that more than 90% of the available research is based on the Woodcock Johnson Battery argues for significant caution in generalizing the findings to other batteries. CHC-based COG-ACH research with other intelligence batteries is recommended. (C) 2010 Wiley Periodicals, Inc.