麦卡锡幼儿园儿童能力量表的因子结构交叉验证
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"这篇论文是关于麦卡锡幼儿园儿童能力量表的因子结构交叉验证的研究，作者是PHYLLIS ANNE TEETER，来自威斯康星大学密尔沃基分校。该研究旨在验证5到6岁半儿童的麦卡锡量表的因子结构。通过对105名儿童进行因素分析，平均综合认知指数（GCI）为115.42，年龄范围从4岁11个月到6岁7个月，平均年龄5岁6个月。通过多重回归程序将年龄变量从每个分数中部分化。研究产生了五个因子：语言理解、定量推理、记忆、知觉表现和运动因子。这些数据与考夫曼对麦卡锡标准化群体的因子分析研究以及量表结构进行了比较，进一步证实了麦卡锡量表在幼儿园儿童中的构念效度。"
此论文属于心理学领域，特别是儿童发展和认知评估的子领域。麦卡锡儿童能力量表（MSCA）是一个广泛使用的工具，用于评估儿童的认知能力，自发布以来已有超过10年的应用历史。在本研究中，作者使用交叉验证方法来检验量表在特定年龄段（幼儿园儿童）的因子结构是否一致且有效。因子分析是一种统计技术，用于识别变量之间的潜在结构或模式，这里被用来确定儿童能力的不同方面如何聚类为五个主要因子。
1. **语言理解**：这是评估儿童理解和运用语言的能力，包括词汇知识、听力理解等。
2. **定量推理**：这一因子可能关注儿童对数量关系的理解，解决问题和逻辑推理的能力。
3. **记忆**：考察儿童的记忆力，包括短期记忆和长期记忆的存储和检索能力。
4. **知觉表现**：涉及视觉空间技能，如形状识别、空间定位和问题解决。
5. **运动因子**：衡量儿童的运动协调性和身体技能发展。
通过将研究结果与考夫曼的先前研究和量表的结构进行比较，作者得出结论，麦卡锡量表在幼儿园儿童中展示出稳定的构念效度，即它有效地测量了预期的认知能力维度。这表明，尽管研究是在特定样本上进行的，但其结果可能具有更广泛的适用性，可以用于评估其他同龄儿童的认知发展。
这样的研究对于教育工作者、心理学家和儿童发展研究人员来说是非常有价值的，因为它提供了有关如何准确评估和理解幼儿园儿童认知发展的信息。同时，它也为未来在这个领域的研究提供了一个坚实的基础，可能有助于改进现有的评估工具或开发新的评估策略。
Psychology
in
[he Schools
Vo/umc=
21.
April.
1984
CROSS-VALIDATION
OF
THE FACTOR STRUCTURE OF
THE McCARTHY SCALES FOR KINDERGARTEN CHILDREN
PHYLLIS
ANNE
TEETER
University
of
Wisconsin-Milwaukee
This study was designed to cross-validate the factor structure of the McCarthy Scales
of Children’s Abilities for children
5
to
6M
years of age. A factor analysis was per-
formed
on
a group of
105
children with a mean General Cognitive Index (GCI) of
115.42. The subjects ranged in age from 4-1
I
to
6-7
with a mean age of
5-6.
The age
variable was partialled from each score using multiple regression procedures. Five fac-
tors were generated, including Verbal Comprehension, Quantitative-Reasoning,
Memory, Perceptual-Performance, and Motor factors. These data were subsequently
compared to Kaufman’s factor analytic studies with the McCarthy standardization
group, and
to
the scale structure of the instrument.
In
general, the overall factor
pattern of this study provides further evidence of the construct validity of the
McCarthy Scales for kindergarten children.
The McCarthy Scales
of
Children’s Abilities (MSCA) has been
in
use for more than
10 years now, and has become one of the major instruments for assessing the cognitive-
intellectual abilities of children
2%
to
8%
years
of
age (Kaufman
&
Kaufman,
1977;
Sattler,
1982).
The MSCA is comprised of
18
subtests categorized into six separate
in-
dices (McCarthy,
1972):
Verbal, Perceptual-Performance, Quantitative, General
Cognitive, Memory, and Motor. The scales have incorporated developmental theories
and reflect McCarthy’s extensive clinical experience with young children (Kaufman
&
Kaufman,
1977).
Research with the MSCA has been diverse, including studies in-
vestigating differences between blacks and whites (Arinoldo,
1980;
Long,
1977);
screen-
ing young children who are “at-risk” for learning problems (Schodlatz,
1978);
predicting
achievement for children with Spanish as a primary language (Shellenberger,
1978);
assessing the mental functioning
of
learning disabled children (Kaufman, in press); and
differentiating learning disabled from normal and mentally retarded individuals (Knack,
1978).
In general, Kaufman (in press) supports the use of the MSCA in most situations
requiring the psychoeducational assessment of preschool children between the ages of
3
and
6 or 6%
years, and suggests that after the age of
6
or
6%
the WISC-R should receive
preferential use.
Although the individual scales were intuitively and clinically derived, Kaufman
(1
975)
demonstrated that the factor structure
of
the McCarthy with the standardization
sample generally corresponded with the six indices originally reported by McCarthy
(1
972).
While Kaufman found that there were developmental trends evident across the
age groups (from
2%
to
8%
years), consistent factors were derived
for
the Motor, Verbal,
and Memory areas across all ages. The General Cognitive and Perceptual-Performance
factors also were relatively stable for four of the five age groups, with the Quantitative
factor emerging only at age
5
and again for age
6
and above (Kaufman,
1975).
Even
though specific subtests loading on each factor did not reflect the exact indices suggested
by McCarthy, Kaufman concluded that the factor structure lent general support to the
Requests for reprints should be directed to Phyllis Anne Teeter, Dept.
of
Educational Psychology,
Box
4 13, University of Wisconsin-Milwaukee, Milwaukee, WI 53201.
This project was supported by a grant from the University of Wisconsin-Milwaukee Giaduate School. The
author would like
to
thank Ellen Angelo, Mary
Lou
Haas, and Patrick Klass for their assistance in the data
collection phase
of
this study.
158
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