The Latent Structure of Spatial Skills and Mathematics: A Replication of the Two-Factor Model
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| Title: | The Latent Structure of Spatial Skills and Mathematics: A Replication of the Two-Factor Model |
|---|---|
| Language: | English |
| Authors: | Mix, Kelly S., Levine, Susan C., Cheng, Yi-Lang, Young, Christopher J., Hambrick, David Z., Konstantopoulos, Spyros |
| Source: | Grantee Submission. 2017. |
| Peer Reviewed: | Y |
| Page Count: | 48 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A120416 |
| Document Type: | Reports - Research |
| Education Level: | Kindergarten Primary Education Early Childhood Education Grade 3 Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Spatial Ability, Mathematics Instruction, Kindergarten, Grade 3, Grade 6, Factor Analysis, Correlation, Visualization, Visual Perception, Familiarity, Novelty (Stimulus Dimension), Children, Intelligence Tests, Age Differences, Pictorial Stimuli, Mathematics Tests, Problem Solving, Fractions, Cognitive Ability, Statistical Analysis, Achievement Tests |
| Assessment and Survey Identifiers: | Wechsler Intelligence Scale for Children, Woodcock Johnson Tests of Achievement, Beery Developmental Test of Visual Motor Integration, Kaufman Assessment Battery for Children |
| DOI: | 10.1080/15248372.2017.1346658 |
| Abstract: | In a previous study, Mix et al. (2016) reported that spatial skill and mathematics were composed of 2 highly correlated, domain-specific factors, with a few cross-domain loadings. The overall structure was consistent across grade (kindergarten, 3rd grade, 6th grade), but the cross-domain loadings varied with age. The present study sought to replicate these patterns. Using the data from Wave 1 (n = 854) and data collected from a 2nd sample of kindergarten (n = 251), 3rd-grade (n = 247), and 6th-grade students (n = 241) with the same measures as in Wave 1, we carried out a multigroup confirmatory factor analysis to compare the 2 waves. We also completed several analyses of the Wave 2 data alone. The overall pattern obtained in Wave 1-2 highly correlated domain-specific factors--was clearly replicated in Wave 2. However, more subtle effects involving cross-domain loading were only partially replicated and generally appear fragile and context-specific. In Wave 2, we also included 2 new measures (i.e., proportion matching and fraction identification) that were analyzed in a separate model. Including these new measures did not change the overall pattern of factors and domain-specific factor loadings but did alter some of the cross-domain loadings. [This article was published in "Journal of Cognition and Development" v18 n4 p465-492 2017 (EJ1155171).] |
| Abstractor: | As Provided |
| Number of References: | 73 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | ED580429 |
| Database: | ERIC |
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| Abstract: | In a previous study, Mix et al. (2016) reported that spatial skill and mathematics were composed of 2 highly correlated, domain-specific factors, with a few cross-domain loadings. The overall structure was consistent across grade (kindergarten, 3rd grade, 6th grade), but the cross-domain loadings varied with age. The present study sought to replicate these patterns. Using the data from Wave 1 (n = 854) and data collected from a 2nd sample of kindergarten (n = 251), 3rd-grade (n = 247), and 6th-grade students (n = 241) with the same measures as in Wave 1, we carried out a multigroup confirmatory factor analysis to compare the 2 waves. We also completed several analyses of the Wave 2 data alone. The overall pattern obtained in Wave 1-2 highly correlated domain-specific factors--was clearly replicated in Wave 2. However, more subtle effects involving cross-domain loading were only partially replicated and generally appear fragile and context-specific. In Wave 2, we also included 2 new measures (i.e., proportion matching and fraction identification) that were analyzed in a separate model. Including these new measures did not change the overall pattern of factors and domain-specific factor loadings but did alter some of the cross-domain loadings. [This article was published in "Journal of Cognition and Development" v18 n4 p465-492 2017 (EJ1155171).] |
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| DOI: | 10.1080/15248372.2017.1346658 |
