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TABLE 14.1 Broad and narrow CHC abilities incorporated into the WJ III revision
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CHC Broad Stratum II Ability Narrow Stratum I Name (Code) Definition Acquired Knowledge Verbal Comprehension Knowledge (Gc) Language Development (LD) Lexical Knowledge (VL) Listening Ability (LS) General (verbal) Information (KO) Information about Culture (K2) General Science Information (K1) Geography Achievement (AS) Reading and Written Language (Grw) Reading Decoding (RD) Reading Comprehension (RC) Cloze Ability (CZ) Spelling Ability (SG) Writing Ability (WA) English Usage Knowledge (EU) Reading Speed (RS) Quantitative Knowledge (Gq) Mathematical Knowledge (KM) Mathematical Achievement (A3) Breadth and depth of a person s acquired knowledge of a culture and the effective application of this knowledge General development, or the understanding of words, sentences, and paragraphs (not requiring reading) in spoken native language skills Extent of vocabulary that can be understood in terms of correct word meanings Ability to listen to and comprehend oral communications Range of general knowledge Range of cultural knowledge (e.g., music, art) Range of scientific knowledge (e.g., biology, physics, engineering, mechanics, electronics) Range of geography knowledge Store of knowledge that includes basic reading and writing and skills required for the comprehension of written language and the expression of thought in writing Ability to recognize and decode words or pseudowords in reading Ability to comprehend connected discourse during reading Ability to supply words deleted from prose passages that must be read Ability to spell (not clearly defined by existing research) Ability to write with clarity of thought, organization, and good sentence structure (not clearly defined by existing research) Knowledge of writing in the English language with respect to capitalization, punctuation, usage, and spelling Time required to silently read a passage as quickly as possible Store of mathematical knowledge; the ability to use quantitative information and to manipulate numeric symbols Range of general knowledge about mathematics Measured mathematics achievement Thinking Abilities Visual Spatial Thinking (Gv) Visualization (Vz) The ability to generate, perceive, analyze, synthesize, store, retrieve, manipulate, transform, and think with visual patterns and stimuli Ability to mentally manipulate objects or visual patterns and to see how they would appear under altered conditions (Continues)
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TABLE 14.1 (Continued)
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CHC Broad Stratum II Ability Narrow Stratum I Name (Code) Definition Thinking Abilities Spatial Relations (SR) Visual Memory (MV) Spatial Scanning (SS) Auditory Processing (Ga) Phonetic Coding: Analysis (PC:A) Phonetic Coding: Synthesis (PC:S) Speech Sound Discrimination (US) Resistance to Auditory Stimulus Distortion (UR) Long-Term Retrieval (Glr) Associative Memory (MA) Meaningful Memory (MM) Ideational Fluency (FI) Naming Facility (NA) Fluid Reasoning (Gf ) Ability to rapidly perceive and manipulate visual patterns or to maintain orientation with respect to objects in space Ability to form and store a mental representation or image of a visual stimulus and then recognize or recall it later Ability to accurately and quickly survey a spatial field or pattern and identify a path through the visual field or pattern Ability to perceive, analyze, and synthesize patterns among auditory stimuli and discriminate subtle nuances in patterns of sound and speech Ability to segment larger units of speech sounds into smaller units of speech sounds Ability to blend smaller units of speech together into larger units of speech Ability to detect differences in speech sounds under conditions of little distraction or distortion Ability to understand speech that has been distorted or masked in one or more ways Ability to store information in and fluently retrieve new or previously learned information from long-term memory Ability to recall one part of a previously learned but unrelated pair of items when the other part is presented (i.e., paired-associative learning) Ability to recall a set of items in which there is a meaningful relation between items or the items create a meaningful story or connected discourse Ability to rapidly produce a series of ideas, words, or phrases related to a specific condition or object Ability to rapidly produce names for concepts Mental operations involved when faced with novel tasks that cannot be performed automatically, including forming and recognizing concepts, drawing inferences, comprehending implications, problem solving, and extrapolating Ability to start with stated rules, premises, or conditions and to engage in one or more steps to solve a problem Ability to discover the underlying characteristic (e.g., rule, concept, process, trend, class membership) that governs a problem or a set of materials Ability to inductively and deductively reason with concepts involving mathematical relations and properties
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General Sequential Reasoning (RG) Induction (I) Quantitative Reasoning (RQ)
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TABLE 14.1 (Continued)
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CHC Broad Stratum II Ability Narrow Stratum I Name (Code) Definition Cognitive Efficiency Processing Speed (Gs) Perceptual Speed (P) Rate-of-Test-Taking (R9) Number Facility (N) Ability to fluently and automatically perform cognitive tasks, especially when under pressure to maintain focused attention and concentration Ability to rapidly search for and compare visual symbols presented side-byside or separated in a visual field Ability to rapidly perform tests that are relatively easy or that require very simple decisions Ability to rapidly and accurately manipulate and deal with numbers, from elementary skills of counting and recognizing numbers to advanced skills of adding, subtracting, multiplying, and dividing numbers Speed of making a decision that requires some encoding and mental manipulation of stimulus content Ability to apprehend and hold information in immediate awareness and to use it within a few seconds Ability to attend to and immediately recall temporally ordered elements in the correct order after a single presentation Ability to hold information in mind for a short time while performing some operation on it; requires divided attention and the management of the limited capacity of short-term memory
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Semantic Processing Speed (R4) Short-Term Memory (Gsm) Memory Span (MS) Working Memory (MW)
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NOTE: Narrow abilities not listed here can be found in Flanagan, McGrew, and Ortiz (2001). From D. P. Flanagan, K. S. McGrew, and S. O. Ortiz, The Wechsler intelligence scales and Gf-Gc theory: A contemporary approach to interpretation. Copyright 2000 by Allyn and Bacon. Adapted by permission.
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prised of the Sound Blending and Incomplete Words tests. Both of these tests are indicators of a single narrow Ga ability, namely, Phonetic Coding (PC). Instead of representing a broad Ga domain, the WJ-R Ga cluster was in reality an index of a single narrow ability (PC) within Ga. These analyses resulted in a revision that focused on selecting the tests that would improve the construct domain coverage of each WJ III CHC cognitive cluster. Special attention was paid to Carroll s hierarchical ability taxonomy to determine which narrow abilities should be measured. Each broad WJ III CHC cluster is now comprised of two qualitatively different narrow,
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or Stratum I, abilities. For example, the WJ III Glr cluster includes a measure of associative memory (Visual Auditory Learning) and a measure of ideational fluency (Retrieval Fluency); the Gv cluster includes a measure of visualization (Spatial Relations) and a measure of visual memory (Picture Recognition). This blueprint for the WJ III had, as a primary goal, the assurance of adequate construction representation of the WJ III cognitive clusters and the minimization of construct-irrelevant variance in the tests. The process has resulted in a battery of individually administered tests that operationalizes the threestratum CHC model of cognitive abilities.
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