NDLI: The factor structure and criterion validity of a test for assessment of cognitive abilities. Comparing students in special and regular education

Content Provider	Springer Nature Link
Author	Meijer, Joost Oostdam, Ron
Copyright Year	2001
Abstract	As a consequence of a recent reform of junior secondary education in the Netherlands, instruments for the assessment of cognitive abilities of students who are eligible for special educational support must be designed. In constructing a new test battery contemporary theory on crystallized and fluid intelligence (Gf-Gc theory) was considered. Complete coverage of the factors in Gf-Gc theory was not striven for, because the status of some of these factors in relation to referral to education with special educational support is not entirely clear. The sample in the study consisted of students from regular and special primary as well as secondary education, aged between 11 and 15 years. Approximately two-thirds of the sample was of Dutch origin, whereas the remaining third was of a different ethnic origin. Results show that the factors verbal-crystallized ability, fluid-reasoning ability, spatial-visualization ability and memory capacity can explain the positive correlations between the tests in the battery for the greater part. Students from regular and special education can be distinguished on the basis of their cognitive profiles reasonably accurate, thus supporting the criterion validity of the test battery. Students requiring special educational support are characterized by a significant discrepancy between short-term recall and long-term retention and retrieval.Une des conséquences de la réforme récente de l’enseignement secondair aux Pays-Bas est la nécessité de développer des instruments pour l’évaluation des capacités cognitives des enfants qui ont besoin d’un enseignement spécial. Dans la construction d’un nouvel ensemble de tests on a tenu compte de la théorie contemporaine qui fait une distinction entre l’intelligence cristallisée et l’intelligence fluide (la théorie Gf-Gc). On n’a pas cherché à couvrir tous les facteurs de la théorie Gf-Gc, parce que le rôle de ces facteurs dans la décision d’orientation d’un enfant vers l’enseignement spécial n’est pas tout à fait clair. L’âge des enfants sélectionnés pour cette recherche était de 11 à 15 ans. C’étaient des él’`eves de l’enseignement primaire et secondaire, général et spécial. Les deux tiers environ des enfants étaient d’origine hollandaise, les autres étaient d’une autre origine ethnique. Les résultats ont montré que les facteurs de la capacité verbale-cristallisée, la capacité de raisonnement-fluide, la capacité spatiale-visuelle et la capacité de la mémoire peuvent expliquer en bonne partie les corrélations positives entre les tests. Le profil cognitif permet de déterminer de façon raisonnablement précise l’orientation d’un enfant vers l’enseignement général ou spécial. Ce résultat confirme la validité-critère de l’ensemble des tests. Un décalage significatif entre les performances de la mémpire à court terme et de la mémoire à long terme caractérise les enfants qui ont besoin du soutien de l’enseignement spécial.
Starting Page	531
Ending Page	547
Page Count	17
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	16
Issue Number	4
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2001-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Cognition Education Factor analysis Intelligence Memory Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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