TY - JOUR
T1 - Factor Structure of Cognitive Ability Measures in Older African Americans
AU - Whitfield, Keith E.
AU - Allaire, Jason C.
AU - Gamaldo, Alyssa A.
AU - Bichsel, Jacqueline
N1 - Funding Information:
This work was supported by a grant to K.E.W. from the National Institute on Aging (1-RO3-AG18502-01). Special thanks to Janet West and Robin Parsell for their work on the project.
PY - 2010
Y1 - 2010
N2 - This study examined the fluid-crystallized distinction of cognitive abilities in African Americans. We analyzed the factorial invariance of a battery of cognitive ability measures in a sample of 197 community-dwelling African American elders. Specifically, factorial invariance was tested in groups of African American elders differing in age (50-61 years, 62-79 years) and education (low, high). Using a partial invariance approach, if non-invariance was found between two groups, we explored the specific model parameters that contributed to the overall lack of invariance. The results indicated that the factor structure was confirmed in the sample as a whole. Evidence of strict invariance was found between age groups. However, a lack of invariance of specific factor loadings, intercepts, and uniqueness terms was found between education groups. The importance of highlighting idiosyncrasies in cognitive performance among African Americans is shown using a within group variation approach.
AB - This study examined the fluid-crystallized distinction of cognitive abilities in African Americans. We analyzed the factorial invariance of a battery of cognitive ability measures in a sample of 197 community-dwelling African American elders. Specifically, factorial invariance was tested in groups of African American elders differing in age (50-61 years, 62-79 years) and education (low, high). Using a partial invariance approach, if non-invariance was found between two groups, we explored the specific model parameters that contributed to the overall lack of invariance. The results indicated that the factor structure was confirmed in the sample as a whole. Evidence of strict invariance was found between age groups. However, a lack of invariance of specific factor loadings, intercepts, and uniqueness terms was found between education groups. The importance of highlighting idiosyncrasies in cognitive performance among African Americans is shown using a within group variation approach.
UR - http://www.scopus.com/inward/record.url?scp=77957121020&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77957121020&partnerID=8YFLogxK
U2 - 10.1007/s10823-010-9120-z
DO - 10.1007/s10823-010-9120-z
M3 - Article
C2 - 20526658
AN - SCOPUS:77957121020
SN - 0169-3816
VL - 25
SP - 271
EP - 284
JO - Journal of Cross-Cultural Gerontology
JF - Journal of Cross-Cultural Gerontology
IS - 3
ER -