Individual differences in cognitive abilities and the identification of those differences have been of interest to the field of school psychology. As such, different theoretical perspectives and corresponding assessment instruments have been developed over the years as a way to assess. A growing interest in the field of school psychology has been to assess more than just general cognitive ability but to identify cognitive strengths and weaknesses. The purpose of this study was to examine the Woodcock-Johnson Normative-Update (WJ-NU; Woodcock, McGrew, & Mather, 2007) using the standardization sample in relation to the Cattell-Horn-Carroll (CHC) theory of intelligence. Confirmatory factor analyses (CFAs) were conducted across six age groups to include individuals as young as 4 years to those above 40 years of age. This study investigated three models of cognitive ability (i.e., General Intelligence, Two-Stratum, and Three-Stratum models) though to portray the structure of cognitive ability. Results of the CFAs revealed that, across all age groups, cognitive ability was best interpreted by the Three-Stratum model. Analyses indicated that the General Intelligence model, compared to the other three models was the least likely model to fit cognitive ability. The Two-Stratum model provided acceptable model fit values but was not able to identify all seven CHC abilities to an equal degree. Included are implications regarding future efforts of assessment and intervention targeted to lesser developed cognitive abilities. Limitations to internal and external validity are included.

Extensive research has been conducted in the area of intelligence. Most of the research in this area has been focused on cognitive abilities. However, little research has been explored other type of intelligence and the environmental factors. The intent of this study was to investigate Sternberg’s Theory of Intelligence and parental involvement. According to this theory an individual’s intelligence is composed of three main domains: cognitive, creative and practical. Every individual possesses these abilities to a greater or lesser degree. Yet, little is known of what factors could lead to the difference in these types of abilities in individuals. Parental involvement was used in this study as the independent variable. The main question this research sought to answer was whether parental involvement would have an effect on these types of abilities. It was hypothesized that individuals with less parental involvement would score have higher creative and practical abilities. On the other hand, individuals with greater parental involvement would have higher cognitive abilities. The result did not indicate that parental involvement had an effect on these types of abilities. However, it was found that females reported more parental involvement than males. In addition, males score higher on the cognitive and practical subtest. Although, the results were not significant in the study. I believe is still of great interest to understand what environmental factors could be responsible for these types of abilities.

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