The present study focused on the factor structure of the Kaufman Assessment Battery for Children (K-ABC; Kaufman & Kaufman, 1983) for a group of gifted students. The results tentatively suggested that the factor solution for gifted students is dissimilar to that for the standardization sample. The present factor structure was described in terms of verbal memory, nonverbal memory, and nonverbal reasoning. A hierarchical analysis, utilizing the Schmid-Leiman orthogonalized procedure, indicated that the majority (56.07%) of the three-factor solution variance could be attributed to a second-order factor, labeled g. The results suggest that an alternative model to simultaneous and sequential processing should be considered when analyzing gifted children's performance.
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