Exploratory Factor Analyses of the Intelligence and Development Scales–2: Implications for Theory and Practice

Abstract

The factor structure of the intelligence and scholastic skills domains of the Intelligence and Development Scales–2 was examined using exploratory factor analyses with the standardization and validation sample (N = 2,030, aged 5 to 20 years). Results partly supported the seven proposed intelligence group factors. However, the theoretical factors Visual Processing and Abstract Reasoning as well as Verbal Reasoning and Long-Term Memory collapsed, resulting in a five-factor structure for intelligence. Adding the three scholastic skills subtests resulted in an additional factor Reading/Writing and in Logical–Mathematical Reasoning showing a loading on abstract Visual Reasoning and the highest general factor loading. A data-driven separation of intelligence and scholastic skills is not evident. Omega reliability estimates based on Schmid–Leiman transformations revealed a strong general factor that accounted for most of the true score variance both overall and at the group factor level. The possible usefulness of factor scores is discussed.