Factor analyses have been computed in samples
of white male and female and black male and female
students for the same 16 cognitive variables at
grade levels 5, 7, 9, and 11. Samples for each of the
four independent groups remained constant at the
four grade levels. The latent roots as analyzed in
three ways show a clear but small increase in the
number of common factors during this time period,
particularly for the white groups. Rotated factor
loadings also support the differentiation hypothesis.
For the white males, who showed the clearest evidence
for differentiation of abilities, rotated loadings
provide descriptions of the emerging factors.
Although the evidence for differentiation is less
clear in white females, the emerging factors appear
to become identical by the 11th grade. Data for
black males and females, which are based on smaller
Ns, are more ambiguous.
Atkin, Robert & et al. (1977). Ability factor differentiation, Grades 5 through 11. Applied Psychological Measurement, 1, 65-76.
Atkin, Robert; Bray, Robert; Davison, Mark L.; Herzberger, Sharon; Humphreys, Lloyd G.; Selzer, Uzi.
Ability factor differentiation, Grades 5 through 11.
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