ABSTRACT

Twenty-five years after the introduction of Carroll’s (1993) Three Stratum (3S) theory of intelligence and McGrew’s (1997) subsequent synthesis of 3S with the extended Gf-Gc / Horn-Cattell theory, the Cattell-Horn-Carroll (CHC) theory represents the prevailing framework by which the structure of human cognitive and intellectual abilities is understood. This commentary reviews, discusses, and supplements the critical examinations of CHC theory appearing in this special issue of Applied Measurement in Education. After recounting the historical foundations and structural framework of CHC, a series of challenges to this theory are compiled including its weak explanatory capacity, its failure to make testable predictions, its enmeshment with a single measurement instrument (i.e., the Woodcock–Johnson), the inconsistent independent replication of its factor structure, and most importantly, its undemonstrated evidential value for identification and intervention with students with specific learning disorders (SLDs). The inherent limitations of any psychological theory developed or tested primarily from factor analyses are enumerated. Solutions are proposed to advance psychological science in areas related to CHC theory.

摘要

卡特尔（Cattell-Horn-Carroll）（CHC）引入卡罗尔（1993）的三层（3S）智力理论和麦格鲁（1997）随后的3S与扩展的Gf-Gc / Horn-Cattell理论的合成之后的25年。理论代表了理解人类认知和智力能力结构的主要框架。本评论评论，讨论并补充了本期《教育中的应用测量》中出现的CHC理论的批判性考试。回顾了CHC的历史基础和结构框架后，对该理论提出了一系列挑战，包括其解释能力薄弱，无法做出可检验的预测，使用单一的测量工具（例如Woodcock-Johnson）进行融合，其因子结构的独立复制不一致，最重要的是，它对于鉴定和干预具有特定学习障碍（SLD）的学生的证据价值没有证实。列举了主要由因素分析开发或检验的任何心理学理论的固有局限性。提出了在与CHC理论相关的领域中推进心理学的解决方案。