This study examined the factor structure of the Detroit Tests of Learning Abilities, Fifth Edition (DTLA-5) using principal axis factoring, multiple factor extraction criteria, and the Schmid–Leiman orthogonalization procedures not utilized by test publishers. Results suggest that the publisher's six-factor structure model was over factored. Although there is support for five group factors and a hierarchical general factor that correspond with some of the test's most reliable composites, there was no evidence warranting a distinction between the test's hypothesized Reasoning Abilities and Processing Abilities domains or separation of Acquired Knowledge and Verbal Comprehension subdomains. Some test users may prefer to interpret the four DTLA-5 subdomains that correspond to some of our basic findings in a profile indicating intra-individual strengths and weaknesses. Based on our hierarchical factor analysis and omega statistics, we believe that the DTLA-5 should be interpreted as a measure of psychometric g and not used to examine intra-individual strengths and weaknesses for most test-takers.

中文翻译：

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底特律学习能力测试，第五版衡量什么？分层探索性因素分析的启示

本研究检验了底特律学习能力测试第五版的因素结构(DTLA-5) 使用主轴因子分解、多因子提取标准和测试发布者未使用的 Schmid-Leiman 正交化程序。结果表明出版商的六因子结构模型被过度分解了。尽管支持与测试的一些最可靠的组合相对应的五个组因素和一个分层的一般因素，但没有证据保证测试假设的推理能力和处理能力域之间的区别或获得的知识和语言理解子域的分离. 一些测试用户可能更喜欢解释四个 DTLA-5 子域，这些子域与我们在说明个人优势和劣势的配置文件中的一些基本发现相对应。基于我们的分层因子分析和欧米茄统计，g并且不用于检查大多数考生的个人优势和劣势。