T. Keith

Developmental and Educational Psychology · with Reynolds · 2002–2014

A researcher in the Science corpus: 13 papers; trusts 13 researchers and is trusted by 26 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 55 citations into it; #5,123 of 8,223 by trust here, #3,264 by citations
• Experimental and Cognitive Psychology — 35 citations into it; #4,086 of 9,731 by trust here, #2,952 by citations
• Statistics and Probability — 34 citations into it; #1,787 of 12,932 by trust here, #1,860 by citations
• Education — 24 citations into it; #11,045 of 11,309 by trust here, #5,825 by citations
• Management Science and Operations Research — 13 citations into it; #8,997 of 11,946 by trust here, #7,262 by citations
• Artificial Intelligence — 8 citations into it
• Cognitive Science & Psychology — 7 citations into it
• Genetics — 7 citations into it

Whom T. Keith trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. K. McGrew
2. John B. Carroll
3. Matthew R. Reynolds
4. Barbara J. Wendling
5. Thomas W. Frazier
6. R. Kamphaus
7. Kenneth A. Bollen
8. Rex Bryan Kline
9. Joseph L. Schafer
10. J. VanTassel-Baska

Who trusts T. Keith overall

1. Noora Shrestha
2. K. McGrew
3. John B. Carroll
4. David B. Knight
5. Matthew R. Reynolds
6. Hsinyi Chen
7. Yujiao Mai
8. Ruta Pingel
9. Gene Thompson
10. Brian French

Papers from T. Keith's perspective

Ordered by how strongly the researchers T. Keith trusts endorse each paper. Same corpus, a different order for every researcher.

1. Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests.
2. Book Review : Structural Equations with Latent Variables Kenneth A. Bollen New York: Wiley, 1989, 514 pp., approx. $44.95
3. Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
4. The Higher-stratum Structure of Cognitive Abilities: Current Evidence Supports g and About Ten Broad Factors
5. Validity of IQ-Discrepancy Classifications of Reading Disabilities: A Meta-Analysis
6. Clinical assessment of child and adolescent intelligence, 2nd ed.
7. Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
8. Application of a Three-Tiered Response To Intervention Model for Instructional Planning, Decision Making, and the Identification of Children in Need of Services
9. Differential Ability Scales – Second Edition (Neuro)psychological Predictors of Math Performance for Typical Children and Children with Math Disabilities
10. Foundations for Better Understanding of Cognitive Abilities.

Their papers

• Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling (2014) — 698 citations
• Cattell-Horn-Carroll Abilities and Cognitive Tests: What We've Learned from 20 Years of Research. (2010) — 174 citations
• Multiple Regression and Beyond (2005) — 916 citations
• WAIS-IV and Clinical Validation of the Four- and Five-Factor Interpretative Approaches (2013) — 140 citations
• Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus (2010) — 211 citations
• What Does the WISC-IV Measure?-Validation of the Scoring and CHC-based Interpretative Approaches (2009) — 62 citations
• Effects of general and broad cognitive abilities on mathematics achievement. (2008) — 207 citations
• Sex differences in latent cognitive abilities ages 6 to 59: Evidence from the Woodcock–Johnson III tests of cognitive abilities (2008) — 158 citations
• Cattell-Horn-Carroll cognitive abilities and their effects on reading decoding skills: g has indirect effects, more specific abilities have direct effects. (2007) — 92 citations
• Higher Order, Multisample, Confirmatory Factor Analysis of the Wechsler Intelligence Scale for Children--Fourth Edition: What Does It Measure?. (2006) — 243 citations
• Using Confirmatory Factor Analysis to Aid in Understanding the Constructs Measured by Intelligence Tests. (2005) — 213 citations
• Longitudinal Effects of In-School and Out-of-School Homework on High School Grades (2004) — 98 citations
• The contribution of general and specific cognitive abilities to reading achievement (2002) — 87 citations