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Educational and Psychological Measurement
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Convergent Evidence among Content-Specific Versions of Working Memory Tests

Richard Perlow

rperlow{at}clemson.edu.

D. De Wayne Moore

Rebecca Kyle

Thomas Killen

Clemson University

The evidence pertaining to inferences derived from working memory test scores does not appear as developed as the evidence documenting the relation between working memory and performance. Gaps in the literature include documenting the relations among working memory tests of similar and different item content. The authors proposed that data from these tests would fit a correlated two-factor model best where the latent factors are based on item content. A total of 201 undergraduates completed four versions of a working memory measure. Confirmatory factor analytic results supported our hypothesis. These data suggest that some working memory measures are not interchangeable.

Educational and Psychological Measurement, Vol. 59, No. 5, 866-877 (1999)
DOI: 10.1177/00131649921970198
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