REEXAMINING THE FACTOR STRUCTURE OF THE WIDE-RANGE ASSESSMENT OF MEMORY AND LEARNING - IMPLICATIONS FOR CLINICAL INTERPRETATION

The intercorrelation matrices of the standardization sample of the Wid e Range Assessment of Memory and Learning (WRAML), a multi-component m easure of memory functioning in children ages 5 to 17 years, were subm itted to a hierarchical exploratory principal factor analysis (PFA). T he PFA solutions were examined and compared with the published princip al components analysis (PCA) solutions with the goal of examining the validity of the clinical scale configuration (Verbal Memory, Visual Me mory, and Learning) proposed by the test authors. Results of the PFA d iffer from the PCA and do not provide statistical support for the exis ting three-scale structure nor the division between memory and learnin g. Specific factor loadings on the majority of subtests are higher tha n the common factor loadings indicating low shared variance. The low c ommunalities together with the poor interpretability of the factor str ucture suggests that the subtests should be interpreted clinically as unique entities first and secondarily as factors. Theoretical and prac tical implications of the findings are discussed.