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Show Me Some ID: A Universal Identification Program for Structural Equation Models

Published online by Cambridge University Press:  24 April 2025

Michael D. Hunter*
Affiliation:
Department of Human Development and Family Studies Pennsylvania State University University Park, PA 16802
Robert M. Kirkpatrick
Affiliation:
Virginia Institute for Psychiatric and Behavioral Genetics Virginia Commonwealth University Richmond, VA 23298
Michael C. Neale
Affiliation:
Virginia Institute for Psychiatric and Behavioral Genetics Virginia Commonwealth University Richmond, VA 23298
*
Corresponding author: Michael D. Hunter; Email: mdh282@psu.edu
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Abstract

With models and research designs ever increasing in complexity, the foundational question of model identification is more important than ever. The determination of whether or not a model can be fit at all or fit to some particular data set is the essence of model identification. In this article, we pull from previously published work on data-independent model identification applicable to a broad set of structural equation models, and extend it further to include extremely flexible exogenous covariate effects and also to include data-dependent empirical model identification. For illustrative purposes, we apply this model identification solution to several small examples for which the answer is already known, including a real data example from the National Longitudinal Survey of Youth; however, the method applies similarly to models that are far from simple to comprehend. The solution is implemented in the open-source OpenMx package in R.

Information

Type
Application and Case Studies - Original
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited.
Copyright
© The Author(s), 2025. Published by Cambridge University Press on behalf of Psychometric Society
Figure 0

Figure 1 Frequency of non-missing observations in the National Longitudinal Survey of Youth 1979 children sample for several cognitive measures at ages 10, 11, 12, and 13.Note: COMP = reading comprehension, DIGIT = digit span, MATH = mathematical ability, RECOG = reading recognition. The suffix for each variable is the age at which assessment occurred. Frequency of non-missing observations is shown both numerically and using shading.