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1.
Ronald J. Gironda 《Psychology in the schools》1977,14(3):271-275
Twenty urban EMR students' WISC-R scores were compared with their previously administered WISC scores. The average interval between administrations was approximately three years. Significant coefficients of correlation were obtained between five corresponding subtests and between Performance IQs and Full Scale IQs. Results from t tests for correlated data indicated that mean WISC-R Verbal, Performance, and Full Scale IQ scores were not significantly lower than their corresponding WISC scores. The results of this study indicated that WISC-R scores in comparison to WISC scores appeared to be more stable in the lower IQ ranges and less vulnerable to cultural bias. 相似文献
2.
Comparisons of the revised PPVT (PPVT-R) and the WISC-R were made with 67 EMR students. Significant differences were found between the PPVT-R mean standard scores and Verbal, Performance, and Full Scale IQs. The PPVT-R did not correlate significantly with the WISC-R scales or subtests, suggesting the tests are measuring different abilities. 相似文献
3.
The relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children who might be described as culturally different by virtue of low family income and residence in the mountainous areas of Virginia and North Carolina. Data analysis consisted of computing product-moment correlations (rs) between each of the ten subtests and the Verbal, Performance, and Full Scale IQs. Correlations between individual subtests and the FS IQ ranged from.49 through.63, but none of the differences between these rs were large enough to attain significance. Correlations between the verbal subtests and Verbal IQ ranged from.64 for Comprehension up to.78 for Vocabulary. For the performance subtest, the rs ranged from.54 between Coding and the Performance IQ up to.72 for Object Assembly. 相似文献
4.
Correlations between the WISC-R Full, Verbal, Performance, and Freedom from Distractibility Scale IQs, WISC-R subtest scaled scores, and Wide Range Achievement Test Reading, Spelling, and Arithmetic standard scores were computed for a sample of 114 children (64 boys, 50 girls), aged 6 to 16 years, who were referred for psychological evaluation because of academic or learning difficulties. The Full Scale IQ, Verbal Scale IQ, and Freedom from Distractibility IQ correlated moderately with the three achievement area standard scores (rs of .48 to .59). However, the Performance Scale IQ correlated minimally with reading and spelling scores (rs of .26 and .27), but moderately with arithmetic scores (r = .40). The results support the concurrent validity of the WISC-R. 相似文献
5.
Frederick A. Hadd 《Psychology in the schools》1986,23(4):361-364
Results of the TONI, WISC-R, and WRAT were compared for a sample of 66 learning disabled children: 51 males (32 white, 19 black) and 15 females (9 white, 6 black) whose mean age was 9–5 (SD = 1–10). The mean score of the TONI was significantly different from the Performance IQ. Nonsignificant differences were found between the TONI and Full Scale IQ and between the TONI and Verbal IQ. Correlation coefficients between the TONI and WISC-R ranged from a low of .35 for the Verbal IQ to .44 for both the Full Scale and Performance IQs. The correlation coefficients between the TONI and standard scores of the WRAT were .38, .27, and .23, for Reading, Spelling, and Arithmetic, respectively. Implications of these findings are discussed. 相似文献
6.
WISC and WISC-R IQs of two groups of normal ten-year-old children from divergent socioeconomic backgrounds (N = 36) were compared in a counterbalanced research design. Generally, all WISC mean IQs were higher than the WISC-R mean IQs for both groups of children. Significantly higher WISC IQs were obtained on the Verbal and Full Scales of the low socioeconomic group and on the Performance and Full Scales of the high socioeconomic group. Correlations between tests for Verbal, Performance, and Full Scale IQs were.95,.79, and.91 for the low socioeconomic group, and.84,.57, and.87 for the high socioeconomic group. Although practice effects did not appear to significantly affect IQs of the low socioeconomic group, various practice effects were observed in the high socioeconomic group. Negative effects were observed for both WISC and WISC-R on the Verbal Scale, whereas positive effects were observed on both Performance and Full Scales in this group. Analysis of simple effects reveals that WISC and WISC-R IQs did not differ significantly upon first administration, but were significantly different upon second administration. Conclusions were drawn that while WISC-R yields a lower IQ estimate than WISC for children of lower ability, results were not so clear for the children of higher ability, due to practice effects which disproportionately favor increases on WISC IQs upon second administration. The greater practice effects found on the WISC have implications for comparisons of the two tests in counterbalanced research designs. Simple randomized or treatment-by-levels design may be more useful in comparisons of the WISC and the WISC-R because of the bias introduced by counterbalanced designs. 相似文献
7.
LeAdelle Phelps 《Psychology in the schools》1989,26(2):125-129
The WISC-R and the Fourth Edition of the Stanford-Binet (SB: FE) were compared in the identification and assessment of 48 intellectually gifted students in the primary and secondary grades. While only a 3.2-point difference between the mean SB: FE Composite score and the mean WISC-R Full Scale score was found, (r = .393, p. ⩽ .01), the t test between the two scores was significant (t = 2.30, p ⩽ .05). Correlations between the three scales of the WISC-R and the SB: FE four broad area and Composite scores ranged from −.219 (SB: FE Abstract/Visual Reasoning with WISC-R Verbal) to .599 (SB: FE Short-Term Memory with WISC-R Full Scale). Within the correlational matrix, only 5 of the 15 correlations were significant. Both the SB: FE Abstract/Visual Reasoning and Quantitative Reasoning Area scores had no significant correlations with any of the WISC-R scores. 相似文献
8.
The Peabody Picture Vocabulary Test (PPVT), Form A was compared to the Wechsler Intelligence Scale for Children-Revised (WISC-R) in two samples of children with reading disabilities. One group of 14 children, referred to a university clinic, were administered the WISC-R, followed by the PPVT. The second group of 38 children from a private learning disability center were administered the PPVT first, followed by the WISC-R. In the combined sample, the PPVT IQ (X̄ = 109.2) was significantly higher than the WISC-R Verbal IQ (X̄ = 98.9), Performance IQ (X̄ = 97.0), and Full Scale IQ (X̄ = 97.5). Similarly, the PPVT IQ was significantly higher than the WISC-R Full Scale in both samples separately, regardless of which test was administered first. In one case, the PPVT IQ was 50 points higher than the WISC-R IQ. Correlations between the PPVT and WISC-R Verbal, Performance, and Full Scale IQs were significant (rs = .56, .29, and .50, respectively). The results suggest that the two tests do not provide interchangeable IQs for a population of reading disabled children. 相似文献
9.
The comparability of the Test of Cognitive Skills (TCS) with the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) with 75 elementary- and middle-school-aged gifted students was investigated. Results indicated that the mean Cognitive Skills Index was about 6 points higher than the WISC-R FSIQ and about 9 points higher than the SBIV Composite score. Correlation coefficients between the TCS Cognitive Skills Index and the SBIV Composite score and the WISC-R FSIQ were.51 and.41, respectively. Absolute differences between individual scores revealed that 44% of the students' SBIV Composite scores were more than 10 points different than their Cognitive Skills Index, and 28% of the students' WISC-R FSIQ scores were more than 10 points different. The results indicated limited comparability between the TCS and WISC-R and SBIV. The implications of these findings and future research questions are discussed. 相似文献
10.
The Fourth Edition of the Stanford-Binet and the WISC-R were compared as instruments for assessing the intellectual strengths and weaknesses of students classified as learning disabled in the primary and secondary grades. Results found only a 3.28-point difference (p≥.0001) between the S-B Composite score and the WISC-R Full Scale score. Correlations between the four broad areas of the S-B and the three scales of the WISC-R ranged from .494 (S-B Abstract/Visual Reasoning with WISC-R Verbal) to .920 (S-B Composite with WISC-R Full Scale). All correlations were found to be significant. Implications of the research findings were discussed. 相似文献
11.
A group of 95 black and 52 white low socioeconimic children assigned to special education calsses were initially given the Stanford-Binet (1972 norms) and three years later the WISC-R. Correlations between the Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total group. Correlations between the Stanford-Binet and WISC-R subtests also were generally signiificant (rs between .29 and .52 for the total group). Stanford-Binet and WISC-R Full Scale IQs did not differ significantly. For this sample of special education children, the Stanford-Binet was found to have satisfactory predictive validity. 相似文献
12.
John R. Slate 《Psychology in the schools》1994,31(4):278-285
Correlations between WISC-III IQs and Index scores with the eight achievement subscales of the WIAT were investigated for a sample of 202 students with specific learning disabilities, 115 students with mental retardation, and 159 students who failed to qualify for special education services (total N = 476). Corrected correlations between the WISC-III Full Scale IQ and WIAT subtests indicated differences with the correlations reported in the WIAT manual. Interestingly, our relationships were generally higher than those previously reported. Only on one subtest, Basic Reading, were significantly lower correlations than those reported in the WIAT manual present. Correlations between the Verbal Comprehension and Perceptual Organization Index scores and WIAT subtests were almost all lower than those calculated between the Verbal and Performance IQs and WIAT subtests. Implications are discussed, especially those involving the use of correlations between ability and achievement measures in regression formulas. 相似文献
13.
Children who had been nominated as potential candidates for gifted programs were assessed to determine the relationships among certain behavioral and intellectual characteristics. Records were compiled listing 132 first- through eighth-grade children's race, sex, age, grade level, Slosson Intelligence Test (SIT) IQ scores, Scale for Rating Behavioral Characteristics of Superior Students (SRBCSS) scores, and WISC-R IQs. Only children achieving SIT IQs of 130 or higher were included. A regression equation for the prediction of a WISC-R Full Scale IQ score from a given SIT score was computed and compared to that developed for predicting the WISC-R IQ in another study. All variables except SIT IQ were poor predictors of WISC-R IQ scores. A moderate correlation was computed between SIT and WISC-R Verbal and Full Scale IQ scores. A somewhat lower, but still significant, degree of relationship was found between SIT and WISC-R Performance IQ scores. Some difficulties with using the SIT as a screen for gifted programs are discussed. 相似文献
14.
Thirty learning disabled students of average intellectual ability between 16 and 17 years of age were given both the WISC-R and the WAIS-R to determine if the WAIS-R provided higher average IQ scores, as had been reported for educationally mentally retarded adolescents. The results indicated: (a) no significant differences between the two scales on either the Verbal, Performance, or Full Scale IQs, (b) significant correlations between the WISC-R and WAIS-R on the three IQ scores and 9 of the 11 subtests, and (c) the emergence of the ACID profile for learning disabled adolescents on both tests. 相似文献
15.
The present study was undertaken to examine scatter analysis and Kaufman regroupings of WISC-R scores. Thirty-one non-learning-disabled children (NLD) and 29 learning-disabled children (LD) determined by individual IQ and achievement scores served as subjects. Scatter indices were computed within the Verbal and Performance subtests as well as between the Verbal and Performance IQ scales. Also, the regrouping categories proposed by Kaufman (1979) were examined. A significant difference in Verbal and Performance IQs was found between the LD and NLD group. Significantly more students in the LD group exhibited the Kaufman regrouping pattern than in the NLD group (p < .01). These results suggest that Kaufman regroupings and Verbal-Performance scatter analysis may be used to assist in diagnosing LD children. 相似文献
16.
Jerome M. Sattler John C. Polifka Sharon Polifka Dene E. Hilsen 《Psychology in the schools》1984,21(3):294-295
The relationship between the WISC-R and WAIS-R was studied in a sample of 30 special education children (22 male and 8 female). Children were administered the WISC-R at an average age of 13.85 years and the WAIS-R at an average age of 17.52 years. ANOVAs indicated that the two tests yielded Verbal, Performance, and Full Scale IQS that were not significantly different. For example, the mean Full Scale IQ was 81.13 for the WISC-R and 82.70 for the WAIS-R. Product-moment correlations also were highly significant, with rs ranging from .76 to .86 for the three scales. The results suggest that, for children of limited intelligence, the WISC-R and WAIS-R provide comparable IQs over a four-year time period. 相似文献
17.
Although typically regarded as equivalent instruments, the WISC-R and the WAIS-R yield significantly different Verbal, Performance, and Full Scale IQs for an intellectually subaverage group, with the WAIS-R consistently providing higher scores. Implications of this “built-in” increment for issues of eligibility for educational placements and societal benefits are serious, and careful interpretation of IQs in the context of other relevant data is necessary. 相似文献
18.
Edward Bauman 《Psychology in the schools》1991,28(2):95-100
Student records of 130 children with learning difficulties who had been tested twice were examined to determine the stability of WISC-R scores over time. There were significant losses in Verbal IQ and Full Scale IQ. Subjects in the above-average IQ range had greater losses in Verbal IQ and Full Scale IQ and greater gains in Performance IQ than did those in the below-average IQ range. Children initially tested before age 8 had a significant IQ loss, but those tested after age 8 maintained a constant IQ. The WISC-R is most frequently administered to children with learning difficulties. Results presented here suggest that the IQs in this population are not as stable as was previously thought, and this may provide a rationale for the periodic readministration of the WISC-R. 相似文献
19.
Adolescents (n=43) previously diagnosed as dyslexic/reading disabled had markedly lower IQ scores on the newly standardized Wechsler Intelligence Scale for Children (WISC-III) than on the earlier administered WISC-R. The declines for Verbal, Performance, and Full Scale IQs were 10, 12, and 11 points, respectively, which were twice as great as in a subset of the standardization sample given both versions of the WISC. The adolescents did not show a significant decline in standard scores from the Wide Range Achievement Test (Level I to Level II). However, only two subjects had current reading and spelling standard scores above the 25th percentile. The impact of lower WISC-III IQs on guidelines for classification of students as learning disabled is discussed. 相似文献
20.
John R. Slate 《Psychology in the schools》1995,32(2):103-108
Discrepancies between IQ and Index scores on the WISC-111 were investigated for a sample of students with SLD (n = 202), with MR (n = 115), and evaluated but not classified (n=159). Mean Verbal and Performance IQ discrepancies, though significantly different for each sample, were smaller than those reported in the WISC-III manual for the normative sample. Similarly, the Index score comparisons indicated differential functioning for the three samples, with the exception of the Verbal Comprehension and Freedom from Distractibility Index discrepancy. Moreover, the Performance IQ was higher than the Verbal IQ for all three samples. Consistent with the WISC-R literature, discrepancies between Verbal and Performance IQs and higher Performance than Verbal IQs are not diagnostic indicators of abnormalities. 相似文献