Comparison of the Token Test of Language Development and the Wechsler Intelligence Scale for Children--Revised

Correlations were calculated between the Token Test of Language Development (Token) and scores of the Wechsler Intelligence Scale for Children--Revised (WISC-R) based on responses from 38 Caucasian children (23 boys and 15 girls) of a semi-rural Northeastern Ohio school district. The relatively low Pearson correlations (.25 to .47) between the standard scores in the Token test and WISC-R IQs are discussed in relation to ability and achievement.     

Factor structure and sex differences on the Wechsler Preschool and Primary Scale of Intelligence in China, Japan and United States

This study presents data on the factor structure of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and sex and cultural differences in WPPSI test scores among 5- and 6-year-olds from China, Japan, and the United States. Results show the presence of a verbal and nonverbal factor structure across all three countries. Sex differences on the 10 subtests were generally consistent, with a male advantage on a subtest of spatial abilities (Mazes). Males in the Chinese sample obtained significantly higher Full Scale IQ scores than females and had lower variability in their test scores. These observations were not present in the Japan and United States samples. Mean Full Scale IQ score in the Chinese sample was 104.1, representing a 4-point increase from 1988 to 2004.     

Relationships between scores on Wechsler Preschool and Primary Scale of Intelligence--Revised and Stanford-Binet IV

The Wechsler Preschool and Primary Scale of Intelligence--Revised and the Stanford Binet-Intelligence Scale: Fourth Edition were given to 51 preschool, kindergarten, first, and second grade students. Twelve of 15 Pearson correlations between Wechsler IQs and composite and area scores of the Stanford-Binet IV were statistically significant. It is apparent that the two tests measure similar, but not identical, concepts.     

Spina bifida children's scores on the Wechsler Intelligence Scale for Children.

An analysis of the scores of 58 cases assessed on the WISC suggested there was differential intellectual prognosis according to type of lesion, the presence of hydrocephalus, degree of physical disability and sex, with girls having the poorer outcome.     

Comparison of the Test of Nonverbal Intelligence and Wechsler Intelligence Scale for children--revised in rural Native American and white children

The Test of Nonverbal Intelligence (TONI) and Wechsler Intelligence Scale for Children--Revised (WISC--R) were administered to 46 Native American and white students who were suspected by their classroom teachers of having learning handicaps. Pearson correlations between these sets of IQs ranged from .42 (TONI and WISC--R Performance) to .89 (WISC--R Verbal and Full Scale).     

Conditional standard errors of measurement for composite scores on the Wechsler Preschool and Primary Scale of Intelligence-Third Edition

A specific recommendation of the 1999 Standards for Educational and Psychological Testing by the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education is that test publishers report estimates of the conditional standard error of measurement (SEM). Procedures for calculating the conditional (score-level) SEM based on raw scores are well documented; however, few procedures have been developed for estimating the conditional SEM of subtest or composite scale scores resulting from a nonlinear transformation. Item response theory provided the psychometric foundation to derive the conditional standard errors of measurement and confidence intervals for composite scores on the Wechsler Preschool and Primary Scale of Intelligence-Third Edition.     

Second-order confirmatory factor analysis of the WAIS-III. Wechsler Adult Intelligence Scale

According to Vernon's structure-of-intellect paradigm, abilities can be conceptualized as a hierarchy, with a factor of general intelligence at the top of the hierarchy, and successively more specific abilities toward the bottom. This paradigm has proven useful for interpreting a number of Wechsler intelligence scales. However, most of the research with this paradigm has used exploratory factor analysis, and the validity of the paradigm for the newest Wechsler Adult Intelligence Scale (WAIS-III) has yet to be evaluated. The present study examined the WAIS-III using second-order confirmatory factor analysis, which is a more appropriate analytic tool when specific hypotheses are tested. Using the standardization sample for the WAIS-III (N = 2,450), support was found for the hierarchical factor structure with a second-order factor of general intelligence and four first-order factors of Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed.     

Adaptation of the Wechsler Intelligence Scale for Children-IV (WISC-IV) for Vietnam

Intelligence testing is used for many purposes including identification of children for proper educational placement (e.g., children with learning disabilities, or intellectually gifted students), and to guide education by identifying cognitive strengths and weaknesses so that teachers can adapt their instructional style to students’ specific learning styles. Most of the research involving intelligence tests has been conducted in highly developed Western countries Yet the need for intelligence testing is as or even more important in developing countries. The present study, conducted through the Vietnam National University Clinical Psychology CRISP Center, focused on the cultural adaptation of the WISC-IV intelligence test for Vietnam. We report on (a) the adaptation process including the translation, cultural analysis and modifications involved in adaptation, (b) present results of two pilot studies, and (c) describe collection of the standardization sample and results of analyses with the standardization sample, with the goal of sharing our experience with other researchers who may be involved in or interested in adapting or developing IQ tests for non-Western, non-English speaking cultures.     

Report on Shanghai norms for the Chinese translation of the Wechsler Intelligence Scale for Children-Revised

The Chinese translation of the Wechsler Intelligence Scale for Children--Revised (WISC-RC) was administered to 660 children (ages 6 through 16 yr.) in the city of Shanghai. The obtained norms represent children's intelligence levels in big cities where the economic and cultural development is advanced. The norms are reported as "Scaled Score Equivalents of Raw Scores" for each age group and as "IQ Equivalents of Sums of Scaled Scores." The reliability and validity of the norms indicate that the WISC-R is suitable for use with school-age children in China. The difference between the results for our Shanghai sample (WISC-RCs) and a USA sample (WISC-R) is also discussed.     

Test Review: Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV)

Objective: Evaluate neuropsychological functioning in children with non-syndromic cleft of the lip and/or palate (NSCL/P) through profile variance within type of cleft and comparisons to controls.

Methods: Children ages 7 to 17 years participated; 66 had a diagnosis of NSCL/P and 87 were healthy controls. Neuropsychological tests of language, visual-perceptual, executive functioning, and memory skills were administered. Between- and within-group differences were assessed.

Results: Within cleft types, children with NSCLP had an even profile with equal Verbal and Performance IQ (VIQ and PIQ, respectively). Children with non-syndromic cleft palate only (NSCP) had significantly lower VIQ than PIQ, while children with non-syndromic cleft lip only (NSCL) showed a nonsignificant trend for higher VIQ than PIQ. Overall, subjects with NSCL/P performed lower on measures of expressive language and verbal memory than controls.

Conclusions: While deficits in verbal and memory skills for children with NSCL/P remain apparent, there is still uncertainty around the possible influence of cleft type on the pattern of deficits.     

Construct validity of the Bender-Gestalt II: comparison with Wechsler Intelligence Scale for Children-III

This study investigated the relationships of visuomotor constructs as measured by the Bender-Gestalt II with the subtests of the WISC-III. A factor analysis included the standardized Copy and Recall scores of the Bender-Gestalt II and subtest scores of the WISC-III. The Copy score was predicted to load on measures of visual and spatial thinking and the Recall score on a short-term memory factor. The results of a principal components analysis suggest a four-factor solution with the Bender-Gestalt II Copy score loading on a visual and spatial thinking factor primarily with WISC-III Perceptual Organization subtests. The Recall score loaded on a visual and spatial thinking factor as well as a short-term memory factor with the WISC-III Digit Span subtest. The results suggest the Bender-Gestalt II Copy subtest shared commonality with the visual and spatial tasks given the similarity in the visuomotor demands of each test and was less influenced by processing speed or cultural knowledge than other tests on the visual and spatial thinking factor. Also, results suggest Bender-Gestalt II Recall measures elements of both visual and spatial thinking as well as aspects of short-term memory and memory retrieval. Clinical guidelines for co-administration and underlying processing demands are discussed.