Reliability and predictive validity of the WISC-R with native-American Navajos

The reliability and predictive validity of the WISC-R was examined with a sample of 40 Navajo children. Internal consistency reliability estimates of WISC-R subtests as well as composites were found to be low for the Navajo subjects as compared with the reliability coefficients reported in the WISC-R manual. Correlation coefficients between the WISC-R subtests and those of the Wide Range Achievement Test (WRAT) were low. Only the Block Design subtest correlated significantly with the WRAT-Spelling. The predictive validity of the WISC-R IQ scales was similarly found to be very low. Considering the nature and size of sample, cautions in generalizing these findings to other native-American populations are recommended.     

Analysis of the piat with Anglo and Mexican-American children

This study analyzed the utility of the PIAT when administered to separate samples of Anglo and Mexican-American children using the WRAT and WISC-R as comparative measures. Thirty-one Mexican-American and 31 Anglo-American children were matched on the basis of sex, age, SES, educational placement, and reason referred for psychological assessment. All children were administered the PIAT, WRAT, and WISC-R. Partial intercorrelations (CA held constant) among the PIAT subtest raw scores and subtests of the WRAT purporting to measure the same construct were performed. Adequate concurrent validity was found for the PIAT Mathematics, Spelling, and Reading Recognition subtests for both Anglo and Mexican-American children. Analysis of subtest means and concurrent validity between ethnic groups showed general equivalence with the exception of WISC-R Verbal IQ means, which was significantly lower for the Mexican-American group. Implications for assessing Mexican-American children are discussed.     

WPPSI reliability and predictive validity with disadvantaged Mexican-American children

The reliability and predictive validity of the WPPSI was investigated with a sample of lower SES Mexican-American children. Reliability was determined using split-half procedures parallel to those reported in the test manual. Predictive validity was determined by correlating WPPSI scores with scores from the Metropolitan Reading Test. The results revealed that the WPPSI has high reliability, as determined by internal consistency procedures, but validity coefficients were not significant. These results suggest that the WPPSI may be inappropriate for special program placement purposes with this population.     

The WISC-R factoral validity for minority groups and Spearman's hypothesis

The factoral structure of the WISC-R for groups of Anglo, Black, and Mexican-American children was compared and found to be highly similar across groups. The tests appear to be measuring the same abilities in all three groups. The order of subtest difficulty was not significantly correlated with the subtest g loadings for the Black children but was for the Mexican-Americans. These results provide support for Spearman's hypothesis with Mexican-American children.     

Long-term predictive validity of the WPPSI and the WISC-R with black school children

The WPPSI was administered to a group of 169 black, culturally deprived (Headstart) children prior to their entry into the first grade. Four years later, 94 of these children were tested with the WISC-R and 12 years later, 40 of the children were tested with the WAIS-R. In addition, the WRAT, ITBS, CAT, and ITED were administered in the first, fifth, eighth and eleventh grades respectively. Complete grade records were also obtained for the children for grades 1 through 11. Correlations for Full Scale IQs on the WPPSI/WISC-R, WPPSI/WAIS-R and WISC-R/WAIS-R were 0.78, 0.73 and 0.78, respectively. Highly significant correlations were obtained between Wechsler IQs and achievement test scores, overall grade point averages and grade point averages in particular subject areas across all grade levels. The results demonstrated a high degree of stability in intellectual functioning over the elementary and secondary school years and offer evidence that strongly supports the long-term validity of the WPPSI and WISC-R.     

Concurrent validity of the Woodcock-Johnson psycho-educational battery with regular and learning-disabled students

A comparison of the WISC-R and the Woodcock-Johnson Psycho-Educational Educational Battery (W-J) was made for children with regular and learning-disabled (LD) class placement. The W-J and Wechsler Intelligence Scale for Children-Revised (WISC-R) evidence low to moderate correlations and significant mean differences, indicating that the two tests are measuring somewhat different abilities to somewhat differing degrees. W-J—WISC-R correlations for the regular students exceed those of the LD students in the greater majority of the cases. Rank ordering of the WISC-R subtests and the W-J clusters indicate, as might be expected, that the LD students fare the worst in the WISC-R academic subtests (Arithmetic, Information and Vocabulary) and in the W-J academic clusters. More research needs to be conducted with the W-J before it should be adopted for use in the placement of exceptional children.     

Factor structure of the WISC-R with Anglos and Mexican-Americans

The present study compared the underlying factor structure of the Wechsler Intelligence Scale for Children-Revised for Anglo and Mexican-American children. Subtests of the WISC-R were administered to 109 Anglo and 123 Mexican-American children ranging from 8 to 15 years of age and were analyzed separately for each group. Three factors emerged for each ethnic classification which corresponded closely to those usually reported for the WISC-R. Coefficients of congruence (.84–.89) between factors given the same name for each ethnic group indicated a high degree of similarity in constructs being measured.     

II. The comparability of the WISC-R and WAIS among 16-year-old EMR children

Thirty 16-year-old EMR children were administered the WAIS and WISC-R in counterbalance order to determine the comparability of the two assessment instruments. The WAIS was found to yield significantly higher Verbal, Performance, and Full Scale IQ scores. The comparisons of corresponding subtests indicate that all WAIS subtests were significantly higher than the WISC-R except Picture Completion. Correlations between corresponding WAIS and WISC-R IQ scales and subtests, however, were significant. The results suggest differences between the two instruments among children of subnormal intelligence, thus presenting the possibility that a child may be differentially classified based on the selection of the intelligence test.     

Common variance among three measures of nonverbal cognitive ability: WISC-R performance scale,WJPB-TCA reasoning cluster,and Halstead category test

The relationships among two psychometric measures of nonverbal cognitive ability (1) the Wechsler Intelligence Scale for Children-Revised (WISC-R) Performance IQ and (2) the Reasoning Cluster score and two subtests, Analysis-Synthesis and Concept Formation, from the Woodcock-Johnson Psychoeducational Battery-Tests of Cognitive Ability (WJPB-TCA)- and a neuropsychological test of abstract reasoning and concept formation (Halstead Category Test) were examined for a population of 25 children referred for psychoeducational evaluation as a result of learning difficulty. The findings demonstrated that the WISC-R Performance IQ and the Halstead Category Test have a common variance and appear to be sensitive to nonverbal cognitive ability, particularly of a perceptual organization nature. In contrast, the Reasoning Cluster score and the individual subtests from the WJPB-TCA appear to have a substantial g loading, as well as significant language correlates.     

Motor and cognitive proficiency of learning disabled and normal children

Motor and cognitive skills of learning disabled (N = 32) and normal (N = 32) boys were compared on the Modified Lincoln-Oseretsky Motor Development Scale and on the WISC-R Vocabulary and Block Design subtests. Eight learning disabled and eight normal boys were tested at four age levels from 8 to 11 years. All boys were of normal intelligence. Motor and cognitive skills of the learning disabled boys were significantly below those of the normal boys and below those of the normative group. Chronological age was not a significant factor in relationship to either motor or cognitive skills. Intercorrelations indicated that in the learning disabled group Block Design, but not Vocabulary, was significantly related to motor scores at the 8- and 9-year ages. These results suggest that a common factor relating to perceptual-motor coordination and efficiency may be involved on the Lincoln-Oseretsky and Block Design subtest for young learning disabled children but not for older learning disabled children or for normal children.     

团体儿童智力测验的编制：目的、准则及其衡鉴

论文阐述了选择编制与世界著名的个别施测的韦克斯勒儿童智力测验相似的但团体施行的儿童智力测验的理由;论述了指导新编测验的五条准则以及选题过程;还报告了对新编测验试用稿的几次相继的因素分析及其它的信度、效度检验结果。     

A regression analysis of test bias on the WISC-R for Anglos and Chicanos referred for psychological services

Predictive validity of the Wechsler Intelligence Scale for Children-Revised was investigated across race for 174 Chicano and 94 Anglo children referred for psychological services. Regression lines for the prediction of achievement were compared across race through the Potthoff analysis, which provides a simultaneous test of slope and intercept values. Results of these comparisons generally supported the predictive validity of the WISC-R across race with this referral sample of young children.     

A longitudinal study of the predictive validity of the Bayley-III scales and subtests

Abstract

The purpose of the present study was to examine the predictive validity of all scales and subtests from the Bayley-III. The sample consisted of 55 normal children who were assessed at six time points between 4 and 36 months. Significant correlations ranging from .28 to .79 were found for all ages and scales/subtests, but the three main scales differed with respect to predictive validity. The Cognitive Scale was predictive from 7–10, 7–13 and 10–13 months but not from 13 months and onwards. The Language Scale was predictive from 10 months and onwards and the Motor Scale was predictive at all ages, but only with respect to adjacent and not distant assessment points.     

Stability of the Kaufman Assessment Battery for Children for a sample of Mexican-American children

Test-retest stability of the Kaufman Assessment Battery for Children (K-ABC) was investigated over a 5$\text{1}\text{2}$-month interval for 42 Mexican-American preschool/kindergarten children. The results indicated that the stability coefficients for K-ABC Global scales and subtests were generally of adequate magnitudes (e.g., .70s and .80s), providing some evidence that the K-ABC is a relatively stable instrument for the sample. The results are discussed in the context of a test-retest study reported in the K-ABC Manual. Global scale stability coefficients were found to range from .76 to .90, and for the subtests the coefficients ranged from .26 to .89. The patterns of gain scores were very similar to the patterns reported in the stability investigation in the K-ABC Manual.     

Correlations among GPA and scores on the Spanish version of WISC-R and the Woodcock-Johnson Achievement subtests for 10- to 12-year-old Puerto Rican children

The purpose of this study was to explore the correlations among GPA, the Spanish version of the WISC-R, and the Woodcock Johnson Achievement subtests for a group of Puerto Rican children. The tests were administered to a sample of 32 children between the ages of 10 to 12 yr. in Grade 4. Pearson correlations between the Verbal, Performance, and Full Scale scaled scores in the WISC-R (Spanish Edition) ranged between .37 to .83. Correlations between subtests of the Woodcock-Johnson Achievement Test ranged from .26 to .70. The moderate correlation between the Total scaled scores on the Woodcock-Johnson and the scaled scores of the Performance, Verbal, and Full Scales of the Spanish WISC-R is indicative of the value of these Spanish-language instruments in diagnosing the intellectual and academic performance of Spanish-speaking populations in the United States.     

A Japanese short form of the Swanson Cognitive Processing Test to measure working memory: reliability, validity, and differences in scores between primary school children of the United States and Japan

The purpose of this study was to examine the reliability and validity of a Japanese short form of the Swanson Cognitive Processing Test, which assesses capacity of working memory. Test-retest reliability was acceptable (r = .76). Concurrent validity was suggested through comparison of scores on the Reading Span Task (r = .55). Means on the Japanese short form were comparable with means for the 3 subtests for the older group and 2 subtests for the younger group. With the exception of the Auditory Digit Sequence, results suggested that both the Japanese short form and the initial Swanson Cognitive Processing Test measured comparably the working memory in the two samples of children.     

Comparison of black-white differences on the WISC-R and the K-ABC: Spearman's hypothesis

The Kaufman Assessment Battery for Children (K-ABC) and the Wechsler Intelligence Scale for Children-Revise (WISC-R) are compared with respect to the magnitudes of the average white-black differences in standardized scaled scores and in raw scores. The two test batteries were administered to a sample of 172 fourth- and fifth-grade children comprising 86 black-white pairs matched on age, sex, school, and socioeconomic status. The K-ABC and WISC-R are highly correlated, and the general factor, or g, of one battery is virtually identical to the g of the other. The high positive correlation between the size of the white-black difference on the various subtests of both batteries and the subtests' loadings on the g factor bears out Spearman's hypothesis that a test's white-black dicriminability is a direct function of the test's g loading. The lesser white-black discriminability of the K-ABC relative to the WISC-R is attributable to (1) the smaller g loadings of the K-ABC subsets and (2) the presence of other factors, particularly sequential short-term memory which, to some degree, offsets the white-black difference in g.     

Inspection time and intelligence in 7-yr-old children: A follow-up

Remeasures of inspection time (IT) were obtained from 30 of the 47 children reported in Nettelbeck and Young (Personality and Individual Differences, 10, 605–614, 1989). Ages ranged from 7 yr–0 months to 7–11 and Full Scale IQ (WISC-R) ranged from 93 to 142 (mean = 116.5 SD = 12.2). Correlations between IT and the WISC-R subtests, scales and factors used in the earlier study were generally statistically significant: and similar to those found earlier. The correlation between IT and Full Scale IQ was — 0.49, with those children whose IQs were below the median score of 116 again contributing more to this outcome. Similarly, the IT-IQ correlation was higher among children showing less well-directed attention in the IT task. Once again IT correlated better with Verbal IQ, supporting the hypothesis that IT is better associated with more general intellectual functioning than with specific cognitive abilities. Cross-lagged panel correlations between IT and IQ were —0.40, whether predicting IQ from IT or the reverse. Thus, there was no evidence for a causal relationship between these variables, although both may reflect a common cognitive ability factor.     

Reliability and validity of mothers' developmental estimates for children between 4 and 41 months

The feasibility of mothers estimating their own children's development is explored in this paper. Construction, reliability and validity of a mothers' developmental inventory for children from 4 months to 41 months is described. The inventory consists of six subtests: Gross Motor, Fine Motor, Language Expression, Language Comprehension, Personal-Social Competence and Self Help. A preliminary version of the inventory was item analyzed on a sample of 105 mothers of 4 to 37 months old children. This reduced the inventory to 164 items with satisfactory reliability and age discrimination on half-year intervals. The list was cross-validated on a sample of 275 mothers, for which medians of alpha coefficients for the six subtests ranged from 0.69 to 0.96, with most (26 out of 36) coefficients being 0.77 or higher. Again, the age discrimination was satisfactory, although floor effects appeared on four subtests for children younger than 12 months and ceiling effects on two subtests for children older than 24 months.     

Concurrent and predictive validity of the Kaufman Assessment Battery for Children with a Navajo sample

The aim of this investigation was to examine the mean scores and predictive validity coefficients obtained from the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Kaufman Assessment Battery for Children (K-ABC), and the Peabody Individual Achievement Test (PIAT). The K-ABC and the WISC-R were administered 1 week apart in counterbalanced order to 35 Navajo children aged 6–12$\text{1}\text{2}$ years (mean 8–9 years), followed 10$\text{1}\text{2}$ months later by administration of the PIAT. The K-ABC yielded an overall mean of 95.0, which is significantly higher than the WISC-R Full Scale IQ mean of 86.9. All WISC-R and K-ABC global scores correlated significantly except the WISC-R Verbal and K-ABC Nonverbal scales. The WISC-R Verbal and Full Scale IQs and all five K-ABC scales correlated significantly with the PIAT Total Test standard scores. However, the K-ABC Achievement scale correlated significantly higher with the PIAT Total Test than with the WISC-R Verbal and Full Scale IQs. The implications of these findings are discussed.