Non-equivalence of WPPSI, WPPSI-R, and WISC-R scores

The WPPSI-R, WISC-R, and WPPSI were administered in a counterbalanced design to 72 children, between the ages of 5 years, 11 months and 6 years, 8 months, in order to determine their equivalence by testing the equality of means, variances, and covariances based on scaled scores and IQs. The results indicated that the three scales were not equivalent with respect to any of the IQs because they did not meet one or more of the criteria. The relative magnitudes of the mean IQs on the three scales were in accord with the predicted order: highest IQs on WPPSI, next highest on WISC-R, and the lowest on WPPSI-R. Results were discussed in the context of the secular inflation in IQs and the corresponding compensatory deflation built into the normative data of the new versions.     

Gender differences on the WPPSI,the WISC-R,and the WPPSI-R

The WPPSI, WISC-R, and WPPSI-R were administered in a counterbalanced design to 72 children between the ages of 5 years, 10 months, 16 days, and 6 years, 7 months, and 15 days to test the hypothesis that mean verbal IQs on these scales would be higher for boys than for girls. Results indicated that the mean verbal IQs for boys were significantly (p<.05) higher than those for girls on all three scales. Also, significant (p<.05) differences favoring boys were found onVocabulary andComprehension subtests on all three scales. These differences are probably a peculiarity of these scales and may not need any elaborate theoretical explanation. However, clinical uses of verbal and performance IQ discrepancies may not justifiably ignore the examinees’ gender.     

Gender differences on the WPPSI, the WISC-R, and the WPPSI-R

The WPPSI, WISC-R, and WPPSI-R were administered in a counterbalanced design to 72 children between the ages of 5 years, 10 months, 16 days, and 6 years, 7 months, and 15 days to test the hypothesis that mean verbal IQs on these scales would be higher for boys than for girls. Results indicated that the mean verbal IQs for boys were significantly (p<.05) higher than those for girls on all three scales. Also, significant (p<.05) differences favoring boys were found onVocabulary andComprehension subtests on all three scales. These differences are probably a peculiarity of these scales and may not need any elaborate theoretical explanation. However, clinical uses of verbal and performance IQ discrepancies may not justifiably ignore the examinees’ gender.     

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 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.     

Long-term predictive validity of the WPPSI: An 11-year follow-up study

As part of a longitudinal study, a control group of 85 children were tested on the WPPSI at 5$\text{1}\text{2}$ years and the WISC-R at 16$\text{1}\text{2}$ years. Educational attainment was also assessed in adolescence. Data are presented illustrating the long-term predictive validity of the WPPSI. The Full Scale IQs on the two tests intercorrelated +0.86.     

Relationship of the Wechsler pre-school and primary scale of intelligence and the Stanford-Binet (L-M) in lower class children

Using 72 lower class children, concurrent validity of the WPPSI was studied employing Form L-M of the Stanford-Binet as the criterion. Correlations between SB and WPPSI were moderately high (.86 for FS, .81 for VS, .73 for PS), but the WPPSI appeared a somewhat more difficult test for the sample employed. Mean SB IQ (94.61) was higher than the mean FS (90.71), VS (89.38) and PS (93.68) IQs; it exceeded WPPSI IQ in 72% of all cases. On the WPPSI, PS IQ was significantly greater than either VS or FS IQs. Amont the WPPSI subtests, Vocabulary was significantly lower than all other subtests and Comprehension lower than Picture Completion, Mazes, and Block Design. The only significant sexual difference favored females on Similarities. For subjects whose FS IQ was below the group median IQ, relationships among each of the WPPSI scales and subtests were lower than for those subjects who scored above the median. This was particularly true for the Vocabulary, Animal House, and Picture Completion subtests.     

Correlations for Wechsler Intelligence Scale for Children--Revised and the Wechsler Preschool and Primary Scale of Intelligence for Iranian children.

This study focused on the relationship between the Wechsler Intelligence Scale for Children--Revised (WISC--R) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) given to 40 6-yr.-old Iranian children. Pearson correlations between the WISC--R and the WPPSI IQs and between scaled scores on the corresponding subtests were significant. The comparison of mean IQs and scaled scores indicates that the WISC--R yielded a significantly higher Verbal IQ and higher scores on Information, Vocabulary, Comprehension, and Picture Completion than the WPPSI. The mean difference between corresponding Verbal and Full Scale IQs was not significant. These results suggest that scores on the two instruments correlated well for these 6-yr.-old Iranian children and the content on which IQs for the recently restandardized WISC--R and WPPSI are based are related.     

Patterns of intellectual ability of Arab school children in Israel

Following a series of studies investigating the Arab pattern of intellectual ability with young children, and utilizing the WPPSI, the present study aimed to test the generality of these findings on a wider range of Ss, 6 to 16, and used the new Arabic WISC-R as the measurement instrument. The results supported the former conclusions concerning a distinct Arab profile noted for its relative superiority in the Verbal as compared to the Performance IQs. This pattern tends to diminish with age, as a flat profile seems to emerge in adolescence. An environmental explanation is offered to account for these results.     

Relationship of scores on PPVT-R and WISC-R with special education children and youth

Comparisons of the Peabody Picture Vocabulary Test-Revised and the Wechsler Intelligence Scale for Children-Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC-R scaled scores (i.e., Coding) and PPVT-R standard scores, and between WISC-R IQs and PPVT-R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT-R standard scores. The PPVT-R standard scores underestimated WISC-R Verbal IQs by 7 points, WISC-R Performance IQs by 17 points, and WISC-R Full Scale IQs by 11 points.     

Learning style and intelligence of reading disabled students

This study examined the relationship between elements of the Learning Style Inventory and various scales of the WISC-R for reading disabled students. Previous research generally suggests that reading disabled students have preferences that tap the visual-spatial domain and have higher WISC-R Performance Scale and subtest scores than Verbal Scale and subtest scores. Subjects with IQs of 90 or better on either the Verbal or Performance Scales of the WISC-R and a consistency score of 75 or better on the inventory were selected. Contrary to what might be expected, data generally showed a nonmeaningful pattern of correlations between scales of the Learning Style Inventory and WISC-R Performance-type functioning. However, as an important part of the validation of the inventory, lack of association between the two can be interpreted as support for its construct validity.     

Comparability of the WISC and WISC-R with bright elementary school students

The 50 subjects had met initial screening criteria for eligibility in a special program for the intellectually gifted. These 50, enrolled in grades 3 through 5 in Broward County, Florida, public schools, were next given the WISC and WISC-R, in a counterbalanced order: half were administered the WISC first; the other half was administered the WISC-R first. The test-retest interval was approximately 9 months. Higher mean IQ scores were obtained by the total group on the WISC as compared to WISC-R. However, the results showed that when the WISC-R was administered first, subsequent student WISC performance was significantly higher on all scales. No significant performance increase was obtained on the WISC-R when the WISC was administered initially. The results indicated that the WISC-R had a facilitative effect on the WISC, and that this effect did not appear when the order of administration was WISC-WISC-R. Quite conceivably, several differences in the instructions for administration of the WISC and the WISC-R enhanced the practice effect of initial WISC-R experience as opposed to initial WISC experience.     

Stability of WISC-R scores for a sample of learning disabled children

The study was designed to assess the stability of WISC-R profiles of 36 learning disabled children given the WISC-R two times. The mean time between tests was 2.5 yr. The pattern reported for learning disabled children on Bannatyne's categories was evident for the group at both times, however, this pattern was not found for the majority of subjects. Analysis indicated a decrease over time in Verbal IQs, Full Scale IQs, and Bannatyne's Conceptual category, confirming previous findings. Possible reasons for the changes in scores are discussed.     

Carolina Picture Vocabulary Test: validation with hearing-impaired students

When mean Carolina Picture Vocabulary Test standard scores were compared with WISC-R Performance Scale IQs significant differences were observed. The Carolina test scores were also correlated with both Performance IQs and the Performance Scale subtest scores. Most correlations were minimal as the two tests were independent; only WISC-R Picture Arrangement scores correlated significantly with Carolina scores. These outcomes coupled with the technical limitations of the Carolina raise serious questions regarding its utility for hearing-impaired children.     

Short form and factor-analytic studies of the WISC-R with behavior problem children

Two analyses of the WISC-R protocols of 100 children referred for behavioral problems in school were conducted to study (a) the utility of a variety of WISC short forms and (b) the factor structure of the WISC-R. Although the correlations between short form and WISC-R IQs were highly significant, mean differences and a high percentage of IQ classification changes indicated that the short forms were not acceptable WISC-R substitutes. Different factor analyses consistently evidenced two factors, Verbal Comprehension and Perceptual Organization, which corresponded perfectly to the Verbal and Performance.     

A Follow-up Evaluation of the Houston Parent-Child Development Center: Intelligence Test Results

The Houston Parent-Child Development Center is a 2 year parent-child education program for low income Mexican-American families. Families enter the program in annual cohorts when their child is 1 year old and complete the program when the child is 3 years old. End-of-program comparisons of randomly assigned groups have demonstrated that the program has been effective in changing mothers' and children's behaviors in positive ways. This report is a follow-up evaluation of the program's effect on children's intelligence test performance at ages 4 to 6 and 6 to 9. Few program effects were found. Program children scored higher on the WPPSI Geometric Design and the WISC-R Block Design. In addition, program boys achieved higher scores on the WPPSI Information test than control boys.     

Effect of socioeconomic status of biological and adoptive parents on WISC-R subtest scores of their French adopted children

Analyses from an a priori full cross-fostering study (Capron & Duyme, 1989, 1991), investigating the IQs of 38 children whose average age was 168 (SE = 3.28) months, indicated a link between the socioeconomic status (SES) of both biological and adoptive parents and Full, Verbal, and Performance IQs of the WISC-R scale. Here detailed analyses of the WISC-R scale are presented. These show that these two factors affect Block Design and Information subtests, and other subtests are affected either by one or the other factor. Two subtests—Picture Arrangement and Picture Completion—are not affected by either factor. There is no evidence for an interaction between these factors on adopted children's subtest scores. As the sample size is small for a test of nonadditivity, the analysis is extended to the power of interaction test.     

Confirmatory factor analysis of the WPPSI for language-impaired children

The present study used a maximum-likelihood confirmatory factor analysis (CFA) to test the hypothesis that a four-factor model is the most parsimonious explanation of the structure of the WPPSI for language-impaired children. Four separate maximum-likelihood confirmatory factor analyses were performed on a sample of 198 Norwegian language-impaired children tested with the WPPSI, and on the Norwegian (n = 563) and American (n = 1200) standardization samples. A one-factor (general), a two-factor (verbal and performance), three-factor (parallel to the WISC-R) and a four-factor solution composed of "processing dependent" ("knowing how" and "seeing how") and "knowledge dependent" ("knowing that" and "seeing that") were imposed on the average intercorrelation matrices of the 11 WPPSI subtests. Confirmatory factor analysis indicated that the four-factor latent construct model was the most parsimonious explanation of the structure of the WPPSI for language-impaired children, as well as for normally developing children.     

The Efficacy of Toddler-Parent Psychotherapy for Fostering Cognitive Development in Offspring of Depressed Mothers

The efficacy of Toddler-Parent Psychotherapy (TPP) as a preventive intervention for fostering cognitive development in the offspring of depressed mothers was evaluated. Mothers with major depressive disorder and their toddlers were randomly assigned to TPP (n = 43) or to a nonintervention group (n = 54) and compared to a control group (n = 61) of women with no current or past mental disorder. At baseline (age 20 months), the groups did not differ on the Bayley Mental Development Index. At post-intervention follow-up (age 3 years), a relative decline in IQ was found in the depressed nonintervention group, whereas the depressed intervention and the normal control groups continued to be equivalent, with higher WPPSI-R Full Scale and Verbal IQs. The worst outcome was found among nonintervention children whose mothers had subsequent depressive episodes. The results confirm the developmental risks faced by offspring of depressed mothers and support the efficacy of the preventive intervention in safeguarding successful cognitive development in at-risk youngsters.     

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.