The cylindrical structure of the Wechsler Intelligence Scale for Children — IV: A retest of the Guttman model of intelligence (original) (raw)
Related papers
An Examination and Comparison of the Revisions of the Wechsler Intelligence Scale for Children
Procedia - Social and Behavioral Sciences, 2012
One of the most frequently used tools to measure intelligence, which has been accepted to be measurable, is the Wechsler Intelligence Scales. The first of the scales which were prepared for three different age groups is "Wechsler Intelligence Scale for Children" the first form of which was brought forth by Wechsler in 1949. There are four revisions of this 1949 test. This study examines the changes the Wechsler Intelligence Scale for Children has undergone throughout this process, what kind of changes has taken place in its number and structure of sub-scales, the changes in the score types and scoring, and it also examines the techniques used in putting forth its psychometric qualities and the data related to the studies.
2006
The recently published fourth edition of the Wechsler Intelligence Scale for Children (WISC-IV) represents a considerable departure from previous versions of the scale. The structure of the instrument has changed, and some subtests have been added and others deleted. The technical manual for the WISC-IV provided evidence supporting this new structure, but questions about consistency of measurement across ages and the nature of the constructs measured by the test remain. This research was designed to determine whether the WISC-IV measures the same constructs across its 11-year age span and to explicate the nature of those constructs. The results suggest that the WISC-IV indeed measures consistent constructs across ages. The scoring structure of the test was not supported in these analyses, however. Comparison of theory-derived alternative models suggests a model more closely aligned with Cattell-Horn-Carroll theory provides a better fit to the WISC-IV standardization data than does the existing WISC-IV structure. In particular, it appears that the WISC-IV measures crystallized ability (Gc), visual processing (Gv), fluid reasoning (Gf), short-term memory (Gsm), and processing speed (Gs); some abilities are well measured, others are not. We recommend that users regroup the Perceptual Reasoning tests, and Arithmetic, to better reflect the constructs measured by the WISC-IV. Specific suggestions are also provided for interpretation of WISC-IV scores.
Orthogonal higher order structure of the Wechsler Intelligence Scale for Children--Fourth edition
Psychological Assessment, 2006
According to J. 3-stratum theory, performance on any subtest reflects a mixture of both 2nd-order and 1st-order factors. To disentangle these influences, variance explained by the general factor should be extracted first. The 1st-order factors are then residualized, leaving them orthogonal to the general factor and each other. When these methods were applied to the WISC-IV standardization sample, the general factor accounted for the greatest amount of common (71.3%) and total (38.3%) variance. The largest contribution by a first-order factor was 6.5% of total variance. It was recommended that interpretation of the WISC-IV not discount the strong general factor.
Psychological Assessment, 2010
Factor analysis was applied to the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) scores of 432 Pennsylvania students referred for evaluation for special education services to determine the factor structure of the WISC-IV with this population. A first-order, four-factor oblique solution that mirrored that found in the WISC-IV normative sample was supported. When transformed to an orthogonalized higher order model, the general factor accounted for the greatest amount of common (75.7%) and total (46.7%) variance. In contrast, the largest contribution by a first-order factor (Verbal Comprehension) was 6.5% of total variance. It was recommended that interpretation of the WISC-IV not discount the strong general factor.
A short form of the Wechsler Preschool and Primary Scale of Intelligence
Journal of Consulting and Clinical Psychology, 1972
A short form of the Wechsler Preschool and Primary Scale of Intelligence was constructed based on data from three of the six normative age groups. The remaining three normative groups provided a cross-validation sample. The four selected tests were Arithmetic and Comprehension from the Verbal scale and Block Design and Picture Completion from the Performance scale. The shortform had reliabilities of .91-.94 at the various age levels, corrected short-form-Full Scale correlations of .89-.92, and a standard error of estimate of 5 points. The technique of linear equating was used to estimate Full Scale IQs from the short-form scores.
School Psychology Quarterly, 2009
and the Wide Range Intelligence Test (WRIT; are two well-normed brief measures of general intelligence with subtests purportedly assessing verbal-crystallized abilities and nonverbal-fluid-visual abilities. With a sample of 152 children, adolescents, and adults, the present study reports meaningful convergent validity coefficients and a latent factor structure consistent with the theoretical intellectual models both tests were constructed to reflect. Consideration of the hierarchical model of intelligence tests and issues regarding test interpretation are presented. are now certified school psychologists in Illinois and Arizona, respectively.