Factor analysis of the WISC and WISC-R: A Polish comparison

The factor structures of the WISC and WISC-R were secured for a group of Polish fourth-grade students (N = 30). Consistent with American findings, the WISC Verbal, Performance, and Full Scale IQs were higher than those on the WISC-R. On both measures, factor results favor the two-factor solution, which approximates Wechsler's Verbal and Performance scales. A third factor, which failed to simulate Freedom from Distractibility, accounted for approximately 10% of the explained variance. On this factor, Coding was heavily weighted, but Arithmetic and Digit Span loadings ranged from modest to negative. Results provide support for the application of the Wechsler instruments in cross-cultural settings and for interpreting the third factor according to the dynamics of specific cultures.     

A comparison of black and white children's WISC/WISC-R differences

Administered the WISC and WISC-R to 20 white child psychiatric outpatients in a counterbalanced design. The white Ss' WISC/WISC-R differences were compared to equivalent data obtained from black children (Munford, 1978). For the white Ss, no differences were found between WISC and WISC-R Verbal, Performance, and Full Scale IQs, whereas black children scored significantly lower on the WISC-R than on the WISC on all three IQ measures. These findings indicate increased cultural bias in the WISC-R, despite apparent efforts to produce contrary results. A possible reason for this seemingly paradoxical outcome is offered, and future research possibilities are suggested.     

A comparison of the factor structure of the WISC and WISC-R in normal and exceptional groups

Compared the factor structure of the WISC and WISC-R obtained in samples of children (N = 187) with various neuropsychological diagnoses with that obtained in Kaufman's study of the WISC-R standardization group. The relationships between WISC and WISC-R records scored in a manner consistent with the obtained factor structure, and the interdisciplinary diagnoses assigned children in both groups also were studied. It was found that the WISC and WISC-R factor structure obtained in both the samples including exceptional children was essentially comparable to that reported by Kaufman. Relationships between WISC and WISC-R factor scores and interdisciplinary diagnoses assigned children in both samples were weak, but generally consistent with expectations.     

Comparability of WISC and WISC-R scores among borderline and mildly retarded children

The comparability of WISC and WISC-R IQ scores was studied in a sample of 48 mildly retarded and borderline children. All WISC-R and WISC IQ and subtest scores were found to be related significantly, but not directly comparable. Generally, the WISC-R yielded lower scores with the exceptions of the Performance IQ score and the PC, PA, and OA subtest scores. Subtest patterning on the WISC-R for this group was similar to previously reported data on the WISC. Caution was suggested in making direct comparisons of WISC and WISC-R scores, at least within the ability range studied.     

Alternative multiple-group solutions for the WISC and the WISC-R

Performed confirmatory factor analyses on the standardization data for the WISC and the WISC-R to test competing two- and three-factor hypotheses. The results slightly favored the three-factor solution, but this finding must be weighed against the greater parsimony and convenience of the two-factor solution. A rigorous comparison of the clinical utility of the two solutions has yet to be made.     

The comparability of the WISC,WISC-R,and WPPSI

Administered the WISC, WISC-R, and WPPSI in a counterbalanced design to 72 randomly selected elementary school children in order to determine their comparability by testing the equality of (a) means; (b) variances; (c) reliability coefficients; and (d) validity coefficients based on scaled scores and IQs. Results indicated that the verbal IQs were comparable, but the performance and full scale IQs were not. Among the subtests, only Comprehension, Arithmetic, Picture Completion, and Mazes satisfied all of the criteria of parallelism. Possible sources of apparent discrepancies were discussed because some subtests that judgmentally seemed comparable turned out to be not so, while some others that impressionistically were different from each other emerged as comparable subtests.     

Implications of large WISC/WISC-R Verbal-Performance IQ discrepancies

Forty children with Verbal-Performance IQ discrepancies on the WISC/WISC-R were studied in regard to clinical findings on psychological, educational, speech-language, and medical evaluations. Significant delays in the development of verbal when compared to performance skills were observed frequently in this referred sample. The verbal deficits were mostly developmental in nature, rather than secondary to emotional or family background factors. These children's developmental difficulties were frequently complex ones that benefitted from multidisciplinary assessment and treatment planning. It was emphasized that future research in regard to these intellectual patterns should be conducted within the confines of more neuropsychologically oriented approaches.     

Hierarchical analyses of the WISC and WISC-R: synthesis and clinical implications

A review of hierarchical factor solutions obtained on normal and atypical samples in twelve previous studies showed ability arrangements in agreement with Vernon's structural paradigm. A composite hierarchy synthesized from these studies includes a general intelligence (g) factor at the apex and major group factors corresponding to the verbal-educational (wed) and spatial-mechanical-practical (kim) dimensions at the subgeneral level. Verbal Comprehension (VC), Freedom from Distractibility (FD), Spatial (k) and Quasi-Specific (QS) minor group factors comprised the third level of the ability hierarchy. Four principles are suggested as guidelines for the clinical interpretation of the WISC-R.     

WISC-R verbal-performance IQ discrepancies: A comparison of learning disabled children to the normative sample

Compared the WISC-R Verbal-Performance IQ discrepancies of learning-disabled children (N = 100) and of the normative sample. There were frequent occurrences of statistically significant discrepancies in both groups, as well as similar mean discrepancy scores and distributions of Verbal > Performance and Performance > Verbal patterns. It was concluded that without clinical evidence to suggest otherwise, it cannot be assumed automatically that a child's discrepancy score, unless of extreme magnitude, is related to the learning disability itself. The importance to clinicians of making both normative and statistical interpretations of WISC-R discrepancy scores was stressed.     

A comparison of the WISC-R and the WAIS-R with special education students

The results from Wechsler Adult Intelligence Scale-R (WAIS-R) and Wechsler Intelligence Scale for Children-R (WISC-R) with a sample of exceptional adolescents (N = 28) were compared over a 3-year period to determine whether the subjects can be expected to obtain similar subtest scores and similar VIQ, PIQ, and FSIQ scores. Results indicated that the sample scored higher on the WAIS-R Verbal and WAIS-R Full Scale than on the WISC-R Verbal and Full Scale. The findings are discussed in terms of the clinical application, especially as they relate to retesting exceptional children and youth with the WAIS-R.     

A comparison of the performance of cognitively disabled Children on The WISC-R and WISC-III

This study compared differences in performance on the WISC-III and on the WISC-R. Sixty-one students with learning impairments, due for reevaluation of their special education placement, were administered the WISC-III as part of a psychological assessment battery. Results indicate a mean difference between WISC-R and WISC-III FSIQ of 7.95 points, which is similar to WISC/WISC-R comparisons. Substantial differences that averaged 9.21 points were found between WISC-R and WISC-III PIQ means. These findings suggest that for a special education sample an average decrease of at least 8 points can be expected on the WISC-III Full Scale IQ. Caution should be exercised when one is considering changes in educational classification or interpreting qualitative differences in performance on WISC-III scores compared with WISC-R scores.     

Distinguishing patterns for Mexican-American children on the WISC-R

Concerned the isolation of distinctive WISC-R subtest patterns that would differentiate the performance of Anglo and Mexican-American children. A stepwise discriminant analysis was used to evaluate the subtest scores of 60 Mexican-American children and a matched sample of 60 Anglo children in a multivariate fashion. Mexican-American children did predictively poorer than Anglo children on the Similarities, Arithmetic, and Picture Completion subtests. Univeriate analysis of IQ scales showed a P > V discrepancy for Mexican-American, but not for Anglo children. Implications for assessing Mexican-American children were discussed.     

Comparison of the WISC-R and PPVT-R with Navajo children

Explored the relationship between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Peabody Picture Vocabulary Test-Revised (PPVT-R) for a sample of Native American children who reside on the Navajo Reservation. The sample consisted of 37 children aged 6 to 12−4 (M = 8−9, SD = 1−10). The PPVT-R standard scores correlated significantly (p < 0.001) with the WISC-R Verbal IQ (0.87). Performance IQ (0.52), and Full Scale IQ (0.82). The mean PPVT-R standard score was significantly lower (p < 0.001) than all of the mean WISC-R IQ scores. Implications of these findings for the use of the PPVT-R are discussed.     

Performance on the Luria-Nebraska Neuropsychological Test Battery-Children's Revision: a comparison of children with and without significant WISC-R VIQ-PIQ discrepancies

Fifty-six children, aged 8 to 13, were divided into three groups based on the degree and direction of their WISC-R VIQ-PIQ discrepancies. Group 1 was composed of 13 males and 6 females whose PIQ exceeded their VIQ by at least 12 points (V less than P); Group 2 was made up of 12 males and 6 females with VIQs that exceeded their PIQs by 12 or more points (P less than V); Group 3 was comprised of 9 males and 10 females whose V-P differences failed to exceed 8 points in either direction (P = V). The performance of these children on the 11 subscales of the Luria-Nebraska Neuropsychological Battery-Children's Revision was compared. Univariate F-tests revealed significant differences among the groups on the Receptive Speech, p less than .01, and Expressive Language subscales, p less than .001. Further analyses that utilized two-tailed t-tests found the V less than P group to perform significantly less well than the P = V group on the Receptive Speech and Expressive Language scales. The V less than P group was also significantly worse than the P less than V group on the Expressive Language scale. These results suggest a possible differential sensitivity of the children's Luria-Nebraska to verbal and nonverbal cognitive deficits.     

Use of the WISC-R and PPVT-R with mentally retarded children

Explored the relationship between the Revised Peabody Picture Vocabulary test (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) for a sample of 38 mentally retarded children between the ages of 5–5 to 12–7. The PPVT-R correlated significantly with the WISC-R Verbal (.58), Performance (.48) and Full Scale (.59) IQ scores. There was no significant difference between the mean PPVT-R Standard Score Equivalent (59.9) and the mean WISC-R Verbal (59.5), Performance (62.4), or Full Scale (57.7) IQ scores. Implications of these findings for the use of the PPVT-R are discussed.     

WISC scatter and behavioral competence in high-risk children

Examined the relationship between WISC scatter and school competence measures for 101 boys at risk for psychiatric disorder. This sample, shown in previous research to be less competent in school than controls, was predicted to have greater scatter than a standardization sample. Further, within the high-risk sample, an association was predicted between two measures of scatter and lowered school competence, as measured by Fisher's (1980) peer and teacher ratings. The results suggested that the mean scatter variable available for both samples is significantly higher in the high-risk group than in the intelligence test standardization sample. This scatter measure also showed significant relationships with three of the five school competence measures. The second measure did not relate significantly to any of the school measures. These findings suggest that one of the two scatter measures is a valid index of less competent school functioning and may be, in combination with other measures, a useful predictor of future psychopathology.