Factorial similarity of the WISC-R for White and Black children from the standardization sample.

Investigated factorial similarity across race for the WISC-R, with separate principal-factor analyses for the 1,868 White and 305 Black children from the WISC-R standardization sample. After establishing the equivalence of metrics for each population, similarities in the magnitude of unique variances for each subtest and the factor pattern of the subtests (based on the covariance matrix) across race were assessed with coefficients of congruence. Similarities in the strength of each factor across race were measured by comparing the portion of total variance accounted for by common factor variance and the percentage of common factor variance accounted for by each factor. On every measure, White and Black groups were highly similar. Results are discussed in regard to score interpretation. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Black children adopted by White families.

Discusses the confounding of biological and social variables in S. Scarr and R. A. Weinberg's (see record 1977-07996-001) article on Black children adopted by Whites. It is suggested that an above-average group of children may have been selected either by the parents or the adoption agencies attempting to promote interracial adoption. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor analysis of WISC-R scores of male delinquents referred for evaluation.

WISC-R subtest scaled scores of 305 delinquents (mean age 15.3 yrs) were intercorrelated and factor analyzed to (a) determine the number of relevant dimensions, (b) describe these dimensions, and (c) assess the extent of congruence with dimensions reported for the WISC-R standardization. The 3-factor varimax rotated solution was judged representative of measured intelligence among Ss. Results support the generalizability of verbal comprehension, perceptual organization, and freedom from distractibility dimensions of WISC-R performance among delinquent males. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor analyses of WISC-R and K-ABC in a Dutch sample of children referred for learning disabilities

The electrogenic Na+ -K+ pump current (Ip) in carp bipolar cells was investigated under voltage-clamp conditions. The Ip was activated in a concentration-dependent manner by adding external K+ (Ko+) and was completely suppressed with 10(-4) M ouabain (EC50=1.23 mM; Hill coefficient=1.36). The Ip was suppressed in a concentration-dependent manner by ouabain (IC50=1.90 mM; Hill coefficient=0.93). The Ip did not show a distinct voltage dependency either with or without Na(o)+. A large outward shift of the holding current was observed by completely removing Na(o)+. In the presence of Na(o)+, a steady Ip was observed even in the absence of internal Na+ (Na(i)+). These results suggest that continuous Na+ influxes exist across the membrane. When external and internal Na+ was removed, a transient Ip was observed (half decay time (t1/2) was 5.0+/-0.6 s), thus indicating that the transient Ip was activated by the residual Na(i)+. In the absence of Na(o)+, the transient Ip was also observed with lower than 8 mM Na(i)+. The t1/2 depended on Na(i)+. However, a steady Ip was observed with 10 mM Na(i)+ or more. The functional properties of the Ip are discussed.     

Relationships between WISC-R factors, Wide-Range Achievement Test scores, and visual-motor maturation in children referred for psychological evaluation.

Investigated relationships between the A. S. Kaufman WISC-R factors (Verbal Comprehension, Perceptual Organization, and Freedom from Distractability; see record 1975-21128-001), Wide-Range Achievement Test (WRAT) scores, and visual–motor maturation (Bender Gestalt Test for Young Children) in a sample of 106 6–23 yr old children. The Bender-Gestalt scores were obtained from the 77 yr old Ss up through the 5th grade and were scored by the E. M. Koppitz method (1964). Ss had been referred for clinical evaluation because of a variety of school-related problems, including learning and classroom behavior problems. Results indicate significant correlations between the Verbal Comprehension factor and the Reading, Spelling, and Arithmetic measures on the WRAT and all measures of visual–motor maturation. The Perceptual Organization factor correlated significantly with Reading, Spelling, and all visual–motor maturation measures. The Freedom from Distractability factor correlated significantly with Arithmetic. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are younger classroom children disproportionately referred for childhood academic and behavior problems?

To examine the hypothesis that younger children in a classroom are disproportionately referred for school academic and behavior problems, we investigated subjects' months of birth in relation to referrals across gender and grade from kindergarten through the fourth grade. Results from a sample of 172 pediatric psychology referrals indicated that younger children in the class and boys were more likely to be referred. Results were replicated in a cross-validation analysis of 210 child psychology referrals. This pattern remained constant across all grades examined. Findings are discussed in terms of developmental differences, developmental psychopathology, and possible teacher referral bias. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Extrapolated WISC-R IQs for gifted and mentally retarded children.

Presents extrapolated IQs for the 1974 WISC revised version (WISC-R) for sums of scaled scores that are both below and above the values published in the WISC-R manual. The regression equations on which these extrapolations are based and cautions regarding the clinical use of these IQs are also presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An abbreviated form of the WISC for use with emotionally disturbed children.

Many clinicians faced with the demands of research and limited clinic time have employed a short form of the standard intelligence tests. These abbreviated versions typically recommend administering 3-5 subtests in full and completely omitting the rest. The present study explored the possibilities of developing an abbreviated form of the WISC for use with emotionally disturbed children which would permit the usual scatter analysis performed with the full scale and also afford a genuine saving in time. The WISC records of 40 females and 107 males ranging in age from 6.0-15.11 and in Full Scale IQ from 70-148 were rescored according to an abbreviated schedule. Correlations between this abbreviated form and the full administration ranged from .76 on Picture Completion to .94 for Block Design. The correlations for the Verbal, Performance, and Full Scale IQs were .96, .93, and .97, respectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

IQ test performance of Black children adopted by White families.

The poor performance of Black children on IQ tests and in school has been hypothesized to arise from (a) genetic racial differences or (b) cultural/environmental disadvantages. To separate genetic factors from rearing conditions, 130 Black and interracial children adopted by advantaged White families were studied. The socially classified Black adoptees, whose natural parents were educationally average, scored above the IQ and the school achievement mean of the White population. Biological children of the adoptive parents scored even higher. Genetic and environmental determinants of differences among the Black and interracial adoptees were largely confounded. The high IQ scores of the socially classified Black adoptees indicate malleability for IQ under rearing conditions that are relevant to the tests and the schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor analysis of WISC—R with deaf and hard-of-hearing children.

The Wechsler Intelligence Scale for Children—Revised (WISC—R) was factor analyzed on a sample of 368 hard-of-hearing and deaf children (aged 6–16 yrs). Two factors emerged and were labeled Language Comprehension and Visual-Spatial Organization. The factor structure for the hard-of-hearing (n?=?77) and deaf (n?=?291) groups was identical. Deaf children of deaf parents earned significantly higher Verbal IQ and Performance IQ scores than did deaf children of hearing parents. There were no differences in IQ or subtest scores in interpreted vs signed administrations. Implications for assessing the cognitive abilities of hearing-impaired children are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

WISC performance in acting-out and delinquent children with and without EEG abnormality.

To evaluate the relationship between EEG status and intelligence test performance, the WISC scores of 139 nondefective, acting-out and delinquent children referred for psychiatric evaluation were examined. The distribution of Verbal IQ-Performance IQ (VIQ-PIQ) discrepancies was compared with that reported for the WISC standardization population. Girls did not differ significantly from the standardization population, but boys showed a significantly larger proportion with PIQ > VIQ than in the standardization population. Neither boys nor girls showed significant differences in scores between groups with abnormal EEGs and those with normal and borderline EEGs. (18 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor analysis of the WISC–III with deaf and hard-of-hearing children.

The Wechsler Intelligence Scale for Children—Third Edition (WISC–III; D. Wechsler, 1991 ) was factor analyzed on a sample of 106 deaf and hard-of-hearing children, ages 6 to 16 years. Two factors emerged and were labeled Language Comprehension (l) and Visual–Spatial Organization (v–s). There were no differences in Verbal, Performance, or Full Scale IQs between children attending mainstreamed vs. residential schools; children who were administered the test through an interpreter or by an examiner who used sign language or the oral-only directions; children whose communication mode was oral, American Sign Language (ASL), or signed English (SE); boys and girls; or children with moderate-to-severe or profound hearing impairments. Children with known etiologies of hearing loss (i.e., meningitis, perinatal complications, rubella, cytomegaloviral inclusion, or genetic anomalies) earned significantly lower Performance IQs and Object Assembly scores than children with unknown etiologies. Implications and future directions for the intellectual assessment of deaf and hard-of-hearing children are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Black and White student preferences for counselor roles.

28 Black and 28 White students from 2 university programs viewed a brief videotape of a counseling sesson in 1 of 4 conditions defined by (a) 2 female counselors (1 Black, 1 White); and (b) 2 counselor roles (active, passive). Analysis of Ss' ratings of counselor performances reveal (a) no differences among conditions in perceived attentiveness or friendliness; (b) significant differences between roles in perceptions of counselor behavior (as intended); (c) significantly higher ratings of competence and helpfulness for counselors in the active vs the passive role, regardless of counselor or S role; and (d) a main effect for counselor, which could not be unequivocally attributed either to counselor role performance or to counselor role. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Anomalous factor structure of the WISC—R for diabetic children.

The factor structure of the Wechsler Intelligence Scale for Children—Revised (WISC—R) was analyzed with 95 diabetic children (aged 8–16 yrs), 97 regionally and demographically matched controls, and an age- and race-matched sample from the WISC—R standardization sample (n?=?1,405). Controls exhibited a 3-factor IQ structure, consistent with the standardization sample. Diabetic Ss exhibited a 4-factor structure, with the Perceptual Organization factor splitting in two. Picture Completion (PC) and Picture Arrangement (PA) formed a visual discrimination factor, and Block Design and Object Assembly created a spatial conceptual factor. Among the diabetic Ss, the PC and PA subtests did not act as traditional measures of nonverbal intelligence, and the performance of diabetic Ss on the visual discrimination factor may reflect mild visual atypicalities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of the WISC and WAIS at chronological age sixteen.

A group of 30 Ss was tested with the WISC and 4 wk. later with the WAIS. During this interval they all passed their 16th birthdays. Since chronological age is constant, correlations were calculated for the various IQ scales of the 2 tests and indicated that IQs obtained at age 16 from the 2 scales are highly comparable. The mean IQs and standard deviations of the experimental groups were not significantly different from the mean IQs and standard deviations of the standardization groups. In the case of the Full Scale IQ, differences in individual Ss ranged from -11 to +13 points with a mean at +2.4 points (WAIS -WISC). In general, the results indicate that the transition from the WISC to the WAIS at age 16 introduces no significant errors in IQ determination. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguishing learning-disabled and emotionally disturbed children on the WISC-R.

Isolated the distinctive WISC-R subtest patterns that would differentiate the performance of emotionally disturbed and learning-disabled children. A stepwise discriminant analysis was used to evaluate the subtest scores of 60 learning-disabled 6–13 yr olds and a matched sample of 60 emotionally disturbed children. Four subtests of the WISC-R differentiated significantly between diagnostic categories. Learning-disabled Ss performed predictively poorer on the Block Design, Picture Arrangement, and Object Assembly subtests and higher on Vocabulary than their emotionally disturbed counterparts. Results are interpreted as a deficit in perceptual organization for children with specific learning problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of the Bender Gestalt test for both Black and White brain-damaged patients using two scoring systems.

Tested for cultural bias in the Bender Visual Motor Gestalt Test. Ss were 72 Black and White hospitalized male patients, diagnosed as either brain damaged or psychiatric, and individually matched by diagnosis, age (15-55 yrs), education, and IQ. Bender protocols were scored by the systems of both G. R. Pascal and B. J. Suttell (1951) and J. D. Hain (1963). Data were analyzed both with and without epileptic Ss. No race effect appeared except for the Pascal-Suttell system with nonepileptic Ss, for which Blacks scored significantly better than Whites. Neither system successfully discriminated organic from nonorganic Ss, either with or without epileptic Ss. It is suggested that these scoring techniques are of little or no value in diagnosing borderline cases. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity generalization of the WISC-R factor structure with 10?-year-old children.

Investigated the robustness of the WISC-R factor structure. The generalization sample was composed of 126 10.5-yr-old children. A principal-components method of factor analysis yielded 3 reliable factors (Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility). Comparisons of the loadings obtained with the generalization sample and the 10.5-yr-old national standardization sample suggest a high degree of similarity in composition, magnitude, and pattern. Findings support the robustness of the WISC-R's factor structure across divergent 10.5-yr-old samples. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personal adjustment and prediction of academic achievement.

The hypothesis tested was that "better" adjusted students would be more predictable than maladjusted students. Predictability was determined by correlation coefficients between aptitude test (CEEB-M and CEEB-V) scores and both 1st-quarter and 1st-yr grades. The sample consisted of 188 freshmen male business students who were classified into positive-, average-, and negative- adjustment groups on the basis of the means of the 10 Guilford-Zimmerman Temperament Survey (GZTS) trait raw scores. Comparisons of the adjustment groups on correlations between the mathematics and verbal scores and grade averages indicated that the adjustment groups did not differ in terms of academic predictability. Analysis of differences between the groups on both high school achievement and college achievement revealed, however, that the positive-adjustment group earned significantly higher grades than the negative group. These results indicated that although the adjustment groups did not appear to be significantly different in terms of academic predictability, a definite relationship did exist between the groups on levels of achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor analysis of the WISC-R for a group of mentally retarded children and adolescents.

Administered the Wechsler Intelligence Scale for Children--Revised (WISC--R) to 80 retarded youngsters ranging in CA from 6 to 16 yrs. Scaled scores on the 12 tests were correlated, and the matrix was subjected to several factor-analytic techniques. The 3 factors identified for normal children in a previous study of the WISC--R (Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility) also emerged for the retardates, although some differences were observed in the distractibility factor. The WISC--R factor structure for retardates was also similar to the structure of the 1949 WISC that was identified for several groups of institutionalized and noninstitutionalized retardates. Results of the studies involving the 1949 WISC are reviewed critically to help understand the implications of the present findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)