Verbal-Performance IQ discrepancies on the WISC-R: One more time.

The formula that R. J. Piotrowski (see record 1979-12366-001) used to determine the abnormality of Verbal–Performance IQ discrepancies on the WISC-R gave results that differed greatly from the actual values reported by A. S. Kaufman (see record 1977-07179-001). Since the assumption on which the formula is based, bivariate normality, is met by the WISC-R standardization data, the disparity is puzzling. It is suggested that Piotrowski erred in applying the formula not to IQs but to sums of scaled scores. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal-performance IQ discrepancies on the WAIS-R: An examination of the old-age standardization sample.

Compared base rate information on verbal IQ (VIQ) and performance IQ (PIQ) discrepancies for the old-age standardization sample of the Wechsler Adult Intelligence Scale—Revised (WAIS—R) and 130 normal volunteers (aged 75+ yrs). VIQ–PIQ difference was 0.13 and was similar to the original WAIS—R standardization. Inspection of frequency distributions revealed that 38.5% of the Ss had VIQ–PIQ discrepancies greater than or equal to 9 points and 32.3% had differences greater than or equal to 12 points. The variables of gender, age, and race did not influence VIQ–PIQ differences. However, trends for educational attainment and level of full scale IQ did emerge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Frequency of discrepancies between deviation quotients on the WISC-R: A table for clinicians.

J. M. Sattler (1982) presented tables for determining the statistical significance of discrepancies between various WISC-R quotients corresponding to factors. However, the frequency with which a given discrepancy occurs may be a more meaningful statistic for clinicians. Data are presented on the frequency with which given discrepancies occur (in the standardization sample) between the deviation quotient of the Freedom from Distractibility factor and other quotients. Similar data are given for Verbal Comprehension and Perceptual Organization. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal IQ–performance IQ discrepancies on the Wechsler Adult Intelligence Scale-Revised in patients with unilateral or bilateral cerebral dysfunction.

Administered the WAIS-R to 89 patients (mean age 42 yrs) with neurodiagnostically confirmed unilateral or bilateral cerebral disease. Similar to findings with previous editions of these tests, Ss with left-hemisphere disease obtained significantly lower Verbal IQ (VIQ) than Performance IQ (PIQ), and Ss with right or bilateral disease obtained lower PIQ than VIQ. It is cautioned that these VIQ–PIQ discrepancies in isolation are ineffective indexes of cerebral dysfunction and that patterns of performance must be viewed in the context of a complete neuropsychological examination and relevant medical and educational historical data. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

WISC-R subscale patterns of abilities of Blacks and Whites matched on Full Scale IQ.

270 Black and 270 White children (ages 6–16.5 yrs) drawn from the national stratified random sample used in the standardization of the WISC-R were matched on age, sex, and WISC-R Full-Scale IQ to facilitate investigation of the patterns of specific cognitive abilities, as measured by the 12 subtests of the WISC-R, between the 2 racial groups. Multivariate analysis of the patterns of subtest differences between Whites and Blacks and group comparisons on 3 orthogonalized factor scores (Verbal, Performance, Memory) showed small but reliable average White–Black differences in patterns of ability. The IQ-matched racial groups showed no significant difference on the Verbal factor; Whites exceeded Blacks on the Performance (largely spatial visualization) factor; Blacks exceeded Whites on the Memory factor. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex differences in verbal IQ—Performance IQ discrepancies among patients with schizophrenia and normal volunteers.

Substantial verbal IQ (VIQ)–performance IQ (PIQ) discrepancies may reflect brain dysfunction. The authors examined 159 patients with schizophrenia ( 115 men and 44 women) or schizoaffective disorder (25 men and 19 women) and 79 normal participants (33 men and 46 women), calculated mean VIQ–PIQ discrepancy scores by sex and diagnosis, and identified persons with large VIQ–PIQ discrepancies (15-point difference in either direction). Schizophrenic/schizoaffective men had a larger mean VIQ–PIQ discrepancy than did other groups. The proportion of all patients with either VIQ?>?PIQ or PIQ?>?VIQ ( 17.8%) was not significantly different from that of normal participants (22.8%). However, significantly more men than women with schizophrenia exhibited a VIQ–PIQ pattern (20% vs. 3.2%). No unusual discrepancy patterns were noted among normal participants. Results were interpreted in light of theories of hemisphere dysfunction in schizophrenia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial functioning of learning-disabled children: Relations between WISC Verbal IQ Performance IQ discrepancies and personality subtypes.

A total of 132 children with learning disabilities (LD) between the ages of 6 and 12 years were divided equally into 3 groups on the basis of the difference between Wechsler Intelligence Scale for Children (WISC) VIQ-PIQ scores (viz., VIQ?>?PIQ, VIQ?=?PIQ, and VIQ??PIQ group showed pathological evaluations on some PIC scales. Group average linkage cluster analysis using 10 PIC scales revealed 6 psychosocial subtypes. Within these subtypes, children with VIQ?>?PIQ were found at lower than expected frequencies in normal and mildly disturbed subtypes, but at higher than expected frequencies in seriously disturbed subtypes. These results support the notion that patterns of cognitive performance are related to patterns of psychosocial functioning in children with LD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abnormality of subtest score differences on the WISC-R.

Discusses the abnormality of the difference as a method for evaluating the magnitude of differences between pairs of WISC-R subtests. Generally, abnormal differences at the .05 level of significance range from 6 to 7 scaled score points and 8 to 10 scaled score points at the .01 level. Abnormal Verbal–Performance scale IQ differences are also considered. Such differences averaged 18 IQ points at the .05 level of significance and 24 IQ points at the .01 level. The diagnostic implications of the use of the abnormality of the difference for evaluating subtest score differences are discussed. (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)     

Abnormality of the difference and the WISC-R: Comment on Silverstein.

Discusses reactions by C. R. Reynolds (see record 1979-27697-001) and A. B. Silverstein (see PA, Vol 66:00000) to an earlier article by the present author (see record 1979-12366-001) that examined the size of abnormal differences between WISC-R subtest scaled scores and Verbal–Performance IQ scores. An error is acknowledged in the presentation of the Verbal–Performance IQ differences, and the validity of the abnormality of the difference statistic for examining subtest scaled scores is discussed. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian content and the WISC-R information subtest.

In 2 studies, 7 WISC-R Information subtest items were altered as recommended by P. E. Vernon (1977) to make them more appropriate for Canadian children. For 210 normal 4th–10th graders and 52 students (mean age 12 yrs 5 mo) referred for assessment, responses to the modified items were compared to responses to the original manual items. Data were also compared to data from the American standardization group (D. Wechsler, 1974). On the basis of these comparisons, it is suggested that Vernon's changes be adopted. (French abstract) (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of speed on WISC-R performance across the age range.

Related speed of performance on the WISC-R Block Design, Picture Arrangement, and Object Assembly subtests to CA and problem-solving ability for a sample of 2,200 Ss. Across the 6?–16? yr age range, speed assumed a steadily increasing role with increasing age. Also, children who solved the items quickly were found to be better "problem solvers"" than those who solved them slowly. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple sources of test bias on the WISC-R and Bender-Gestalt Test.

Test bias on the WISC-R and Bender-Gestalt Test was assessed through multiple statistical procedures: internal consistency, item difficulty, correlations of item–total correlations, concurrent validity, and construct validity. These procedures were applied to WISC-R and Bender data of 436 7–14 yr olds from 3 racial–ethnic groups (Anglo-American, Black, and Mexican American) and 2 social classes (low and middle). The statistical procedures investigated bias as a function of children's sex, race, socioeconomic status, age, birth order, health, family size, family structure, and urban acculturation. On the Bender, evidence of bias was infrequent and irregular. On the WISC-R, group differences were most discernible for age (as expected), sex, family structure, and race. Although these differences are noteworthy, consistent patterns of bias were not apparent among the 9 comparison groups. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some useful statistics for the interpretation of the WISC-R.

Argues that based on factor analytic research (A. S. Kaufman, 1975) on the WISC-R, a linear combination of 4 subtests (I,S,V,C) converted into a verbal comprehension deviation quotient (VCDQ) offers a purer measure of verbal skills than the WISC-R's Verbal IQ. Similarly, a perceptual organization deviation quotient (PODQ) was developed as an alternative to Performance IQ. Reliability of both the PODQ and the VCDQ was found to be equivalent to that of the WISC-R's Verbal and Performance IQ, and they are equally easy to compute. The impact of using the VCDQ and the PODQ vs the Verbal and Performance IQ was examined using the WISC-R scores of a sample of 275 urban school children who were referred for psychological examination. Differences that could substantially effect test interpretation were found. Special considerations in the use of the PODQ and the VCDQ and the use of a freedom from distractibility deviation quotient (FDDQ) devised by J. S. Sattler (1974) are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Scoring discrepancies on two subtests of the Wechsler Memory Scale.

Eleven psychologists scored two protocols of the two Logical Memory stories and the Visual Reproduction subtest of the Wechsler Memory Scale. One logical memory protocol and both visual reproduction protocols were obtained from psychiatric patients and the other logical memory protocol was devised by the author. There were clinically significant discrepancies between scores given by different raters on both subtests of both protocols. The nature of the discrepancies is discussed. It is suggested that considerable caution in interpreting scores on these subtests and clearer scoring criteria are required. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor structure of the WISC-R for a psychiatric sample.

The WISC-R was factor analyzed for a group of 240 psychiatric patients aged 6–16 yrs. Three factors emerged that were similar to those identified by A. S. Kaufman (see record 1975-21128-001) in the standardization sample—Verbal Comprehension, Perceptual Organization, and Freedom From Distractibility. Findings indicate that the structure of intelligence for normal and emotionally disturbed children is not qualitatively different. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple discrepancies and pay satisfaction.

In this study, a mail survey was used to measure pay satisfaction, current salary, 4 personal standards of comparison, and basic demographics for 169 mental health professionals. As predicted, pay satisfaction was determined by the simultaneous appraisal of current salary against several personal standards of comparison. Explained variance in pay satisfaction rose from 26.1% when only salary and demographics were used as predictors to 46.7% when discrepancy-related variables associated with 4 standards of comparison also were used. Furthermore, R–2 for the combined discrepancy-related variables associated with all 4 standards of comparison was significantly greater than R–2 for the discrepancy-related variables associated with any single standard. These discrepancy effects took both additive and nonadditive forms. Discrepancy effects were stronger when deserved salary or minimum salary was the standard of comparison than when other's salary or average salary was. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of item bias on the WISC-R with four sociocultural groups.

252 White, 237 Black, 223 Mexican-American, and 238 Native American Papago (NAP) 6–15 yr olds were administered 6 WISC-R subtests: Information, Arithmetic, Similarities, Vocabulary, Comprehension, and Picture Completion. Results of several statistical indexes indicate no (or negligible) bias against Blacks and Mexican-Americans. Evidence suggesting bias in about one-third of the Verbal scale items was found with NAPs, which was due in part to ceiling effects. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality and IQ change.

"For a group of 140 boys and girls in the Fels Research population on whom continuous Binet IQ data were available, a distribution of IQ change was obtained by subtracting each S's smoothed IQ at age 6 from his smoothed IQ at age 10. This distribution of differences was divided into quartiles, and the Rorschach and TAT protocols of the upper (maximum increase in IQ), and lower (maximum decrease in IQ) quartiles were analyzed and compared. The results showed that in comparing the Ss who showed IQ increases with those showing IQ decreases, the former head, on the TAT, significantly more (a) achievement imagery… and (b) themes of curiosity… . [It is concluded] that high need achievement, competitive striving, and curiosity about nature are correlated with gains in IQ score." From Psyc Abstracts 36:01:1HD61K. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and cross-validation of a short form for the WISC-R.

Multiple linear regression was used to derive a short form for the WISC-R in 300 6–17 yr olds receiving treatment and/or evaluation at a university-affiliated community mental health center. The predictive validity of this approach was examined via a cross validation that included 300 additional Ss from the same population; 2 short-form regression equations were taken from the work of L. P. Kennedy and S. T. Elder (see record 1982-08867-001), and a short form was derived from the Wechsler normative sample (D. Wechsler, 1974). Correlations and standard errors of the estimates are reported for both the original and cross-validational samples. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)