Wechsler Picture Arrangement Scores and Children's Problem Solving

Abstract

Summary Sixty-four fifth-grade boys and girls were administered a two-choice discrimination learning task. The two major factors were (a) high versus low picture arrangement scores and (b) two treatment conditions: neutral and cue. Contrary to prediction, children scoring high in picture arrangement demonstrated significantly poorer discrimination learning ability across conditions than children with low picture arrangement scores. The need for further research on the factors underlying picture arrangement performance was stressed.