WISC Scores Research Articles

Comparison of WISC and WISC-R Scores of Highly Gifted Students in Public School

26 highly gifted students, aged 10 to 12 yr., were administered the WISC to compare their scores with previously obtained WISC-R scores. The interval between the administration of the two instruments ranged from 9 to 12 mo. Correlation coefficients for the Verbal, Performance, and Full Scale IQs were .44, .52, and .42, respectively. A significant difference in the mean Verbal and Full Scale IQs was found; the WISC-R showed higher means, while the mean difference between the Performance IQs was not significant. Significant differences were found on three verbal subtests, Information, Similarities, and Comprehension, and on one performance subtest, Coding. The results indicated that these highly gifted students performed consistently better on the recently revised WISC-R which they had been given previously than on its predecessor, the WISC.

Comparison of the WISC-R and PPVT for a group of mentally retarded students

This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. Pearson product moments (r) and correlated t values were employed in the analysis of data. The evidence from the present study indicated that for this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. The current findings indicate that the same general pattern exists for the WISC-R and PPVT as for the WISC and PPVT scores.

A Comparison of Wisc and Wisc-R Scores of Sixth Grade Students: Implications for Validity

Fifty-nine sixth-grade volunteers, 32 males, 27 females, 10 blacks, 49 whites were administered both the Wechsler Intelligence Scale for Children (WISC) and the Wechsler Intelligence Scale for Children-Revised (WISC-R). Each student was tested in two separate sessions by the same examiner. The students were randomly divided into two groups with one group administered the WISC first and the other administered the WISC-R first. The scores of both groups were combined to form the Total Group. In the Total Group, the mean WISC-R Verbal Scale (VS) and Full Scale (FS) IQ scores were significantly lower than the corresponding mean WISC IQ scores. Although the differences between WISC and WISC-R mean IQ scores were not so great as those found by some other investigators, the findings do support previous research which has revealed the mean WISC-R FS scores to be lower than mean WISC FS scores. However, the correlation coefficients between the WISC and WISC-R for all three IQ scores were significant. Thus, the two instruments do appear to be measuring similar abilities.

Comparison of WISC and WISC-R scores of referred black, white and Latino children

Seventy-two school psychologists in the tri-state area of Michigan, Illinois and Ohio administered both the WISC and WISC-R to 164 black, white and Latino children in a counterbalanced order with a specific test-retest interval of not less than a week or more than a month. These children had been referred to the school psychologist because of concerns about their intellectual ability. Significant WISC/WISC-R differences were found, with the WISC-R yielding lower results. These results have implications for test users, special education programs, and mainstreaming efforts.

Induction of intellectual gains in blind children

Twenty blind children (5–10 years old) were taught the concept of seriation by a learning set procedure. Ten of the children were also taught a simple classification concept to see if developing both abilities would produce more general intellectual gains. Children in a control group had training sessions matched in timing and extent, but differing in content. The results indicate that mastery of the concepts of seriation and classification can be accelerated through training. Training also affected WISC and SIT IQ scores; for these measurements, the seriation-classification group showed the greatest increase. Training had no effect on measures of psychological and social adjustment. The findings suggest that learning set training of Piagetian concepts can be effective in overcoming some conceptual deficiencies found in blind children. It may be profitable to test similar procedures with other children who are biologically mature but lagging in conceptual development.

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.

I. Comparison of WISC and WISC-R scores of mentally retarded and gifted children

I. Comparison of WISC and WISC-R scores of mentally retarded and gifted children

Social and biological factors in child development.

Groups of healthy black ( n = 84) and healthy white ( n = 49), chronically ill black ( n = 134) and chronically ill white ( n = 17) boys and girls, lower and middle class, within three age categories (5 to 8 yr., 9 to 12 yr., and 13 yr. and over) were given the WISC, Bender-Gestalt, TAT, and a figure-drawing test. Statistical comparisons were made by age, sex, social class, race, and health status. It was concluded that: (1) WISC scores improved with age perhaps in part due to changes in academic motivation between sexes and races; (2) class status had a marked effect on social and intellectual performance; (3) the deficit noted in black children was a caste difference related to health status and social class; (4) illness also created large social and intellectual deficits, including classical Wechsler and Bender signs of central nervous system involvement; (5) parents' outlooks and concerns for their children were more the result of material assets and liabilities than of different customs or values.

Matched pair comparison of WISC and WISC-R scores

Matched pair comparison of WISC and WISC-R scores

Relationships Among Token Test, Age, and WISC Scores for Children with Learning Problems

The Token Test and the Wechsler Intelligence Scale for Children were administered to 46 non-retarded children with learning problems. Significant correlations were found between TT scores, the children's ages, and WISC Verbal, Performance, and Full Scale IQs as well as among all five of the Verbal Scale subtests and one of the Performance Scale subtests. The results indicated that performance on the TT is not independent of age or level of intellectual functioning, and that several of the factors underlying and involved in intellectual ability are related to performance on the TT.

Differential Correlates of Bender-Gestalt and Beery Visual Motor Integration Test for Black and for White Children

The Bender-Gestalt and Beery Developmental Test of Visual Motor Integration were administered to 58 black and 33 white children, aged 10-5, mean IQ of 81, of comparable socioeconomic class. WISC, Peabody, Raven Matrices, and Wide Range Achievement Test scores were correlated separately for each racial group. No test appeared to have unique value in helping alleviate possible racial differences in test performance, correlated with achievement test scores at levels exceeding correlation of the WISC with such scores.

Comparability of the Peabody and WISC Scores among Black Five-Year-Olds

Comparability of the Peabody and WISC Scores among Black Five-Year-Olds

Efficiency of Peabody Picture Vocabulary in estimating WISC scores for delinquents.

IQs on the Peabody Picture Vocabulary Test for 106 males 13 to 16 yr. and of lower class status were related to WISC IQs (assessed by student examiners) in three different ranges (80–89, 70–79, Below 70) as a function of race. Both group and individual results were consistent with previous data showing the Peabody scale generally overestimates the IQs of retarded subjects. The present results, however, also indicate that the Peabody tended to underestimate the IQs of 34 “Dull Normal” subjects. Thus, there appears to be an interaction between the Peabody, the WISC, and IQ level. Individual analysis corroborated the group analysis in that 77% of the 26 black subjects and 93% of the 15 white subjects in the range below 70 IQ obtained Peabody scores which overestimated Full Scale WISC IQs. In the “Dull Normal” IQ range the Peabody underestimated WISC performance for 89% of the 18 black subjects and 81% of the 16 white subjects. When the Wechsler mean IQ for both blacks and whites was between 60 and 83 the Peabody tended to produce a mean IQ score between 70 and 78. Thus, irrespective of the Wechsler IQ, the mean Peabody IQ showed little variability. The utility of the Peabody in estimating the Wechsler IQ of juvenile offenders is of doubtful value.

Ethnicity, socioeconomic status, and pattern of WISC scores as variables that affect psychologists' estimates of "effective intelligence".

Psychologists estimated "true IQs" or "effective intelligence" from WISC profiles that varied for ethnicity (black, Mexican-American, or white), social class (lower or middle), profile (three scatter patterns), and direction of Verbal-Performance Scale discrepancy. Psychologists gave higher IQ estimates to black and Mexican-American children's profiles than to the same profiles of white children. Social class was not a significant factor. Profiles with much scatter received higher IQs than profiles with limited scatter. The pattern of subtest scores also affected estimates, while the direction of the Verbal-Performance discrepancy was not significant. Finally, the WISC was judged to be more valid for white than for black and Mexican-American children. Explanations of the findings were discussed.

Using the Peabody Picture Vocabulary Test with Children Having Difficulty Learning

This research examined differences between WISC and PPVT scores for children with learning problems who were patients in a multispecialty group medical practice. The sample was composed of 99 children seen by a psychologist and a pediatric neurologist: 77 showed significant evidence of diffuse neurological dysfunction, 25 had speech problems, and 20 were diagnosed as having learning problems only. Results support previous research which indicates that PPVT IQs are frequently higher than WISC IQs when both instruments are used with the same children. PPVT IQs were significantly higher than WISC IQs both for the total sample and by diagnostic classification.

A comparison between the WISC and WISC-R among educable mentally retarded students

The study compared differences and similarities between WISC and WISC-R scores for 48 ten- and thirteen-year-old EMR students, who were matched according to sex and race. The WISC-R yielded significantly lower VS, PS, and FS IQ scores than the WISC for this predominantly rural Georgia population. The FS IQ scores from the WISC-R averaged 7.5 points lower than the WISC FS IQs, with similar differences noted for VS and PS scores. There was no significant difference in FS IQs between the two age groups. Results suggest that many children classified as “Borderline” or slightly above by the WISC will be classified as “Mentally Deficient” by the WISC-R.

Neuropsychologic function of children with severe hearing impairment.

A neuropsychologic and medical study was carried out on a selected sample of 34 hearing-impaired children aged seven to 10 years at the onset of the study. In 16 children the cause of the hearing loss was thought to be exogenous. Eight of these had evidence for organic brain dysfunction. Nine children were thought to have genetic etiologies, and in nine no cause could be determined (sporadic hearing loss). Medical examination revealed several unsuspected abnormalities, particularly visual ones. Motor and visual motor deficits were frequent among hearing-impaired children with brain damage. The Performance Scale of the Wechsler Intelligence Scale for Children, and Raven's Coloured Progressive Matrices, as well as the Paper Folding item of the Hiskey-Nebraska Test of Learning Aptitude appeared sensitive to the presence of brain damage. The mean score for the WISC Performance Scale fell within the average range for hearing children, supporting previous findings of cognitive competence of the deaf. In this sample, Hiskey-Nebraska scores tended to be lower than WISC scores. Reasons for this discrepancy were suggested and did not appear to be accounted for by brain damage. Deficits in items requiring visual memory, sequencing, and categorization were relatively prevalent but showed no etiologic predilection. They were thought to be related to the consequence of hearing loss rather than to brain damage. Difficulty with stereognosis highlighted the problem of deciding why a hearing-impaired child might fail a particular task. This difficulty suggested that failure might not indicate a deficit in the function the task was designed to measure, but rather, reliance on an inefficient strategy for success.

Prediction of Classroom Achievement Using Intelligence and Behavioral Variables for Inner-City Children

The relative importance of academic aptitude and behavioral variables for the prediction of achievement criteria in basic skill areas was investigated for a sample comprised of 71 inner-city third and fourth grade Ss. Analysis of the regression of five subtests of the Stanford Achievement Test on WISC IQs and scores on the Devereux indicated that both intelligence and behavioral variables constitute important components of third and fourth grade reading and arithmetic achievement and account for a significant proportion of the criterion variance in this sample.

An Analysis of Supplementary Subtests and Their Influence on Total Wisc Scores of High Achieving Students

Summary A study was conducted for the purpose of determining whether or not the addition of one or both of the supplementary WISC subtests, Digit Span of the Verbal Scale—and Mazes of the Performance Scale, materially affected the obtained IQs for high achieving fifth grade subjects. All 12 subtests of the WISC were individually administered to 44 Ss, and IQs were then calculated in such a manner that specific comparisons could be made. These comparisons were between Verbal, Performance, and Full Scale IQs composed of the maximum number of subtests, and Verbal, Performance, and Full Scale IQs exclusive of Digit Span, Mazes, or both subtests. Analyses by use of t tests for correlated means revealed highly significant differences. The addition of Digit Span and Mazes in the WISC battery served to depress the Verbal, Performance, and Full Scale IQs of the high achieving Ss.

Pattern Analysis of Wisc Scores Achieved by Culturally Disadvantaged Southern Blacks

An analysis of the pattern of WISC scores for 54 Black children from Northeast Georgia and Southwest South Carolina was performed to determine whether there was any reliable difference in their performance on the various subtests. Highest scores were obtained in Picture Completion, Similarities, and Comprehension; lowest scores on Picture Arrangement, Information, Coding, Block Design, and Object Assembly. Such data do not support the view that Southern Black culture has less a detrimental effect on Performance than on Verbal subtests of the WISC. If replicated, implications need examination.