NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20210
Since 20200
Since 2017 (last 5 years)0
Since 2012 (last 10 years)0
Since 2002 (last 20 years)4
Source
Educational and Psychological…38
Education Level
Audience
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 38 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Konold, Timothy R.; Canivez, Gary L. – Educational and Psychological Measurement, 2010
Considerable debate exists regarding the accuracy of intelligence tests with members of different groups. This study investigated differential predictive validity of the "Wechsler Intelligence Scale for Children-Fourth Edition". Participants from the WISC-IV--WIAT-II standardization linking sample (N = 550) ranged in age from 6 through…
Descriptors: Intelligence, Written Language, Oral Language, Predictive Validity
Peer reviewed Peer reviewed
Direct linkDirect link
Guo, Boliang; Aveyard, Paul; Dai, Xiaoyang – Educational and Psychological Measurement, 2009
The Wechsler intelligence test has four factors representing four components of intellectual function. In China, there are marked cultural, educational, and economic disparities between rural and urban dwellers, which could lead to cultural bias. The aim of this study was to apply the four-factor structure to responses to the Chinese Intelligence…
Descriptors: Intelligence Tests, Young Children, Factor Structure, Measurement
Peer reviewed Peer reviewed
Direct linkDirect link
Watkins, Marley W.; Wilson, Sharise M.; Kotz, Kasey M.; Carbone, Maria C.; Babula, Teresa – Educational and Psychological Measurement, 2006
Factor analysis was applied to the Wechsler Intelligence Scale for Children--Fourth Edition (WISC-IV) scores of 432 Pennsylvania students referred for evaluation for special education services to determine the factor structure of the WISC-IV with this population. A first-order, four-factor oblique solution that mirrored that found in the WISC-IV…
Descriptors: Factor Structure, Intelligence Tests, Factor Analysis, Scores
Peer reviewed Peer reviewed
Watkins, Marley W.; Greenawalt, Chris G.; Marcel, Catherine M. – Educational and Psychological Measurement, 2002
Applied factor analysis to the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) scores for 505 gifted students, to evaluate the construct validity of the WISC-III with this population. Results are consistent with the hypothesis that subtests that emphasize speed of reading are not valid for gifted children and suggest that an…
Descriptors: Construct Validity, Elementary Education, Elementary School Students, Factor Analysis
Peer reviewed Peer reviewed
Ozawa, Joseph P.; Michael, William B. – Educational and Psychological Measurement, 1983
The Ozawa Behavioral Rating Scale contains six items related to distractibility and nine items related to impulsivity. This validity study showed that the Scale shows statistically significant relationships with the Wechsler Intelligence Scale for Children--Revised and the Matching Familiar Figures Test and may be appropriate for identifying…
Descriptors: Attention Deficit Disorders, Behavior Rating Scales, Disability Identification, Educational Diagnosis
Peer reviewed Peer reviewed
Reynolds, Cecil R.; Harding, Richard E. – Educational and Psychological Measurement, 1983
Six methods of measuring factorial similarity were compared with regard to outcome based on two large data sets, one for an intelligence test and the other for a personality test. All indexes yielded comparable results. Comparing factors determined at random, all indexes yielded comparable results leading to a conclusion of dissimilarity.…
Descriptors: Correlation, Elementary Education, Factor Analysis, Factor Structure
Peer reviewed Peer reviewed
Maller, Susan J.; Konold, Timothy R.; Glutting, Joseph J. – Educational and Psychological Measurement, 1998
Whether the measurement of intelligence by the Wechsler Intelligence Scale for Children III (WISC-III) differs for children who exhibit inappropriate test-taking behavior was studied empirically with 247 inappropriate behavior and 515 appropriate behavior children. Results suggest that the factor index and full-scale IQ may have different meanings…
Descriptors: Behavior Patterns, Children, Factor Structure, Intelligence
Peer reviewed Peer reviewed
Cramer, Kenneth M. – Educational and Psychological Measurement, 1998
Whether the one- or two-factor Wechsler or weighted sum scores (WSS) structural models adequately fit the Wechsler Intelligence Scale for Children III (WISC-III) covariance matrices was studied with samples of 2200 and 1118 children from previous studies. Both the WSS and supplemented models provided better fit than Wechsler's model but still…
Descriptors: Comparative Analysis, Factor Structure, Goodness of Fit, Intelligence
Peer reviewed Peer reviewed
Maller, Susan J.; Ferron, John – Educational and Psychological Measurement, 1997
Factorial invariance of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) when administered to deaf children who use sign language was studied with 110 children and the WISC-III standardization sample of 2,200 children. Path coefficients, error variances, and factor covariances were not invariant, indicating that test…
Descriptors: Children, Deafness, Error of Measurement, Factor Analysis
Peer reviewed Peer reviewed
Maller, Susan J. – Educational and Psychological Measurement, 2001
Used the national standardization sample (n=2,200) of the Wechsler Intelligence Scale for Children Third Edition (WISC-III) to investigate differential item functioning (DIF) in 6 WISC-III subtests. Detected both uniform DIF and nonuniform DIF, finding DIF for about one third of the items studied. Discusses implications for use of the WISC-III.…
Descriptors: Children, Intelligence Tests, Item Bias, Test Items
Peer reviewed Peer reviewed
Prewett, Peter N. – Educational and Psychological Measurement, 1992
The relationship between scores on the Kaufman Brief Intelligence Test (K-BIT) and Wechsler Intelligence Scale for Children--Revised (WISC-R) was studied for 13 white and 27 African-American academically deficient male adolescent delinquents. Results support use of the K-BIT as a screening instrument and the WISC-R as a follow-up or comprehensive…
Descriptors: Adolescents, Black Youth, Comparative Testing, Delinquency
Peer reviewed Peer reviewed
Slate, John R.; Jones, Craig H. – Educational and Psychological Measurement, 1995
Two studies involving 89 children were conducted to evaluate the validity of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) with African American students undergoing special education evaluations. Results were highly correlated with previously determined IQs, and the factor structure of the WISC-III was generally supported.…
Descriptors: Black Students, Diagnostic Tests, Educational Diagnosis, Factor Analysis
Peer reviewed Peer reviewed
Kamphaus, Randy W.; And Others – Educational and Psychological Measurement, 1994
Confirmatory factor analysis was used to test 3 models of the Wechsler Intelligence Scale for Children-III (2-, 3-, and 4-factor conceptualizations) for 11 age groups with 200 subjects per age group. The four-factor model is somewhat supported, but its theoretical or clinical importance is unclear. (SLD)
Descriptors: Age Differences, Children, Correlation, Factor Structure
Peer reviewed Peer reviewed
Longstreth, Langdon E.; Alcorn, Mark B. – Educational and Psychological Measurement, 1990
J. Dirks (1982) reported that the Block-Design subtest score from the Wechsler Intelligence Scale for Children--Revised is amenable to practice effects transferred from a game. Results from the assessment of two other spatial games, using 37 children in daycare (23 experimentals and 14 controls) indicate no transfer effects. (TJH)
Descriptors: Childrens Games, Intelligence Tests, Preschool Education, Spatial Ability
Peer reviewed Peer reviewed
Mason, Elizabeth M.; Wenck, L. Stanley – Educational and Psychological Measurement, 1989
Cognitive differences between 987 LD children and 178 EH children in public schools on a psychoeducational assessment battery were studied, and differences in factor structure were investigated. Caution is suggested in interpreting the results of multivariate statistical analyses, which indicated heterogeneity in the matrices of LD and EH…
Descriptors: Achievement Tests, Cognitive Processes, Comparative Testing, Educational Assessment
Previous Page | Next Page ยป
Pages: 1  |  2  |  3