A Cross-Validation Study of Patterns of Cognitive Ability in Children with Learning Difficulties, as Described by Factorially Defined WISC-R Verbal and Performance IQs

WISC-R Verbal and Performance factorial IQs have been developed that can provide a formal statistical metric for the description of the patterns of cognitive ability exhibited by children with learning disability. The present study of 813 children includes test-retest data from 224 boys and girls. T...

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Bibliographic Details
Published in:Journal of learning disabilities 1988-10, Vol.21 (8), p.504-508
Main Authors: Nichols, E. G., Inglis, James, Lawson, J. S., MacKay, Iain
Format: Article
Language:English
Subjects:
Biological and medical sciences
Child
Communication disorders
Female
Humans
Intelligence
Learning Disorders - psychology
Male
Medical sciences
Nosology. Terminology. Diagnostic criteria
Psychology. Psychoanalysis. Psychiatry
Psychometrics
Psychopathology. Psychiatry
Techniques and methods
Wechsler Scales
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Summary:WISC-R Verbal and Performance factorial IQs have been developed that can provide a formal statistical metric for the description of the patterns of cognitive ability exhibited by children with learning disability. The present study of 813 children includes test-retest data from 224 boys and girls. The results in large part confirm previous findings. These children suffer a progressive deterioration in verbal ability, whereas their nonverbal ability shows an increase in the earlier years, leveling off thereafter. These results can be used to evaluate the alternative hypothesis of developmental lag as opposed to deficit as a cause of learning disability.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221948802100811