Wisc Factor Structure for Normal Negro Pre-School Children

1964 ◽  
Vol 15 (2) ◽  
pp. 543-548 ◽  
Author(s):  
R. Travis Osborne
Keyword(s):  
Factor Analysis ◽  
School Children ◽  
Digit Span ◽  
Block Design ◽  
School Level ◽  
School Factors ◽  
Intelligence Scale ◽  
Picture Arrangement ◽  
The Mean ◽  
Intercorrelation Matrix

In order to estimate the dimensionality of the Wechsler Intelligence Scale for Children, factor analysis was applied to a 30 by 30 intercorrelation matrix of the WISC and four reference tests. The 10 standard WISC subtests, except Coding, were split into two, three, or four parts to yield as many variables as possible. Ss, were 111 Negro pre-school children; mean age, 6 yr. 1 mo.; the mean full scale IQ was 84. Evidence is presented supporting 10 statistically significant orthogonal dimensions. Not all factors are perfectly congruent with the subtest structure of the WISC or concordant with the results of prior factorizations of the WISC at the pre-school level. There is no factor for Block Design apart from Picture Arrangement. The Digit Span subtest splits involve three different WISC factors, two are from the performance section of the test and one is from the verbal section. Coding is involved in only one factor; Manipulation of Areas, one of the non-verbal reference tests. At least 7 of the 10 significant pre-school factors are readily identified by WISC subtests or combinations of WISC subtests.

Factorial Composition of the Wechsler Intelligence Scale for Children at the Pre-School Level

1963 ◽  
Vol 13 (2) ◽  
pp. 443-448 ◽  
Author(s):  
R. T. Osborne
Keyword(s):  
Factor Analysis ◽  
Correlation Matrix ◽  
Digit Span ◽  
Block Design ◽  
The Other ◽  
School Level ◽  
Intelligence Scale ◽  
The Mean ◽  
Source Of Information ◽  
Factorial Composition

In order to estimate the dimensionality of the Wechsler Intelligence Scale for Children, factor analysis was applied to a 30 by 30 inter-correlation matrix of the WISC and four reference tests. The 10 standard WISC subtests, except Coding, were split into two, three, or four parts to yield as many variables as possible. Ss were 163 white pre-school children; mean age, 6 yr. 2 mo.; the mean full scale IQ, 103. Evidence is presented supporting nine statistically significant orthogonal dimensions. Not all factors are perfectly congruent with the subtest structure of the WISC. There is no factor for Object Assembly separate from Block Design, nor is there a factor for Coding and Digit Span apart from the other subtests. The results are not consistent with the report of relatively small subtest specificity for the WISC at the pre-school level. If these findings are supported by analytic studies in process and planned, the Wechsler may be a much richer source of information than previously supposed.

scholarly journals Is Emotional Intelligence Correlated With Values Among Primary Schoolers?

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110207
Author(s):  
Kerem Coskun ◽  
Ozlem Ulu Kalin ◽  
Arcan Aydemir
Keyword(s):  
Factor Analysis ◽  
Emotional Intelligence ◽  
Regression Analysis ◽  
Primary School ◽  
School Children ◽  
Pearson Correlation ◽  
Relevant Literature ◽  
Primary School Children ◽  
Intelligence Scale ◽  
Confirmatory Factor

The present study sought to develop a scale to measure the values adoption of primary school children and explore whether emotional intelligence of primary school children is associated with values which are taught through curricular activities. First, the Value Adoption Scale (VAS) was developed in Study 1 by conducting exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and correlation was examined in Study 2. Data were collected using the Ten Years Emotional Intelligence Scale (TYEIS) and the Value Scale consisting of eight items. Data were analyzed with Pearson correlation coefficient and regression analysis. Results of data analysis indicated that there was a moderate correlation between emotional intelligence and values, but regression analysis revealed that emotional intelligence had weak predictive power for values adoption. It was concluded that teaching values through curricular activities is not useful to foster emotional intelligence among primary school children. Results of the research are discussed and addressed along with the relevant literature.

Individual Differences and Reliability of Information Transmission in Absolute Judgments of Loudness, Brightness and Line Lengths

1974 ◽  
Vol 39 (1) ◽  
pp. 239-246 ◽  
Author(s):  
Stephen G. Landau ◽  
Monte S. Buchsbaum ◽  
Richard Coppola ◽  
Miriam Sihvonen
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Information Transmission ◽  
Digit Span ◽  
Line Length ◽  
Intelligence Scale ◽  
Transmission Of Information ◽  
Processing Facility ◽  
The Central Nervous System ◽  
The Mean

Information transmission, as estimated from absolute judgments of loudness, brightness and line length, was measured in 35 normal Ss. Each S was tested on all modalities on each of three days. Individuals varied widely in their ability to transmit information and were consistent across modalities and days; reliabilities for loudness, brightness and line length between Days 2 and 3 were 0.72, 0.81, and 0.89 respectively. The mean intercorrelation between modalities was 0.40. WAIS Digit Span but no other intelligence scale was positively correlated with transmission of information. The results suggest the existence of a single information-processing facility in the central nervous system.

The Wechsler subtests in mild organic brain damage associated with folate deficiency

1984 ◽  
Vol 14 (2) ◽  
pp. 431-437 ◽  
Author(s):  
M. I. Botez ◽  
Thérèse Botez ◽  
Urs Maag
Keyword(s):  
Cerebrospinal Fluid ◽  
Digit Span ◽  
Block Design ◽  
Digit Symbol ◽  
Folate Supplementation ◽  
Neurological Signs ◽  
Picture Arrangement ◽  
Picture Completion ◽  
Organic Brain ◽  
Low Serum

SynopsisForty-nine patients with low serum and cerebrospinal fluid folate levels completed the Ottawa–Wechsler Scale after 7–11 months of folate supplementation (10 mg daily). Twelve patients exhibited major neurological symptoms, while 37 patients displayed depression and minor neurological signs. After folate therapy, Verbal, Performance and Full Wechsler scores were significantly improved (P ≺ 0·0·01). The order of improvement in scores on the Wechsler subtests (from the statistically most significant to the least as measured by the t-statistics) was: Block Design, Digit Symbol, Similarities, Picture Completion, Picture Arrangement, Arithmetic, Object Assembly, Digit Span, Information, and Comprehension.

Stability of Factor Structure of the WISC for Normal Negro Children from Pre-School Level to First Grade

1966 ◽  
Vol 18 (2) ◽  
pp. 655-664 ◽  
Author(s):  
R. T. Osborne
Keyword(s):  
Factor Structure ◽  
School Children ◽  
First Grade ◽  
School Level ◽  
Varimax Rotation ◽  
Intelligence Scale ◽  
Mental Abilities ◽  
Mental Factor ◽  
Made In

In order to determine the changes in mental factor structure with increasing age and educational maturity, two analytic studies were made. In 1961, 111 Negro pre-school children were examined with the Wechsler Intelligence Scale for Children and 4 reference tests. This battery was repeated 1 yr. later with 103 of the same children. The 10 standard WISC subtests, except Coding, were split into 2, 3, or 4 parts to yield as many variables as possible. Kaiser's varimax rotation was applied to the 30 by 30 matrix. Evidence is presented supporting 9 statistically significant uncorrelated factors at both the pre-school level and after 1 yr. of school. At least 8 factors are readily identified by WISC subtests or by combinations of WISC subtests. By age 6 differential mental abilities are clearly discernible. Between pre-school and the end of the first grade WISC mental factors are not appreciably altered by age, education or training. Eight factors extracted at the pre-school level are stable and congruent with those found after 1 yr. of school.

Common Short Forms of the Spanish Wechsler Adult Intelligence Scale

1997 ◽  
Vol 85 (3) ◽  
pp. 1121-1122
Author(s):  
Yvonne I. Demsky ◽  
Carlton S. Gass ◽  
Charles J. Golden
Keyword(s):  
Block Design ◽  
Age Groups ◽  
Adult Intelligence Scale ◽  
Intelligence Scale ◽  
Wechsler Adult Intelligence Scale ◽  
Adult Intelligence ◽  
Short Forms ◽  
Picture Arrangement ◽  
Test Version ◽  
Wechsler Adult Intelligence

Although the Escala de Inteligencia Wechsler (EIWA) has remained the only standard Spanish version of the Wechsler Adult Intelligence Scale (WAIS) and is consequently the most often-used intelligence test with Spanish-speaking clients, little information exists on the psychometric properties of the test beyond the information in the test manual (Wechsler, 1968). There is no information on the validity or reliability of commonly used short forms of the test, the two-test version using Block Design and Vocabulary, and the four-test version using Block Design, Vocabulary, Arithmetic, and Picture Arrangement. Using the statistical data in the test manual, the two-test version yielded reliabilities of .94 to .95 across the three standardization age groups and validity ratings of .92 to .93. Values for the four-test version were slightly higher, and all were comparable to those for the WAIS and WAIS–R. The results suggest that the short forms can be used with the same confidence with the Spanish WAIS as on the WAIS.

scholarly journals Methods of adaptability and stability applied to eucalyptus breeding

2018 ◽  
Vol 53 (1) ◽  
pp. 53-62
Author(s):  
Osmarino Pires dos Santos ◽  
Ivan Ricardo Carvalho ◽  
Maicon Nardino ◽  
Tiago Olivoto ◽  
Alan Junior de Pelegrin ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Field Experiments ◽  
Block Design ◽  
Genetic Breeding ◽  
Breast Height ◽  
Randomized Complete Block Design ◽  
Productive Potential ◽  
The Mean ◽  
Highly Correlated

Abstract: The objective of this work was to evaluate the consistency of the methods of Annicchiarico, Lin & Binns, Wricke, and factor analysis in identifying eucalyptus clones with stability, adaptability, and high productive potential. Eight-four clones, with three years of age, from the genetic breeding program of the company CMPC Celulose Riograndense were used. Three field experiments were carried out in a randomized complete block design, in an 84x3 factorial arragement, with 20 replicates of one plant per plot. The clones were evaluated as to diameter at breast height, plant height, and volume of wood. The methods of Annicchiarico and Lin & Binns are highly correlated with each other, and their use together with the method of Wricke is a sound strategy for the evaluation of eucalyptus clones. The factor analysis identified broadly adaptable clones, and some of them were the same ones identified by the methods of Annicchiarico and Lin & Binns. The use of the mean classification of the clones, along with the factor analysis, is efficient to identify the most adapted, stable, and productive ones among a high number of genotypes.

Lateral Preference and Style of Cognition

1979 ◽  
Vol 48 (3_suppl) ◽  
pp. 1167-1172 ◽  
Author(s):  
Eryu Kashihara
Keyword(s):  
Factor Analysis ◽  
Test Scores ◽  
Cross Validation ◽  
Intelligence Test ◽  
Lateral Preference ◽  
Intelligence Scale ◽  
The Mean ◽  
The Right ◽  
Intelligence Test Scores ◽  
The Relationship

The relationship between cognitive ability and laterality was examined in tetras of the relation of intelligence test scores to lateral preference. The factor analysis was performed on the variables of 12 tasks of the intelligence scale and total lateral preference. A slight relation was found between lateral preference and figure combination task. To clarify the relationship, the mean scores of tasks were tested for subjects who preferred the right and left on each preference item. Some significant differences were found. On some items, the mean scores of subjects with left preferences were inferior to those of subjects with right preferences on the figure-combination task. The result confirmed Levy's finding (1969). But cross-validation on a large sample is required.

Selecting Tetradic Short Forms of the Taiwan Wechsler Adult Intelligence Scale IV

Assessment ◽  
2019 ◽  
Vol 27 (7) ◽  
pp. 1633-1644 ◽  
Author(s):  
Hsinyi Chen ◽  
Mau-Sun Hua
Keyword(s):  
Digit Span ◽  
Block Design ◽  
Digit Symbol ◽  
Adult Intelligence Scale ◽  
Intelligence Scale ◽  
Wechsler Adult Intelligence Scale ◽  
Adult Intelligence ◽  
Short Forms ◽  
Wechsler Adult Intelligence ◽  
Estimation Quality

Factor-based Wechsler Adult Intelligence Scale–Fourth Edition (WAIS-IV) tetrads were investigated using the Taiwan WAIS-IV standardization sample of 1,105 normal adults aged between 16 and 90 years. Various psychometric characteristics, time constraints, and qualities of estimation were compared among 90 tetrads using linear equation procedures. Among the tetrads, the Information–Visual Puzzle–Digit Span–Digit Symbol combination had higher performance than the other combinations with respect to overall estimation quality and time saved. Moreover, the Similarities–Visual Puzzle–Digit Span–Digit Symbol, Information–Matrix Reasoning–Digit Span–Digit Symbol, and Information–Visual Puzzle–Letter Number Sequencing–Digit Symbol combinations obtained the most efficient estimates. For clinicians who value the utility of Block Design, the Information–Block Design–Digit Span–Digit Symbol combination was found to provide high estimation quality. The findings also revealed that the previously recommended Wechsler Adult Intelligence Scale–Third Edition tetrads are no longer the best solutions for the WAIS-IV. Furthermore, even the selected WAIS-IV tetrads had substantial misclassification rates; the four-factor short forms tend to underestimate the full-scaled IQ for highly intelligent adults. Therefore, these short forms should be used cautiously and for screening purposes only.

Auditory and Visual Recall of Forward and Backward Digit Spans

1996 ◽  
Vol 82 (3_suppl) ◽  
pp. 1099-1103 ◽  
Author(s):  
Douglas H. Powell ◽  
Mark D. Hiatt
Keyword(s):  
Cognitive Functioning ◽  
Digit Span ◽  
Visual Presentation ◽  
Auditory Presentation ◽  
Adult Intelligence Scale ◽  
Intelligence Scale ◽  
Wechsler Adult Intelligence Scale ◽  
Adult Intelligence ◽  
The Mean ◽  
Wechsler Adult Intelligence

Increasingly, clinicians obtain data from tests across modalities. Little actual information, however, exists as to normal patterns. An example is auditory and visual recall of digit span. The effects of modality on recall of digit span, sequence, and order were examined with 80 subjects ( M age 24.3 yr.). Subjects were given the Wechsler Adult Intelligence Scale-Revised, and a research version of MicroCog: Assessment of Cognitive Functioning. Both contain forward and backward digit spans. Recall for visual presentation was significantly stronger than for auditory presentation of backward digit span. Recall for visual backward digit span was also superior to auditory backward digit span when the sequence of presentation was controlled. The mean number of digits recalled was higher when visual digit span was preceded by auditory digit span.

Sign in / Sign up

Export Citation Format

Share Document