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
- Resource Type
- Authors
- James Inglis; Iain MacKay; Elizabeth Guthrie Nichols; J. S. Lawson
- Source
- Journal of learning disabilities. 21(8)
- Subject
- Male
Health (social science)
Psychometrics
media_common.quotation_subject
Intelligence
Test validity
behavioral disciplines and activities
050105 experimental psychology
Education
Developmental psychology
Nonverbal communication
medicine
Cognitive development
Humans
0501 psychology and cognitive sciences
Child
media_common
Learning Disabilities
05 social sciences
Wechsler Scales
050301 education
Cognition
Language acquisition
General Health Professions
Learning disability
Aptitude
Female
medicine.symptom
Psychology
0503 education
Cognitive psychology
- Language
- ISSN
- 0022-2194
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.