Differentiation of abilities, socioeconomic status, and the WISC.

Abstract

The study investigated the effect of an increase in age on the factor structures of the subtests of the Wechsler Intelligence Scale for Children (WISC), and the relationship between subtest scores and socioeconomic status (SES), The scores of 70 Ss, tested at ages 10 and 12, were factor analyzed and structures at the 2 age levels compared. The sample was also divided into high and low SES groups, and subtest means calculated for each group. At both age levels, between-group mean differences were significant at or beyond the .OS level of confidence in the case of verbal subtests, while factor structures, which were similar, indicated a trend towards integration of abilities. The structures denned 2 main factors, identified as verbal and performance IQ, respectively.1 This paper is based on a thesis submitted to the Department of Educational Psychology of the University of Alberta in partial fulfillment of the requirements for an MEd degree. The author wishes to acknowledge his indebtedness to W.

Biological aspects of a high socio-economic group II. IQ Components and Social Mobility

“…The verbal and performance scores are summed to obtain the full-scale score or total IQ. This subdivision of the WAIS into verbal and performance components has been substantiated by factor analysis (Cropley, 1964).…”

Attitudinal orientations and cognitive functioning among adolescents.

“…The criterion of cognitive functioning was extended to include measures of scholastic achievement and measures of nonverbal intelligence in addition to verbal ability, which was the primary criterion of achievement in the analyses presented by Coleman et al (1966). The choice of both verbal and nonverbal criterion measures was made in view of differences found in the degree of relation of verbal and nonverbal abilities with socioeconomic status (Cropley, 1964;Karp, Silberman, & Winters, 1969;MacArthur & Elley, 1963;Marjoribanks, 1972aMarjoribanks, , 1972b and with parents' achievementrelated attitudes (Marjoribanks, 1972a(Marjoribanks, , 1972b.…”

Development of verbal skills in first-born and only boys

“…Other research on the Canadian Prairies (e.g. Cropley, 1964) indicates that the usual average WISCIQ of white children actually attending school in the region is of the order of 115. Data for Regina elementary school children who are neither First Borns nor Onlys (Start, 1971) indicated their mean IQ was 116-7.…”