Factor Structure of the Wechsler Intelligence Scale for Children (4th ed.) Among Gifted Students

Rowe, Ellen W.; Dandridge, Jessica L.; Pawlush, Alexandra; Thompson, Dawna F.

doi:10.1037/e711482011-001

Cited by 2 publications

(4 citation statements)

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“…In fact, only five of the WISC–IV 10 core subtests were core subtests on the WISC–III. Furthermore, preliminary evidence with the core subtests of the WISC–IV suggests that the WISC–IV is a four-factor test among gifted students (Rowe, Dandridge, Pawlush, & Thompson, 2011).…”

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confidence: 99%

Cognitive predictors of reading and math achievement among gifted referrals.

Rowe¹,

Miller²,

Ebenstein³

et al. 2012

School Psychology Quarterly

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This study investigated the predictive power of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) Full Scale IQ (FSIQ), the General Ability Index (GAI), and the WISC-IV index score composites on subsequent reading and math standardized test scores among high-achieving students. The sample consisted of 84 elementary-age students who received an individual cognitive assessment with the WISC-IV in the previous year as part of the application process for gifted and talented programming through their schools. Although there were no significant differences among the mean WISC-IV index scores, 77% of the individual students evidenced statistically significant WISC-IV index score variability. Thus, intraindividual test score variability appears to be the norm among high-achieving students. In spite of this variability, regression analyses indicated that the FSIQ predicted reading comprehension and mathematics achievement better than, or as well as, the GAI or individual scores for verbal comprehension and perceptual reasoning. None of the cognitive variables correlated significantly with achievement scores for Word Reading or Pseudoword Decoding scores, but the FSIQ, GAI, Verbal Comprehension, and Perceptual Reasoning scores predicted reading comprehension. Limitations and directions for future research are discussed.

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confidence: 99%

Cognitive predictors of reading and math achievement among gifted referrals.

Rowe¹,

Miller²,

Ebenstein³

et al. 2012

School Psychology Quarterly

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“…Although the cognitive bases for the two spatial constructional tasks do not fully overlap [ 29 ] (see also [ 41 , 42 , 43 ]), the difference in predictors could be likely ascribed to the different scoring systems used for the two tasks. Here we adopted the classical scoring systems, which are based on reproduction accuracy (without time constraints) for the Rey–Osterrieth Complex Figure [ 19 , 20 , 38 ], and on time-bound accuracy for the Block Design [ 27 , 40 ], thus possibly explaining the significant association of the latter task with GL switching speed. However, beyond this task-related difference, the finding that switching from the global to local processing level can account for both spatial constructional tasks suggests this visual perception ability could be pivotal for spatial construction performance.…”

Section: Discussionmentioning

confidence: 99%

“…Building blocks were evaluated by means of the Block Design subtest from the Italian adaptation of the Wechsler Intelligence Scale for Children, fourth edition (WISC-IV; Ref. [ 27 , 40 ]). The task required participants to observe two-/three-dimensional models and use red and white blocks to reproduce them within a time limit.…”

Section: Methodsmentioning

confidence: 99%

“…In the present study, we aimed to examine these alternatives by testing the effect of global and local perception, and of switching between these two levels of analysis, on the performance of typically developing children on the Rey–Osterrieth Complex Figure [ 19 , 20 ] and the Block Design test [ 27 ], the most widely used tasks to assess spatial construction [ 1 , 2 , 28 , 29 ]. Global and local perception were assessed by means of a modified version of a Navon hierarchical figures task [ 12 ], i.e., the global/local switching task, that allowed us to separately measure global processing, local processing, switching from global to local processing and vice versa [ 25 ].…”

Section: Introductionmentioning

confidence: 99%

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Switching between the Forest and the Trees: The Contribution of Global to Local Switching to Spatial Constructional Abilities in Typically Developing Children

et al. 2020

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Background: Spatial analysis encompasses the ability to perceive the visual world by arranging the local elements (“the trees”) into a coherent global configuration (“the forest”). During childhood, this ability gradually switches from a local to a global precedence, which contributes to changes in children’s spatial construction abilities, such as drawing or building blocks. At present, it is not clear whether enhanced global or local processing or, alternatively, whether switching between these two levels best accounts for children’s spatial constructional abilities. Methods: We assessed typically developing children 7 to 8 years old on a global/local switching task and on two widely used spatial construction tasks (the Rey–Osterrieth Complex Figure and the Block Design test). Results: The ability to switch from global to local level, rather than a global or a local advantage, best accounted for children’s performance on both spatial construction tasks. Conclusions: The present findings contribute to elucidate the relationship between visual perception and spatial construction in children showing that the ease with which children switch perception from global to local processing is an important factor in their performance on tasks requiring complex drawing and block assembling.

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Factor Structure of the Wechsler Intelligence Scale for Children (4th ed.) Among Gifted Students

Cited by 2 publications

References 0 publications

Cognitive predictors of reading and math achievement among gifted referrals.

Cognitive predictors of reading and math achievement among gifted referrals.

Switching between the Forest and the Trees: The Contribution of Global to Local Switching to Spatial Constructional Abilities in Typically Developing Children

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