Is the Demise of IQ Interpretation Justified? A Response to Special Issue Authors

Hale, James B.; Fiorello, Catherine A.; Kavanagh, Jack A.; Holdnack, James A.; Aloe, Ariel M.

doi:10.1080/09084280701280445

Cited by 43 publications

(64 citation statements)

References 34 publications

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“…In response to various authors' support of the interpretation of global intelligence over factor scores (Dana & Dawes, 2007;Faust, 2007;Watkins, Glutting, & Lei, 2007), Hale, Fiorello, Kavanagh, Holdnack, and Aloe (2007) argued that profile analysis is especially useful and relevant for clinical samples of children who demonstrate variable scores on intelligence measures. Accordingly, Hale et al recommend more research with students with disabilities.…”

Section: Support For Factor Score Analysismentioning

confidence: 99%

Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

Freberg

Vandiver

Watkins

et al. 2008

Applied Neuropsychology

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) Full Scale IQ (FSIQ) scores in predicting later academic achievement given significant variability among any of the four WISC-III factor scores. Taken from an archival data set, the sample was composed of 6-to 13-year-old students who were twice evaluated for special education eligibility over approximately a three-year retest interval. Participants were separated into two groups based on the presence or absence of significant factor score variability and then matched across groups on disability, FSIQ, age, sex, and ethnicity. The results of hierarchical multiple regression analyses indicated that the FSIQ was a valid predictor of academic achievement scores even in the presence of significant factor score variability.

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Section: Support For Factor Score Analysismentioning

confidence: 99%

Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

Freberg

Vandiver

Watkins

et al. 2008

Applied Neuropsychology

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“…The FSIQ may be too generic and lose important information about a child's intellectual level in clinical populations (e.g., Fiorello et al, 2007). As a consequence, a program of intervention for a given child cannot be supported by a comparison between their intellectual strengths and weaknesses (Ferrer, Shaywitz, Holahan, Marchione, & Shaywitz, 2010;Hale, Fiorello, Kavanagh, Holdnack, & Aloe, 2007;Tanaka et al, 2011). These problems help to explain why the DSM-5 (American Psychiatric Association, 2013) omits any reference to the discrepancy between IQ and achievement, only mentioning academic difficulties not explained by an intellectual disability (see also Tannock, 2013).…”

Section: Introductionmentioning

confidence: 99%

Differences in the intellectual profile of children with intellectual vs. learning disability

Cornoldi

Giofrè

Orsini

et al. 2014

Research in Developmental Disabilities

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The Version of Scholarly Record of this Article is published in RESEARCH IN AbstractThe WISC-IV was used to compare the intellectual profile of two groups of children, one with specific learning disorders (SLDs), the other with intellectual disabilities (ID), with a view to identifying which of the four main factor indexes and two additional indexes can distinguish between the groups. We collected information on WISC-IV scores for 267 children (M age =10.61[SD=2.51], range 6-16 years, females = 99) with a diagnosis of either SLD or ID. Children with SLD performed better than those with ID in all measures. Only the SLD children, not the ID children, revealed significant differences in the four main factor indexes, and their scores for the additional General Ability Index (GAI) were higher than for the Cognitive Proficiency Index (CPI).Children with a diagnosis of SLD whose Full-Scale Intelligence Quotient (FSIQ) was < 85 showed a similar pattern. Our findings confirm the hypothesis that children with SLD generally obtain high GAI scores, but have specific deficiencies relating to working memory and processing speed, whereas children with ID have a general intellectual impairment. These findings have important diagnostic and clinical implications and should be considered when making diagnostic decisions in borderline cognitive cases.

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“…O presente estudo investigou a relação de habilidades específicas tais como raciocínio sequencial, raciocínio indutivo, discriminação visual, raciocínio visuo-espacial, entre outras avaliadas pela Leiter-R, com habilidades específicas de aritmética. Verificou-se que crianças com melhores habilidades de raciocínio tendem a se desempenhar melhor em uma tarefa de aritmética, corroborando achados prévios (Flanagan et al, 2006;Geray, 2007;Hale et al, 2007). Isto pode ser observado quando considerado o desempenho tanto no componente Processamento Numérico, quanto em Cálculo, apesar de relação ligeiramente maior com este último.…”

Section: Discussionunclassified

“…Estudos apontam uma relação consistente com conhecimento/compreensão (Floyd, Evans, & McGrew, 2003;Gelman & Butterworth, 2005;Swanson & Jerman, 2006), velocidade de processamento (Floyd et al, 2003;McGrew & Wedling, 2010), memória de curto prazo e memória operacional (Fuchs et al, 2008;Geary, 2007;) bem como inteligência fluida (Flanagan et al, 2006;Geray, 2007;Hale et al, 2007) e processamento visual (Geary, 2007;Hale et al, 2008).…”

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Relação entre habilidades cognitivas de processamento visual e inteligência fluida com o desempenho em aritmética

Mecca

Dias

Seabra

et al. 2016

Psico

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Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. http://creativecommons.org/licenses/by/4.0/deed.pt_BR Artigo originAl ISSN 1980-8623 Relationship between cognitive abilities of visual processing and fluid intelligence with arithmetic performance AbstractThe aim of this study was to investigate the relationship between cognitive skills like visual processing and fluid intelligence assessed by the Leiter-R and arithmetic performance in elementary school students. 51 children were evaluated between 7 and 8 years of age (52.94% boys and 47.06% girls), belonging to the 2nd and 3rd years of public and private schools. Positive, significant and moderate correlations were observed between the Analogies and Sequential Order Subtests of the Leiter-R with arithmetic skills like numerical processing and calculation. Both explained 25% of variance in arithmetic. By analyzing the data separately by school, similar results were obtained for private school, but few correlations were observed with children in public school. The findings of this study support the literature regarding the relationship between cognitive abilities and performance in arithmetic, emphasizing the importance of school type as the variable to be considered in these studies.Keywords: Intelligence; Inductive reasoning; Visual discrimination; Numeric processing; Calculation. Relación entre las habilidades cognitivas del procesamiento visual y inteligencia fluida con el rendimiento en aritmética ResumenEl objetivo de este estudio fue investigar la relación entre la inteligencia fluida y procesamiento visual, evaluado por el Leiter-R, y aritmética de los estudiantes de Escuela Elemental I. 51 niños fueron evaluados entre 7 y 8 años de edad (52,94% hombres; 47.06% mujeres), pertenecientes a la 2º y 3º años de escuelas públicas y privadas. Se observaron correlaciones positivas, significativas y de magnitud moderada entre los subtests Secuencias y Analogías con habilidades de procesamiento numérico y cálculo. Tanto explicó 25% de la varianza en la aritmética. Al analizar los datos por tipo de escuela, se obtuvieron resultados similares para la escuela privada, pero pocas correlaciones se observaron con los niños en escuela pública. Los hallazgos apoyan la literatura sobre la relación entre las capacidades cognitivas y el rendimiento en aritmética, haciendo hincapié en la importancia de la escuela como el tipo de variable a considerar en estos estudios.

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Is the Demise of IQ Interpretation Justified? A Response to Special Issue Authors

Cited by 43 publications

References 34 publications

Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

Significant Factor Score Variability and the Validity of the WISC-III Full Scale IQ in Predicting Later Academic Achievement

Differences in the intellectual profile of children with intellectual vs. learning disability

Relação entre habilidades cognitivas de processamento visual e inteligência fluida com o desempenho em aritmética

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