The effects of Wechsler Intelligence Scale for Children—Fourth Edition cognitive abilities on math achievement

Parkin, Jason R.; Beaujean, A. Alexander

doi:10.1016/j.jsp.2011.08.003

Cited by 31 publications

(38 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although the conclusion reached by Parkin and Beaujean (2011) was that a single factor model better predicted math achievement than did a model with multiple factors, in a research synthesis by McGrew and Wendling (2010), results indicated that there are differential relations between specific abilities and math achievement. For example, crystallized intelligence and fluid intelligence were related to arithmetic and computational skills, whereas short-term memory was not consistently related to arithmetic and computational skills.…”

Section: Cognition and Math Achievementmentioning

confidence: 94%

“…Indeed, researchers are beginning to explore the effects of different cognitive abilities on math achievement (e.g., Parkin & Beaujean, 2011). Although the conclusion reached by Parkin and Beaujean (2011) was that a single factor model better predicted math achievement than did a model with multiple factors, in a research synthesis by McGrew and Wendling (2010), results indicated that there are differential relations between specific abilities and math achievement.…”

Section: Cognition and Math Achievementmentioning

confidence: 99%

See 1 more Smart Citation

Cognition and classroom quality as predictors of math achievement in the kindergarten year

Blankson

Blair

2016

Learning and Instruction

View full text Add to dashboard Cite

Section: Cognition and Math Achievementmentioning

confidence: 94%

Section: Cognition and Math Achievementmentioning

confidence: 99%

Cognition and classroom quality as predictors of math achievement in the kindergarten year

Blankson

Blair

2016

Learning and Instruction

View full text Add to dashboard Cite

“…Numbers in parentheses denote the maximum possible score for that subtest. The Arithmetic subtest was included in all three editions, but we did not used in the current study because it is likely a better measure of academic achievement than intelligence (Parkin & Beaujean, 2012). stringent form of linking is equating.…”

Section: Equating Subtest Scoresmentioning

confidence: 99%

“…The WAIS-R did not include the Matrix Reasoning and Symbol Search subtests, while the WAIS-IV did not include the Object Assembly and Picture Arrangement subtests. Although the Arithmetic subtest was included in all three editions, we did not use it in the data analysis because it is likely a better measure of academic achievement than intelligence (e.g., Parkin & Beaujean, 2012).…”

Section: Wechsler Subtestsmentioning

confidence: 99%

Using Score Equating and Measurement Invariance to Examine the Flynn Effect in the Wechsler Adult Intelligence Scale

Benson

Beaujean

Taub

2015

Multivariate Behavioral Research

Self Cite

View full text Add to dashboard Cite

The Flynn effect (FE; i.e., increase in mean IQ scores over time) is commonly viewed as reflecting population shifts in intelligence, despite the fact that most FE studies have not investigated the assumption of score comparability. Consequently, the extent to which these mean differences in IQ scores reflect population shifts in cognitive abilities versus changes in the instruments used to measure these abilities is unclear. In this study, we used modern psychometric tools to examine the FE. First, we equated raw scores for each common subtest to be on the same scale across instruments. This enabled the combination of scores from all three instruments into one of 13 age groups before converting raw scores into Z scores. Second, using age-based standardized scores for standardization samples, we examined measurement invariance across the second (revised), third, and fourth editions of the Wechsler Adult Intelligence Scale. Results indicate that while scores were equivalent across the third and fourth editions, they were not equivalent across the second and third editions. Results suggest that there is some evidence for an increase in intelligence, but also call into question many published FE findings as presuming the instruments' scores are invariant when this assumption is not warranted.

show abstract

“…To screen ED, we utilized the Wechsler intelligence scale for children (WISC-IV) test 11 . The test consists of four subscales that include the following: 1. verbal comprehension with the following domains: information, vocabulary, simila rities, word reasoning, and comprehension; 2. percep tual reasoning with the following domains: matrix reasoning, pic ture concepts, block design, and picture completion; 3. working memory with the following domains: arithmetic, digit span, and letter-number sequence, and 4. proces sing speed with the following domains: symbol search, co ding, and cancelation.…”

Section: Executive Dysfunction Assessmentmentioning

confidence: 99%

Correlation between sleep disorder screening and executive dysfunction in children with attention deficit-hyperactivity disorder

Zambrano-Sánchez

Martínez-Cortés

Dehesa-Moreno

et al. 2013

Arq. Neuro-Psiquiatr.

View full text Add to dashboard Cite

Objective: To compare frequency of sleep disorders (SD) and executive dysfunction (ED) in children with attention deficit-hyperactivity disorder (ADHD) and a control group. Method: We studied 156 children with ADHD with a mean age of 8.5 years, and a control group with 111 children with a mean age of 8.3 years. We utilized the Pediatric Sleep Questionnaire (PSQ) to screen SD and the working memory measurement from the Wechsler intelligence scale for children (WISC-IV) to screen ED. Results: We did not observe an increased frequency of SD in children with ADHD compared with the controls. However, we did identify ED in children with ADHD; additionally a significant correlation was observed between the type of ADHD and SD and among ED, WISC-IV measurements, and type of SD in children with ADHD. Conclusion: An increase of SD frequency in children with ADHD was not observed, but we did identify ED in children with ADHD. Additionally, a correlation among ADHD types, SD, ED, and WISC-IV measurements was observed in children with ADHD.Keywords: attention deficit-hyperactivity disorder, sleep disorders, executive dysfunction, pediatric sleep questionnaire, Wechsler intelligence scale for children. REsumEnObjetivo: Comparar la frecuencia de trastornos del sueño (TS) y disfunción ejecutiva (DE) en niños con trastorno por déficit de atención-hiperactividad (TDA-H) y un grupo control. Método: Estudiamos 156 niños con TDA-H con una media de 8,5 años. El grupo control incluyó 111 niños con una media de 8,3 años. Utilizamos la versión traducida del Cuestionario pediátrico del sueño (CPS) para tamizar TS. Para estudiar la DE, usamos la medición de la memoria de trabajo de la escala de inteligencia de Wechsler para niños-IV (WISC-IV). Resultados: No encontramos una mayor frecuencia de TS en niños con TDA-H. Sin embargo, encontramos DE y correlaciones entre los diferentes tipos de TDA-H, y entre los TS, DE y de mediciones del WISC-IV. Conclusión: No hallamos un incremento en la frecuencia de TS en niños con TDA-H. Encontramos evidencia de DE y correlaciones entre el tipo de TDA-H, TS, DE y medidas del WISC-IV.Palabras clave: trastorno por déficit de atención-hiperactividad, trastornos del sueño, disfunción ejecutiva, cuestionario pediátrico del sueño, escala de inteligencia infantil de Wechsler.Attention deficit-hyperactivity disorder (ADHD) is an alteration that begins early in infancy and whose main symptoms include inattention, hyperactivity, and impulsivity 1,2 . Children with ADHD present adaptation difficulties in several areas of their life, such as at school, at home, or in different social environments, due mainly to impulsivity, hyperactivity, and inattention that may affect their quality of life (QoL) 3 . Moreover, children with ADHD frequently present different co-morbidities such as oppositional defiant disorder (ODD), learning disabilities (LD), conduct disorder (CD), or others.

show abstract

The effects of Wechsler Intelligence Scale for Children—Fourth Edition cognitive abilities on math achievement

Cited by 31 publications

References 38 publications

Cognition and classroom quality as predictors of math achievement in the kindergarten year

Cognition and classroom quality as predictors of math achievement in the kindergarten year

Using Score Equating and Measurement Invariance to Examine the Flynn Effect in the Wechsler Adult Intelligence Scale

Correlation between sleep disorder screening and executive dysfunction in children with attention deficit-hyperactivity disorder

Contact Info

Product

Resources

About