| کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
|---|---|---|---|---|
| 929014 | 1474264 | 2015 | 8 صفحه PDF | دانلود رایگان |
کلید واژه ها
1. روش
1.1. اشتراکات
1.2. ابزار
1.3. طرح تجزیه و تحلیل داده ها
2. نتایج
2.1. الگوی عملکرد در کودکان مبتلا به ناتوانی در یادگیری
2.3. تحلیل عامل تایید کننده ی چند گروهی بر کودکان مبتلا به ناتوانی در یادگیری و کودکان معمولی در ساختار درجه اول معیار هوش وکسلر
2.4. تحلیل عامل تایید کننده ی چند گروهی بر کودکان مبتلا به ناتوانی در یادگیری و کودکان معمولی در ساختار درجه اول معیار هوش وکسلر
2.5. بارگذاری بر عامل جی و واریانس برای هر خرده آزمون
3. بحث
• SLD children scores vary differently in the four WISC-IV indexes.
• The four IQ indexes are differently related to g.
• There are differences in the g content of the indexes and many subtests between SLD cases and controls.
Children with specific learning disabilities (SLDs) are characterized by a poor academic achievement despite an average intelligence. They are therefore typically assessed not only with achievement tests, but also with intelligence tests, usually the Wechsler Intelligence Scale for Children (WISC). The assumption of a discrepancy between IQ and achievement in children with SLD has been questioned, however, and the implications of using different measures in batteries of intellectual subtests have not been thoroughly investigated. The present study examined these issues, taking advantage of a large database of scores obtained in the ten core subtests of the WISC-IV by a group of 910 Italian children with a clinical diagnosis of SLD, who were compared with the children considered for national standardization purposes. Our results support the doubts raised concerning the IQ-achievement discrepancy model, showing that relevant discrepancies can emerge even within the WISC profile. The four main WISC-IV indexes were found differently related to intelligence (measured by means of the g-factor) and the g content of many subtests differed in children with SLD vis-à-vis typically-developing children. These results have important implications both theoretical, indicating that the g-factor is weakly identified in children with SLD children, and practical, indicating that the QI obtained with the WISC-IV may not be a good measure of intellectual functioning for children with SLD, which are discussed.
Journal: Intelligence - Volume 52, September–October 2015, Pages 36–43