Caruso J C, Witkiewitz K, Youngstrom E A, Glutting J J
Department of Psychology, University of Montana, 241 Skaggs Building, Missoula, Montana 59812, USA.
Psychol Assess. 2001 Dec;13(4):543-8. doi: 10.1037//1040-3590.13.4.543.
The cumulative percentage frequencies are presented for differences among reliable component analysis (RCA) scores for the verbal comprehension, perceptual organization, freedom from distractibility, and processing speed constructs assessed by the Wechsler Intelligence Scale for Children--Third edition (WISC-III) for the standardization sample and a learning disabled sample. Using RCA scores to form differences has several advantages over traditional equally weighted scores for the WISC-III. J. C. Caruso and N. Cliff (2000) presented tables to assess the statistical significance of differences among the RCA scores for the WISC-III. It is important, however, to use a dual approach in interpreting difference scores; both the statistical significance of a difference and the frequency with which it occurred in a relevant comparison group should be determined. This article contains the information necessary for practitioners to use the recommended dual approach to interpreting RCA difference scores for the WISC-III.
本文给出了韦氏儿童智力量表第三版（WISC - III）标准化样本和学习障碍样本在言语理解、知觉组织、注意力集中性和加工速度等分量表上的可靠成分分析（RCA）分数差异的累积百分比频率。与WISC - III传统的等权重分数相比，使用RCA分数来形成差异具有多个优势。J. C. 卡鲁索和N. 克里夫（2000年）给出了表格来评估WISC - III的RCA分数差异的统计学显著性。然而，在解释差异分数时采用双重方法很重要；既要确定差异的统计学显著性，也要确定其在相关比较组中出现的频率。本文包含了从业者使用推荐的双重方法来解释WISC - III的RCA差异分数所需的信息。
