Cockshott Felicity C, Marsh Nigel V, Hine Donald W
School of Psychology, University of New England, Armidale, NSW, Australia.
Psychol Assess. 2006 Sep;18(3):353-7. doi: 10.1037/1040-3590.18.3.353.
A confirmatory factor analysis was conducted on the Wechsler Intelligence Scale for Children-Third Edition (WISC-III; D. Wechsler, 1991) with a sample of 579 Australian children referred for assessment because of academic difficulties in the classroom. The children were administered the WISC-III as part of the initial eligibility determination process for funding of special education services. The children were aged between 6 years and 16 years 7 months. One-, two-, three-, and four-factor models were tested. The four-factor model proposed in the WISC-III manual fit the data significantly better than all other models tested.
对韦氏儿童智力量表第三版（WISC - III；D. 韦克斯勒，1991）进行了验证性因素分析，样本为579名因课堂学习困难而被转介进行评估的澳大利亚儿童。这些儿童接受WISC - III测试，作为特殊教育服务资金初始资格确定过程的一部分。儿童年龄在6岁至16岁7个月之间。对单因素、双因素、三因素和四因素模型进行了测试。WISC - III手册中提出的四因素模型对数据的拟合明显优于所测试的所有其他模型。
