Brown S W, Hwang M T, Baron M, Yakimowski M E
Department of Educational Psychology, University of Connecticut, Storrs 06269-2004.
Psychol Rep. 1991 Aug;69(1):99-107. doi: 10.2466/pr0.1991.69.1.99.
Several researchers have focused on the question of whether the traditional two-factor interpretation of WISC--R scores proposed by Wechsler (1974) is appropriate in selecting students to be admitted to gifted programs. Some researchers have suggested that the two-factor solution (Verbal and Performance) of Karnes and K. E. Brown provides the appropriate model, while others have proposed an alternative model based on exploratory research with gifted and average students. The current study expands exploratory findings of S. W. Brown with Rood in 1982 and Yakimowski in 1987, using confirmatory factor analytical procedures. The confirmatory factor analyses for selected groups of gifted (n = 158) and average (n = 195) students (M = 9.6 yr.) indicate that the alternative three-factor solution model may be a better system for interpreting the pattern of WISC--R subtest scores of gifted students than the conventional Verbal and Performance solution.
几位研究者关注韦克斯勒（1974）提出的对韦氏儿童智力量表修订版（WISC - R）分数的传统双因素解释在选拔进入天才项目的学生时是否合适这一问题。一些研究者认为卡恩斯和K. E. 布朗的双因素解决方案（言语和操作）提供了合适的模型，而另一些研究者基于对天才学生和普通学生的探索性研究提出了替代模型。本研究使用验证性因素分析程序扩展了S. W. 布朗与鲁德在1982年以及亚基莫夫斯基在1987年的探索性研究结果。对选定的天才学生组（n = 158）和普通学生组（n = 195）（平均年龄M = 9.6岁）进行的验证性因素分析表明，与传统的言语和操作解决方案相比，替代的三因素解决方案模型可能是解释天才学生韦氏儿童智力量表修订版子测验分数模式的更好系统。
