Bauman E
Psychology Dept., Lakehead University, Thunder Bay, Ontario, Canada.
J Clin Psychol. 1991 May;47(3):430-5. doi: 10.1002/1097-4679(199105)47:3<430::aid-jclp2270470317>3.0.co;2-n.
The effects of age and IQ level upon the stability of WISC-R subtests were investigated. The subjects were 130 children with learning difficulties who were referred for a second psychological assessment because of a continuing academic lag. The mean test-retest interval was 2 years, 8 months. Although the mean change scores for the subtests were relatively small, the standard deviation of the change scores was close to three for most of the subtests. This indicates considerable subtest score fluctuation, with losses cancelled by gains to some extent. Children under age 8 and children with above-average IQs were most affected by declining scores. Caution is recommended in interpreting subtest profiles for young and/or high-IQ children with learning difficulties.
研究了年龄和智商水平对韦氏儿童智力量表修订版（WISC-R）各分测验稳定性的影响。研究对象为130名有学习困难的儿童，他们因学业持续落后而被转介进行第二次心理评估。重测间隔的平均时间为2年8个月。虽然各分测验的平均变化分数相对较小，但大多数分测验变化分数的标准差接近3。这表明分测验分数有相当大的波动，损失在一定程度上被增益抵消。8岁以下儿童和智商高于平均水平的儿童受分数下降影响最大。对于有学习困难的年幼和/或高智商儿童，在解释分测验剖面图时建议谨慎。
