School Psychology Program, Arizona State University, Tempe, AZ 85287-1811, USA.
Psychol Assess. 2010 Dec;22(4):782-7. doi: 10.1037/a0020043.
The structure of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV; D. Wechsler, 2003a) was analyzed via confirmatory factor analysis among a national sample of 355 students referred for psychoeducational evaluation by 93 school psychologists from 35 states. The structure of the WISC-IV core battery was best represented by four first-order factors as per D. Wechsler (2003b), plus a general intelligence factor in a direct hierarchical model. The general factor was the predominate source of variation among WISC-IV subtests, accounting for 48% of the total variance and 75% of the common variance. The largest 1st-order factor, Processing Speed, only accounted for 6.1% total and 9.5% common variance. Given these explanatory contributions, recommendations favoring interpretation of the 1st-order factor scores over the general intelligence score appear to be misguided.
韦氏儿童智力量表第四版（WISC-IV；D. Wechsler，2003a）的结构通过对 35 个州的 93 名学校心理学家为 355 名接受心理教育评估的学生进行的全国性样本进行验证性因素分析进行了分析。根据 D. Wechsler（2003b）的说法，WISC-IV 核心测试的最佳结构由四个一阶因素表示，外加一个直接层次模型中的一般智力因素。一般因素是 WISC-IV 子测试之间变化的主要来源，占总方差的 48%和共同方差的 75%。最大的一阶因素，加工速度，仅占总方差的 6.1%和共同方差的 9.5%。鉴于这些解释性贡献，赞成解释一阶因子分数而不是一般智力分数的建议似乎是有误导性的。
