Canivez Gary L
Department of Psychology, Eastern Illinois University.
Sch Psychol Q. 2014 Mar;29(1):38-51. doi: 10.1037/spq0000032. Epub 2013 Jul 29.
The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) is one of the most frequently used intelligence tests in clinical assessments of children with learning difficulties. Construct validity studies of the WISC-IV have generally supported the higher order structure with four correlated first-order factors and one higher-order general intelligence factor, but recent studies have supported an alternate model in which general intelligence is conceptualized as a breadth factor rather than a superordinate factor (M. W. Watkins, 2010, Structure of the Wechsler Intelligence Scale for Children-Fourth Edition among a national sample of referred students, Psychological Assessment, Vol. 22, pp. 782-787; M. W. Watkins, G. L. Canivez, T. James, K. & R. Good, in press, Construct validity of the WISC-IVUK with a large referred Irish sample, International Journal of School and Educational Psychology). WISC-IV core subtest data obtained from evaluations to assess learning difficulties in 345 children (224 boys, 121 girls) were examined. One through four, first order factor models and indirect versus direct hierarchical models were compared using confirmatory factor analyses. The correlated four-factor Wechsler model provided good fit to these data, but the direct hierarchical model showed statistically significant improvement over the indirect hierarchical model and correlated four-factor model. The direct hierarchical model was judged the best explanation of the WISC-IV factor structure, with the general factor accounting for 71.6% of the common variance while the first order factors accounted for 2.4-10.3% of the common variance. Thus, the results with the present sample of referred children were similar to those from other investigations (G. E. Gignac, 2005, Revisiting the factor structure of the WAIS-R: Insights through nested factor modeling, Assessment, Vol. 12, pp. 320-329; G. E. Gignac, 2006, The WAIS-III as a nested factors model: A useful alternative to the more conventional oblique and higher-order models, Journal of Individual Differences, Vol. 27, pp. 73-86; P. Golay, I. Reverte, J. Rossier, N. Favez, & T. Lecerf, 2012, Further insights on the French WISC-IV factor structure through Bayesian structural equation modeling. Psychological Assessment, advance online publication; M. W. Watkins, 2010, Structure of the Wechsler Intelligence Scale for Children-Fourth Edition among a national sample of referred students, Psychological Assessment, Vol. 22, pp. 782-787; M. W. Watkins, G. L. Canivez, T. James, K. & R. Good, in press, Construct validity of the WISC-IV(UK) with a large referred Irish sample, International Journal of School and Educational Psychology) supporting primary interpretation of the Full Scale IQ rather than the factor index scores.
韦氏儿童智力量表第四版（WISC-IV）是学习困难儿童临床评估中最常用的智力测验之一。WISC-IV的结构效度研究总体上支持了具有四个相关一阶因素和一个高阶一般智力因素的高阶结构，但最近的研究支持了另一种模型，在该模型中，一般智力被概念化为一个广度因素而非一个上位因素（M. W. 沃特金斯，2010年，《全国转介学生样本中韦氏儿童智力量表第四版的结构》，《心理评估》，第22卷，第782 - 787页；M. W. 沃特金斯、G. L. 卡尼维兹、T. 詹姆斯、K. 以及R. 古德，即将发表，《爱尔兰大量转介样本中WISC-IV（英国版）的结构效度》，《国际学校与教育心理学杂志》）。对从345名儿童（224名男孩，121名女孩）评估学习困难的测评中获得的WISC-IV核心子测验数据进行了检验。使用验证性因素分析比较了一到四个一阶因素模型以及间接与直接层次模型。相关的四因素韦氏模型对这些数据拟合良好，但直接层次模型在统计上比间接层次模型和相关四因素模型有显著改进。直接层次模型被判定为对WISC-IV因素结构的最佳解释，其中一般因素占共同方差的71.6%，而一阶因素占共同方差的2.4% - 10.3%。因此，本转介儿童样本的结果与其他调查结果相似（G. E. 吉尼亚克，2005年，《重新审视WAIS-R的因素结构：通过嵌套因素建模的见解》，《评估》，第12卷，第320 - 329页；G. E. 吉尼亚克，2006年，《作为嵌套因素模型的WAIS-III：传统斜交和高阶模型的有用替代》，《个体差异杂志》，第27卷，第73 - 86页；P. 戈莱、I. 雷韦尔特、J. 罗西耶、N. 法韦兹以及T. 勒塞尔夫，2012年，《通过贝叶斯结构方程建模对法国WISC-IV因素结构的进一步见解》，《心理评估》，网络优先发表；M. W. 沃特金斯，2010年，《全国转介学生样本中韦氏儿童智力量表第四版的结构》，《心理评估》，第22卷，第782 - 787页；M. W. 沃特金斯、G. L. 卡尼维兹、T. 詹姆斯、K. 以及R. 古德，即将发表，《爱尔兰大量转介样本中WISC-IV（英国版）的结构效度》，《国际学校与教育心理学杂志》），支持对全量表智商而非因素指数分数的主要解释。
