Styck Kara M, Watkins Marley W
University of Texas at San Antonio, USA
Baylor University, Waco, TX, USA.
J Learn Disabil. 2016 Mar-Apr;49(2):216-24. doi: 10.1177/0022219414539565. Epub 2014 Jun 23.
The structural validity of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) was evaluated using confirmatory factor analysis for a clinical sample of 1,537 students diagnosed with specific learning disabilities (SLD) by school psychologists in two large southwestern school districts. Results indicated that a bifactor model consisting of four first-order domain specific factors and a general intelligence breadth factor fit the data best. Consequently, the structural validity of the WISC-IV for students with SLD was supported by the results of the present study. The general intelligence factor contributed the most information, accounting for 48% of the common variance. Given this structure, it was recommended that score interpretation should emphasize the Full-Scale IQ score because of the marginal contributions of the first-order domain-specific factors and their low precision of measurement independent of the general factor.
对于来自美国西南部两个大的学区、由学校心理学家诊断为患有特定学习障碍（SLD）的1537名学生的临床样本，使用验证性因素分析对韦氏儿童智力量表第四版（WISC-IV）的结构效度进行了评估。结果表明，由四个一阶领域特定因素和一个一般智力广度因素组成的双因素模型最适合这些数据。因此，本研究结果支持了WISC-IV对患有SLD学生的结构效度。一般智力因素贡献了最多的信息，占共同方差的48%。鉴于这种结构，建议分数解释应强调全量表智商分数，因为一阶领域特定因素的贡献微不足道，且其独立于一般因素的测量精度较低。
