Schmidt H P, Kuryliw A J, Saklofske D H, Yackulic R A
Psychol Rep. 1989 Feb;64(1):195-201. doi: 10.2466/pr0.1989.64.1.195.
The study was designed to assess the stability of WISC-R profiles of 36 learning disabled children given the WISC-R two times. The mean time between tests was 2.5 yr. The pattern reported for learning disabled children on Bannatyne's categories was evident for the group at both times, however, this pattern was not found for the majority of subjects. Analysis indicated a decrease over time in Verbal IQs, Full Scale IQs, and Bannatyne's Conceptual category, confirming previous findings. Possible reasons for the changes in scores are discussed.
该研究旨在评估36名学习障碍儿童两次接受韦氏儿童智力量表修订版（WISC-R）测试所得结果的稳定性。两次测试之间的平均时间间隔为2.5年。学习障碍儿童在班纳泰尼分类上的得分模式在两次测试中对该组儿童来说都是明显的，然而，大多数受试者并未呈现出这种模式。分析表明，随着时间推移，言语智商、全量表智商和班纳泰尼的概念分类得分有所下降，这证实了之前的研究结果。文中还讨论了分数变化的可能原因。
