WISC-R与WISC-III：天才儿童智力评估的比较研究
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"这篇学术论文探讨了Wechsler儿童智力量表修订版（WISC-R）与Wechsler儿童智力量表第三版（WISC-III）在评估天才儿童时的关系。作者是David A. Sabatino和Robert S. Spangler，来自东田纳西州立大学人类发展与学习系，以及H. Booney Vance，来自上东田纳西教育合作组织和东田纳西州立大学。文章发表于1995年1月的心理学杂志《Psychology in the Schools》第32卷。
每年，大量儿童通过Wechsler智力测验的最新版本来确定他们是否具备天才项目资格。WISC-III在1991年发布，当时的研究对其与之前广泛使用的WISC-R之间的比较还相当有限。这项研究旨在比较WISC-R和WISC-III在评估天才儿童时的相似性和差异性。
研究结果显示，WISC-III（最新修订版）和WISC-R（早期版本）在对天才儿童的智力评估中得出的结果非常相似。这表明，尽管两者有更新和改进，但在实际应用中，它们在识别高智力潜能儿童方面具有相当的一致性。然而，对于这两个版本在具体分测验上的表现和可能的细微差异，文章可能深入探讨了更详细的数据和统计分析，包括哪些分测验可能更敏感于特定类型的智力优势，以及这些结果如何影响天才儿童的选拔和教育规划。
在评估和理解儿童智力发展以及天才儿童的独特需求时，这种比较至关重要。通过这样的研究，教育者和心理学家可以更好地理解不同智力测验工具的效度和可靠性，从而做出更为准确的评估，为天才儿童提供适合其能力水平的教育资源和支持。"
这篇论文的核心知识点包括：
1. Wechsler儿童智力量表的两个版本：WISC-R（修订版）和WISC-III（第三版）。
2. 对天才儿童的智力评估在教育中的重要性。
3. WISC-III与WISC-R在评估天才儿童智力时的相似性研究。
4. 智力测验在确定天才项目资格中的作用。
5. 教育者和心理学家对智力测验工具的理解和选择，以便提供适应性教育。
6. 分测验在识别特定智力优势方面的差异和意义。
这篇论文对于理解不同版本的Wechsler智力测验在评估高智商儿童中的效果，以及如何优化天才儿童的教育服务，提供了宝贵的理论依据。
Psychology
in
rhe Schools
Volume
32.
January
1995
THE RELATIONSHIP BETWEEN THE WECHSLER INTELLIGENCE SCALE FOR
CHILDREN-REVISED AND THE WECHSLER INTELLIGENCE SCALE FOR
CHILDREN-I11 SCALES AND SUBTESTS WITH GIFTED CHILDREN
DAVID A. SABATINO AND
ROBERT
S.
SPANGLER
Department
of
Human Development and Learning,
East Tennessee State University
H.
BOONEY VANCE
Upper East Tennessee Educational Cooperative
and
East Tennessee State University
Each year thousands
of
children are evaluated or reevaluated utilizing the current
edition of the Wechsler Intelligence Scale to determine their eligibility for gifted pro-
grams. The Wechsler Intelligence Scale for Children-Ill
(1991)
is new enough that
only limited research is available
on
how it compares to the previously used Wechsler
Intelligence Scale for Children-Revised
(1974).
The purpose of this study was to deter-
mine the comparability between the previously dominant intelligence scale, the
WISC-R, and the revised WISC-111 with gifted children.
The results
of
this study indicate that the latest revision (WISC-111) and the earlier
version (WISC-R) produce remarkably similar scale and subtest scores when ad-
ministered under clinical conditions to gifted children. All
5
1
children determined
eligible through the administration
of
one of these two Wechsler tests would have
been eligible for services had the other test been administered. The Verbal and Per-
formance scale
IQ
scores were within two points
of
each other across the two test
administrations, while only a one-point difference existed between the Full Scale
IQ
scores. The Arithmetic, Comprehension, and Object Assembly subtest scores were
in high agreement across the two administrations
@<
.01).
The level of agreement
between some subtests across the two administrations suggests that clinical judgment
is just as important as scores
in
considering who is eligible for gifted programs.
Reschley, Genshaft, and Binder
(1
987)
reported that approximately two thirds
of
most school psychologists’ time is devoted to determining the eligibility of children for
special education programs. The constancy
of
cognitive functioning and its reliable assess-
ment are major assumptions in establishing eligibility for special education programs.
School psychologists are dependent upon stable instruments, especially during any period
of
transition from an established test to a revised one with new items and normative data.
With each revision
of
the Wechsler instruments, questions of agreement arise be-
tween old and new versions. Release
of
the Wechsler Intelligence Scale
for
Children-I11
(WISC-111; Wechsler,
1991)
renews these questions. The WISC-111 states that the periodic
updating
of
norms for intelligence tests is needed because “average
IQ
scores will
gradually drift upward and give a progressively deceptive picture
of
a child’s abilities
relative to others in the same age group” (p.
4).
Kaufman
(1990)
reported that the
literature since
1930
shows a steady increase in average
IQ
scores.
The WISC-111 test manual reports that
206
children (ages
6
to
16)
were administered
the WISC-R and WISC-111 in a counterbalanced design. The time differential between
administrations was
12
to
70
days. The findings reported that the average Full Scale
IQ
(FSIQ)
decreased by more than
5.3
points on the WISC-111 in comparison to the
This research sponsored in part by a grant from the Bell South Foundation.
Correspondence and requests
for
reprints should be sent to David
A.
Sabatino, Human Development
and Learning, East Tennessee State University,
PO
Box
70,548,
Johnson City, Tennessee
37614.
18
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