Concurrent Validity of Wechsler Adult Intelligence Scales-Third Edition Index Score Short Forms in the Canadian Standardization Sample

Autor/inn/en	Lange, Rael T.; Iverson, Grant L.
Titel	Concurrent Validity of Wechsler Adult Intelligence Scales-Third Edition Index Score Short Forms in the Canadian Standardization Sample
Quelle	In: Educational and Psychological Measurement, 68 (2008) 1, S.139-153 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164407301530
Schlagwörter	Intelligence; Validity; Intelligence Tests; Memory; Foreign Countries; Verbal Communication; Cognitive Processes; Scores; Evaluation Methods; Canada + Suchen Sie Ihr Suchwort? Intelligenz; Klugheit; Gültigkeit; Intelligence test; Intelligenztest; Gedächtnis; Ausland; Cognitive process; Kognitiver Prozess; Kanada
Abstract	This study evaluated the concurrent validity of estimated Wechsler Adult Intelligence Scales-Third Edition (WAIS-III) index scores using various one- and two-subtest combinations. Participants were the Canadian WAIS-III standardization sample. Using all possible one- and two-subtest combinations, an estimated Verbal Comprehension Index (VCI), an estimated Perceptual Organization Index (POI), and an estimated Working Memory Index (WMI) were generated by prorating relevant subtest scores. As expected, two-subtest short forms were consistently more accurate than one-subtest short forms. Agreement between short-form and full-form index scores was high for two-subtest combinations (range = 88% to 96%) but only moderate with one subtest (range = 62% to 79%). Accuracy did not vary by age, ethnicity, gender, or education. However, accuracy was lowest for index scores in the high average to very superior range. These results suggest that although some two-subtest short forms are useful for estimating VCI, POI, and WMI scores, one-subtest short forms should not be used for this purpose. (Contains 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10