从 WISC-V 复合材料预测成就：认知与成就之间的关系是否因一般智力而异？

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment Pub Date : 2024-03-19 DOI:10.1177/07342829241240346

Jacqueline M. Caemmerer, Stephanie Ruth Young, Danika Maddocks, Natalie R. Charamut, Eunice Blemahdoo

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引用次数: 0

摘要

为了提出适当的教育建议，心理学家必须了解认知测试分数如何影响不同能力水平学生的具体学业成绩。我们利用WISC-V和WIAT-III（N = 181）的数据，研究了哪些WISC-V指数得分可以预测儿童的具体和广泛的学业技能，以及认知成就关系是否因一般智力而异。对于各种能力水平的儿童来说，语言能力可以预测大多数学业技能，而处理速度、工作记忆、视觉处理和流体推理能力则对特定学业技能有不同的预测作用。在预测青少年作文时，处理速度和工作记忆与全面智商之间有显著的交互效应。研究结果表明，广义智力可能会影响某些认知测试的预测有效性，我们鼓励在更大的样本中进行重复研究。

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Predicting Achievement From WISC-V Composites: Do Cognitive-Achievement Relations Vary Based on General Intelligence?

In order to make appropriate educational recommendations, psychologists must understand how cognitive test scores influence specific academic outcomes for students of different ability levels. We used data from the WISC-V and WIAT-III ( N = 181) to examine which WISC-V Index scores predicted children’s specific and broad academic skills and if cognitive-achievement relations varied by general intelligence. Verbal abilities predicted most academic skills for children of all ability levels, whereas processing speed, working memory, visual processing, and fluid reasoning abilities differentially predicted specific academic skills. Processing speed and working memory demonstrated significant interaction effects with full-scale IQ when predicting youth’s essay writing. Findings suggest generalized intelligence may influence the predictive validity of certain cognitive tests, and replication studies in larger samples are encouraged.

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来源期刊

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.