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Title

Structural validity of the Wechsler Intelligence Scale for Children (WISC-IV) in a French-speaking Swiss sample
Authors
Reverte, Isabelle
Golay, Philippe
Favez, Nicolas
Rossier, Jérôme
Lecerf, Thierry
Published in Learning and individual differences. 2014, vol. 29, 114–119
Abstract The Wechsler Intelligence Scale for Children—fourth edition (i.e. WISC-IV) recognizes a four-factor scoring structure in addition to the Full Scale IQ (FSIQ) score: Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WMI), and Processing Speed (PSI) indices. However, several authors suggested that models based on the Cattell–Horn–Carroll (CHC) theory with 5 or 6 factors provided a better fit to the data than does the current four-factor solution. By comparing the current four-factor structure to CHC-based models, this research aimed to investigate the factorial structure and the constructs underlying the WISC-IV subtest scores with French-speaking Swiss children (N = 249). To deal with this goal, confirmatory factor analyses (CFAs) were conducted. Results showed that a CHC-based model with five factors better fitted the French-Swiss data than did the current WISC-IV scoring structure. All together, these results support the hypothesis of the appropriateness of the CHC model with French-speaking children.
Keywords Confirmatory factor analysis — WISC-IV — CHC theory
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Full text
Article (Published version) (319 Kb) - document accessible for UNIGE members only Limited access to UNIGE
Other version: http://www.sciencedirect.com/science/article/pii/S1041608013001593
Structures
Faculté de psychologie et des sciences de l'éducation / Section de psychologie
Research groups Evaluation psychométrique et différences individuelles (EPEDI)
Unité de psychologie clinique des relations interpersonnelles (UPCRI)
Project
Swiss National Science Foundation: 118248
Citation
(ISO format) 		REVERTE, Isabelle et al. Structural validity of the Wechsler Intelligence Scale for Children (WISC-IV) in a French-speaking Swiss sample. In: Learning and individual differences, 2014, vol. 29, p. 114–119. doi: 10.1016/j.lindif.2013.10.013 https://archive-ouverte.unige.ch/unige:30868

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Deposited on : 2013-11-01

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