Long-term stability of the French WISC-IV: Standard and CHC index scores

Kieng, Sotta; Rossier, Jérôme; Favez, Nicolas; Lecerf, Thierry

doi:10.1016/j.erap.2016.10.001

Cited by 11 publications

(12 citation statements)

References 45 publications

(54 reference statements)

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“…We partly controlled for this aspect by using tests that are typically chosen in the literature to evaluate the effects of an intervention. For instance, in a recent study [56] (see Table 3), children performed the French version of the WISC-IV twice, with an average of 20 months between test repetition. The improvement in IQ scores (Full Scale IQ) was significant but smaller (2.5) than in the present study (4.3).…”

Section: Discussionmentioning

confidence: 99%

Music training with Démos program positively influences cognitive functions in children from low socio-economic backgrounds

2019

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This study aimed at evaluating the impact of a classic music training program (Démos) on several aspects of the cognitive development of children from low socio-economic backgrounds. We were specifically interested in general intelligence, phonological awareness and reading abilities, and in other cognitive abilities that may be improved by music training such as auditory and visual attention, working and short-term memory and visuomotor precision. We used a longitudinal approach with children presented with standardized tests before the start and after 18 months of music training. To test for pre-to-post training improvements while discarding maturation and developmental effects, raw scores for each child and for each test were normalized relative to their age group. Results showed that Démos music training improved musicality scores, total IQ and Symbol Search scores as well as concentration abilities and reading precision. In line with previous results, these findings demonstrate the positive impact of an ecologically-valid music training program on the cognitive development of children from low socio-economic backgrounds and strongly encourage the broader implementation of such programs in disadvantaged school-settings.

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Section: Discussionmentioning

confidence: 99%

Music training with Démos program positively influences cognitive functions in children from low socio-economic backgrounds

2019

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“…These findings are consistent with Spearman (1927) and Carroll's (1993) conceptualizations of g. Given the overwhelming dominance of the general factor, the present results indicated that interpretation of first-order factors is quite limited and problematic given the conflation of general and group factor variance in index scores. Further, some studies have shown that the temporal stability of index scores was not sufficiently high (Kieng, Rossier, Favez, & Lecerf, 2017;Watkins & Smith, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Contemporary criteria for evaluating fit were applied with values of Ͼ.95 for CFI and TLI, and Ͻ.06 for RMSEA and Ͻ.08 for SRMR representing good model fit (Hu & Bentler, 1999). The AIC and the BIC were also used to compare models: the smaller AIC suggests the better model most likely to replicate (Kline, 2016). In the French WISC-V Interpretive Manual, ⌬ 2 was the sole criterion used to compare models.…”

Section: Procedures and Analysesmentioning

confidence: 99%

“…The "use of an estimation method other than ML [maximum likelihood] requires explicit justification" (Kline, 2011, p. 154), because estimation method can substantially affect parameter estimation, but no such explanation was provided. Assuming that the standardization sample data were normally distributed and subtest indicators were on an interval scale of measurement, then maximum lilelihood (ML) estimation should probably have been used because it provides the most precise variance estimates (Kline, 2016;Ullman, & Bentler, 2013). Second, as suggested by Beaujean (2016), it is not known how the publisher set the scales for the latent variables (i.e., fixing a loading, fixing latent variable variance, or effects coding).…”

mentioning

confidence: 99%

“…However, according to Cheung and Rensvold (2002) and Chen (2007), ⌬CFI Ͼ .01 and ⌬RMSEA Ͼ .015 indicate meaningful differences between models. Nor did the publisher use Akaike's information criterion (AIC) as suggested by Kline (2016). The use of the ⌬CFI, for instance, could allow avoiding the confusion between statistical significance and practical significance (Kline, 2016, p. 465).…”

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confidence: 99%

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"Complementary exploratory and confirmatory factor analyses of the French WISC-V: Analyses based on the standardization sample": Correction to Lecerf and Canivez (2018).

Lecerf

Canivez

2018

Psychological Assessment

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Reports an error in "Complementary exploratory and confirmatory factor analyses of the French WISC-V: Analyses based on the standardization sample" by Thierry Lecerf and Gary L. Canivez (, 2018[Jun], Vol 30[6], 793-808). In the original article a production error resulted in the deletion of subtests in the "French WISC-V subtest" column and the misalignment of factor names in the "Eigenvalue" column of Table 1. The corrected table is included in this erratum. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2017-57791-001.) Interpretation of the French Wechsler Intelligence Scale for Children-Fifth Edition (French WISC-V; Wechsler, 2016a) is based on a 5-factor model including Verbal Comprehension (VC), Visual Spatial (VS), Fluid Reasoning (FR), Working Memory (WM), and Processing Speed (PS). Evidence for the French WISC-V factorial structure was established exclusively through confirmatory factor analyses (CFAs). However, as recommended by Carroll (1995); Reise (2012), and Brown (2015), factorial structure should derive from both exploratory factor analysis (EFA) and CFA. The first goal of this study was to examine the factorial structure of the French WISC-V using EFA. The 15 French WISC-V primary and secondary subtest scaled scores intercorrelation matrix was used and factor extraction criteria suggested from 1 to 4 factors. To disentangle the contribution of first- and second-order factors, the Schmid and Leiman (1957) orthogonalization transformation (SLT) was applied. Overall, no EFA evidence for 5 factors was found. Results indicated that the g factor accounted for about 67% of the common variance and that the contributions of the first-order factors were weak (3.6 to 11.9%). CFA was used to test numerous alternative models. Results indicated that bifactor models produced better fit to these data than higher-order models. Consistent with previous studies, findings suggested dominance of the general intelligence factor and that users should thus emphasize the Full Scale IQ (FSIQ) when interpreting the French WISC-V. (PsycINFO Database Record

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Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children

Takayanagi¹,

Kawasaki

Shinomiya

et al. 2021

J Autism Dev Disord

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This study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic “islets of ability” was found in individuals with full-scale IQs < 100. The “right-descending profiles” were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD.

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Long-term stability of the French WISC-IV: Standard and CHC index scores

Cited by 11 publications

References 45 publications

Music training with Démos program positively influences cognitive functions in children from low socio-economic backgrounds

Music training with Démos program positively influences cognitive functions in children from low socio-economic backgrounds

"Complementary exploratory and confirmatory factor analyses of the French WISC-V: Analyses based on the standardization sample": Correction to Lecerf and Canivez (2018).

Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children

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