Article

Replication of the factor structure of the Wechsler Adult Intelligence Scale—Third Edition with a Canadian Sample.

Department of Educational Psychology and Special Education, University of Saskatchewan, 28 Campus Drive, Saskatoon, Saskatchewan, Canada. saklofske@sask.usask
Psychological Assessment (Impact Factor: 2.99). 01/2001; 12(4):436-9. DOI: 10.1037/1040-3590.12.4.436
Source: PubMed

ABSTRACT Exploratory and confirmatory factor analyses of the subtests of the Wechsler Adult Intelligence Scale--Third Edition (WAIS-III; D. Wechsler, 1997b) were conducted on a stratified sample of Canadian adults (n = 718). As was previously demonstrated for the children's version of this scale, the factor model of the American standardization sample was replicated across this Canadian national sample. Results of the factor analyses confirmed the presence of the 4 WAIS-III factors: Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed.

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    • "Specifically, the WAIS was best summarized by four factors: Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed. This supports the conclusions from previous factor analyses of the U.S. and Canadian WAIS-III normative samples (Saklofske et al., 2000; Taub, 2001) and suggests that the structure of the WAIS-III is similar across disparate populations (Ryan & Paolo, 2001). More specifically, these results support the use of the WAIS-III with postsecondary students with suspected disabilities. "
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    ABSTRACT: The recent influx of students with disabilities into postsecondary education has generated a concomitant increase in the demand for psychoeducational assessments that include a measure of cognitive ability, either to identify ability-achievement discrepancies or to rule out alternate or comorbid diagnoses. The most commonly recommended cognitive ability measure for adults is the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III). However, evidence regarding the psychometric fitness of the WAIS-III for postsecondary assessments is needed. Of particular interest is its structural validity among these students. This study applied exploratory factor analysis to the WAIS- III scores of 183 students at a large Mid-Atlantic university who were referred for determination of postsecondary disability eligibility. The same four-factor model proposed by Wechsler (1997) for the general population was also appropriate for these students. Thus, these results support the use of the WAIS-III with postsecondary students with suspected disabilities.
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    • "Comprensión verbal y memoria de trabajo pertenecen a la escala verbal, y organización perceptiva y velocidad de proceso a la escala manipulativa . Estos índices han sido replicados en distintos ámbitos geográficos: España (García, Ruiz, y Abad, 2003), Canadá (Saklofske, Hildebrand y Gorsuch, 2000), Reino Unido (Wycherley, Lavender, Holttum, Crawford y Mockler, 2005) y China (Yao, Chen, Jiang y Tam, 2007). El pase de trece de los tests permite la obtención de los tres CIs: verbal (CIV), manipulativo (CIM) y total (CIT), y de los cuatro índices (tabla 1). "
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