La Escala de Inteligencia de Wechsler para Niños- IV (WISC-IV) en un grupo de DI

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Available from: Jorge Muñoz-Ruata, Sep 26, 2015
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    ABSTRACT: Naming the days of the week for dates in the past and future is a rare talent observed in people with low measured intelligence. The talent and other savant skills are more common in the autistic population, suggesting features of autistic cognition such as obsessive preoccupation and weak central coherence may facilitate development of savant skills. This study describes the date calculation skills and performance on other calendar tasks by 10 calendrical savants whose WAIS IQs range from 50 to 97. Their Block Design scores were unexceptional, contrary to the weak central coherence explanation. Accuracy in date calculation and knowledge of calendrical regularities correlated with full scale IQ, indicating that the talent depends on intelligence. Accuracy, range and latency of date calculation and latency for other calendrical tasks showed marked associations with Digit Symbol subscale scores.
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    ABSTRACT: Factor analysis was applied to the Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV) scores of 432 Pennsylvania students referred for evaluation for special education services to determine the factor structure of the WISC-IV with this population. A first-order, four-factor oblique solution that mirrored that found in the WISC-IV normative sample was supported. When transformed to an orthogonalized higher order model, the general factor accounted for the greatest amount of common (75.7%) and total (46.7%) variance. In contrast, the largest contribution by a first-order factor (Verbal Comprehension) was 6.5% of total variance. It was recommended that interpretation of the WISC-IV not discount the strong general factor.
    Educational and Psychological Measurement 12/2006; 66(6):975-983. DOI:10.1177/0013164406288168 · 1.15 Impact Factor
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    ABSTRACT: A total of 102 undergraduate students performed the Letter Number Sequencing (LNS) task in addition to a series of other measures of reading, working memory, motor execution, visuo-spatial memory, and executive functions. Performance on the LNS was uniquely contributed to by reading level, digit span forward and backward, arithmetic, visual spatial learning, and by performance on the Symbol Search subtest of the WAIS-III. The results indicate that while much of the variance on the LNS task is explained by performance on the traditional measures of digit span, additional unique contributions to prediction of LNS performance are provided by measures of processing speed and visual spatial working memory.
    Assessment 07/2000; 7(2):113-7. DOI:10.1177/107319110000700202 · 3.29 Impact Factor
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