Wechsler Intelligence Scale for Children-Fourth Edition（WISC-IV）「絵の抹消」の有用性

By Makoto Takekoh, Natsuha Ikeda, Yuko Yamauchi, Manami Honda, M. Miyao, Keiji Hashimoto. 2014

1,290 citations recorded by the source corpus.

*1 Abstract Objectives : In Wechsler Intelligence Scale for Children-Fourth Edition (WISC-Ⅳ) , full scale intelligence quotient (FSIQ) and the index scores are thought to be solely important and supplemental subtests are not taken into account in the score.However, in assessment by intelligent tests it is required that we analyze the result from many directions. Accordingly, the factor of "Cancellation" was taken up and the importance of adding a focus on the qualitative side of the test results was examined. Methods : Some 412 children who received WISC-Ⅳ in our de- velopmental evaluation center were divided into three groups according to their intellectual level, and of these, 30 persons were assigned to each group (total of 90) selected at random to com- prise the sample. By comparing the index scores and the scaled scores for each group,we have classified the procedures of deletion into six types. Results : The more the intellectual level in- creases, the lower the "Cancellation" scaled score becomes compared to the other subtests. Fur- ther, the scaled score was lower in the type of deletion procedure such as systematic linear strate- gy. Conclusion : In the high intellect level group, the scaled "Cancellation" score was lower than the other subtests, it was thought to be because there were many "order type" subjects using a systematic linear strategy. It was also considered that attention to the qualitative aspects as well as quantitative is important in "Cancellation". Therefore, when assessing high intellect children with developmental disabilities in the future, a clinical examination that incorporates "Cancella- tion" to detect executive function disabilities such as persistence or poor planning ability is desir- able. ( Jpn J Rehabil Med 2014;51:654.661 )

Subfields: Cognitive Neuroscience, Education, Genetics

View Paper: https://www.semanticscholar.org/paper/e880d69ff44643832df96bf5c8fe5486ed3bdf35

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Citations in the corpus

Review of the Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II) (2013, methodology): “…of revision were to improve user-friendliness and psychometric properties, and to further enhance links between the WASI-II and the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV; Wechsler, 2008) and Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV; Wechsler, 2003).”
Algebraic Problem Solving for Middle School Students with Autism and Intellectual Disability (2019, methodology): “According to her evaluation data, Amanda had a full scale IQ of 58 on theWechsler Intelligence Scale for children–4th edition (WISC-4;Wechsler, 2003), and a standard score of 66 on the Vineland-II.”
The Influence of Relational Knowledge and Executive Function on Preschoolers’ Repeating Pattern Knowledge (2016, methodology): “Working memory was assessed with the Backward Digit Span (Wechsler, 2003), in which children verbally repeated a single-digit, nonsequential number series in reverse order.”
Enhancing Empathy and Theory of Mind (2012, methodology): “The children completed the Wechsler Intelligence Scale Fourth Edition (WISC-IV; Wechsler, 2003) Vocabulary subtest.”
Emerging Understanding of Patterning in 4-Year-Olds (2013, neutral): “To explore the effects of working-memory capacity on children’s patterning success, we measured children’s working-memory capacity using the forward and backward digit span task from the Wechsler Intelligence Scale (Wechsler, 2003).”