A Cross-Validation Study of Patterns of Cognitive Ability in Children with Learning Difficulties, as Described by Factorially Defined WISC-R Verbal and Performance IQs

Abstract

WISC-R Verbal and Performance factorial IQs have been developed that can provide a formal statistical metric for the description of the patterns of cognitive ability exhibited by children with learning disability. The present study of 813 children includes test-retest data from 224 boys and girls. The results in large part confirm previous findings. These children suffer a progressive deterioration in verbal ability, whereas their nonverbal ability shows an increase in the earlier years, leveling off thereafter. These results can be used to evaluate the alternative hypothesis of developmental lag as opposed to deficit as a cause of learning disability.

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