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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

E.G. Nichols is a professor in the Department of Psychology, Mount Allison University, Sackville, New Brunswick, Canada. He received his PhD in psychology from the University of London.

James Inglis

James Inglis is a professor in the Departments of Psychology and Psychiatry, Queen's University, Kingston, Ontario, Canada. He received both a PhD and a DSc in psychology from the University of London.

J. S. Lawson

J.S. Lawson is a professor in the Departments of Psychiatry and Psychology, Queen's University, Kingston, Ontario, Canada. He received his PhD in psychology from the University of St. Andrews. The late

Iain MacKay

Iain Mackay was a psychologist with the Lakeshore School Board, Montreal, Quebec, Canada. Address: Dr. James Inglis, Department of Psychology, Queen's University, Kingston, Ontario, K7L 3N6, Canada.

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.

Journal of Learning Disabilities, Vol. 21, No. 8, 504-508 (1988)
DOI: 10.1177/002221948802100811


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