Relationship between digit span and classroom distractibility in elementary school children

✍ Scribed by Fredric B. Nalven; Vincent T. Puleo

• Publisher: John Wiley and Sons
• Year: 1968
• Tongue: English
• Weight: 224 KB
• Volume: 24
• Category: Article
• ISSN: 0021-9762
• DOI: 10.1002/1097-4679(196801)24:1<85::aid-jclp2270240126>3.0.co;2-k

✦ Synopsis

WISC SUBTEST SCORES AND IQ ESTIMATES 85 2. Overall I& estimates, especially performance and full scale, registered significant increments at all age levels, while the verbal I& increased significantly for 3 of the 5 age groups. The increase in the full scale I&, a t different ages, ranged between a minimum of 4.3 to a maximum of 8.1 points.

Although variances seemed to increase with practice, the differences were generally insignificant and unsystematic.

The test-retest correlations were highly divergent from subtest to subtest at the same age level, and from age to age for the same subtest. Certain subtests (e.g., Information, Vocabulary, and Picture Completion) provided consistently more stable estimates at the various age levels than others (e.g., Comprehension, Digit Span, and Picture Arrangement). Generally, those subtests which yielded high internal consistency estimates also seemed to sample relatively stable psychological characteristics. 'All testing was doiie betweeii Jiily, 1957 and Jiily, 1!)66. However, !)Ocz of the sample wu8 ( O S L L ~ nitwc Jiily, 1(&0 niid 4R'z sirwe July, l!)G3.