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Objectives: This study examined the factorial invariance of the factor structure of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC‐V) across the UK, US and Australia & New Zealand (A&NZ). The factorial equivalence of cognitive assessments should be demonstrated before assuming cross‐culture generalizability and interpretations of score comparisons. Methods: Data were obtained from the UK, US and A&NZ normative standardizations of the WISC‐V. The samples consisted of 415 UK, 2200 US and 528 A&NZ children, aged 6–16. Confirmatory factor analysis was applied separately in each sample to establish the baseline model. Next, tests of factorial invariance were undertaken using the recommended hierarchical approach, firstly across the UK and A&NZ samples and then across the UK and US samples. Results: The five‐factor first‐order scoring model was found to be excellent fit across all three samples independently. Strict factorial invariance of the WISC‐V was demonstrated firstly across the UK and A&NZ and secondly the UK and US nationally representative standardization samples. Comparison of latent means found small but significant differences in female children across the UK and A&NZ samples. Conclusions: Consistent with previous research, these results demonstrate the generality of the WISC‐V factor structure across the UK, US and A&NZ. Furthermore, as the WISC‐V factor structure aligns with the Cattell–Horn–Carroll (CHC) model of cognitive abilities, the results add further support to the cross‐cultural generalizability of the CHC model. Small but significant differences in latent factor scores found across samples support the development and use of local normative data. [ABSTRACT FROM AUTHOR]

Many Flynn effect (FE) studies compare scores across different editions of Wechsler's IQ tests. When construct changes are introduced by the test developers in the new edition, however, the presumed generational effects are difficult to untangle from changes due to test content. To remove this confound, we use the same edition of Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) across an 11-year period. Whereas previous research has reported the FE to be less than half the theoretical rate when comparing WISC-IV with Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V), we find the rate of gain to be nearly identical to Flynn's prediction when comparing only WISC-IV scores over the same time period. The FE is shown to vary significantly across the domains of cognitive ability, and thus changes to the construct coverage of the WISC-V Full Scale IQ (FSIQ) composite between editions significantly affect FE findings. Implications for future FE research are discussed.

It is well established that Canadians produce higher raw scores than their U.S. counterparts on intellectual assessments. As a result of these differences in ability along with smaller variability in the population's intellectual performance, Canadian normative data will yield lower standard scores for most raw score points compared to U.S. norms. Two recent studies have questioned the utility of the WAIS-IV Canadian norms based on the performance of a mixed clinical sample of post-secondary students. These studies suggest that a greater proportion of cases from their mixed clinical samples fall below a full-scale IQ of 85 using the WAIS-IV Canadian norms than should be "expected." The purpose of the current study is threefold: First, to summarize the consistent finding of Canada-U.S. differences on measures of ability and present new empirical analyses to demonstrate these results are not due to a smaller sample size for Canadian norms. Second, and most importantly, matched sample comparisons demonstrate that the proportion of low scoring individuals (FSIQ < 85) in mixed clinical samples is consistent with the rates published by recent studies, and not greater than expected. Third, we offer evidence-based advice to clinicians practicing in Canada on the appropriate use of Canadian norms for Canadian clients during an individual assessment of intellectual functioning.

The fourth edition of the Wechsler Adult Intelligence Scale (WAIS-IV) is a revised and substantially updated version of its predecessor. The purposes of this research were to determine the constructs measured by the test and the consistency of measurement across large normative and clinical samples. Competing higher order WAIS-IV four- and five-factor models were analyzed using the WAIS-IV's sample of 1,800 normative adults and 411 clinical adults. When all 15 WAIS-IV subtests were considered, both four- and five-factor models were suitable, but the five-factor model provided a better fit. The WAIS-IV PRI differentiated into two composites as follows: POI(Gv) consisting of Block Design, Visual Puzzles and Picture Completion; and FRI(Gf) consisting Matrix Reasoning, Arithmetic and Figure Weights. The five-factor solution included Quantitative Reasoning (RQ), consisting of Arithmetic and Figure Weights, as a narrow ability subsumed under FRI(Gf). Arithmetic, Vocabulary, and Figure Weights subtests had the highest "g" loadings. Cancellation had the lowest "g" loading. The WAIS-IV generally demonstrated full factor invariance between clinical and nonclinical samples. (Contains 6 tables, 2 figures, and 3 notes.)

This discussion article addresses issues related to expansion of the Wechsler model from four to five factors; multiple broad CHC abilities measured by the Arithmetic subtest; advantages and disadvantages of including complex tasks requiring integration of multiple broad abilities when measuring intelligence; limitations of factor analysis, which constrain test developers to creating specific broad and narrow abilities as opposed to integrative tasks; implications from brain imaging research showing the critical role of neurological pathways that integrate brain regions; close relationship of the fluid reasoning factor to "g," and the inadequacies of factor analytically driven statistical definitions of "g" in the development of improved models of intelligence. In this rejoinder to the commentaries in this special issue on structural models of the WAIS-IV and WISC-IV, the advantages and disadvantages of Schmid-Leiman's transformation, which removes the effects of "g" on the broad abilities, and the use of nested or bifactor models in evaluating models of intelligence are also discussed.

Examination of measurement invariance provides a powerful method to evaluate the hypothesis that the same set of psychological constructs underlies a set of test scores in different populations. If measurement invariance is observed, then the same psychological meaning can be ascribed to scores in both populations. In this study, the measurement model including core and supplementary subtests of the Wechsler Adult Intelligence Scale-Fourth edition (WAIS-IV) were compared across the U.S. and Canadian standardization samples. Populations were compared on the 15 subtest version of the test in people aged 70 and younger and on the 12 subtest version in people aged 70 or older. Results indicated that a slightly modified version of the four-factor model reported in the WAIS-IV technical manual provided the best fit in both populations and in both age groups. The null hypothesis of measurement invariance across populations was not rejected, and the results provide direct evidence for the generalizability of convergent and discriminant validity studies with the WAIS-IV across populations. Small to medium differences in latent means favoring Canadians highlight the value of local norms. (Contains 2 figures and 3 tables.)

A measurement model describes both the numerical and theoretical relationship between observed scores and the corresponding latent variables or constructs. Testing a measurement model across groups is required to determine if the tests scores are tapping the same constructs so that the same meaning can be ascribed to the scores. Contemporary tests of intelligence describe a number of closely related cognitive abilities, each ability being sampled by a set of observed scores. This study examined the invariance of the measurement model underlying the Wechsler Adult Intelligence Scale-IV (WAIS-IV) in the U.S. and the Canadian standardization samples. The model satisfied the assumption of invariance across samples with subtest scores reflecting similar construct measurement in both samples. Consistent with previous research with the WAIS-III, slightly higher latent variable means were found in the Canadian WAIS-IV normative sample. The results demonstrate the generality of construct validity in measurement of cognitive abilities across U.S. and Canadian samples and highlight the importance of local norms. (Contains 4 tables.)

This study investigated the Wechsler Performance IQ (PIQ) or Perceptual Reasoning Index (PRI)/ Perceptual Organization Index (POI) change over time and its relation to ability levels. PIQ or PRI/ POI was analyzed because of the known sensitivity of nonverbal scales to the Flynn effect. Scores were analyzed using two methods. First, analysis of covariance was applied to the combination of four representative samples of individuals who were administered the following pairs of Wechsler batteries in counterbalanced order: "Wechsler Preschool and Primary Scale of Intelligence-Revised" (WPPSI-R) and WPPSI-III (N = 174), "Wechsler Intelligence Scale for Children-Third Edition" (WISC-III) and WISC-IV (N = 239), "Wechsler Adult Intelligence Scale-Revised" (WAIS-R) and WAIS-III (N = 191), and WAIS-III and WAIS-IV ( N = 240). Second, equal percentile equating was applied to each of the samples independently. Although the two methods produced different patterns of results, both methods showed some evidence of variation in the magnitude of the Flynn effect across ability levels. These results call into question the practice of adjusting IQs based on an average expected Flynn effect in routine clinical evaluations. (Contains 3 tables and 6 figures.)

Flynn has proposed a grand integrative theory, which he calls "scientific spectacles," to explain the phenomenon of rising IQ scores across multiple decades known as the Flynn effect (FE). In his theory, he purports that modern society has placed increasing value and emphasis on the application and education of scientific principles--which include abstract fluid reasoning--and this has mirrored larger score increases in the abstract fluid reasoning tasks included as part of most intelligence tests. He highlights huge gains in the Wechsler Similarities subtest over time as one linchpin supporting his theory that fluid reasoning is rising faster than other aspects of intelligence, but further points to large increases in Wechsler performance tasks (i.e., perceptual organization and reasoning) relative to crystallized tasks, and to the many studies of Raven's Progressive Matrices, which is widely held to be a fairly pure measure of fluid reasoning. As with any new theory of this magnitude, Flynn's grand proposal has invited numerous criticisms that must now be addressed--and this is as it should be in the spirit of scientific progress. Each of these issues is multilayered and has many legitimate perspectives. The present article attempts to carefully consider each issue and perspective in sequence.

The Cognitive Proficiency Index (CPI) developed for the most recent Wechsler intelligence scales comprises the working memory and processing speed subtests. It reflects the proficiency and efficiency of cognitive processing and provides another lens for analyzing children's abilities assessed by the Wechsler Intelligence Scale for Children--Fourth Edition (WISC-IV). This article provides the various tables needed to calculate and use the CPI based on Canadian norms. (Contains 5 tables.)

A psychological measurement model provides an explicit definition of (a) the theoretical and (b) the numerical relationships between observed scores and the latent variables that underlie the observed scores. Examination of the metric invariance of a measurement model involves testing the hypothesis that all components of the model relating observed scores to latent variables are equal across groups. The assumption of metric invariance is necessary for simple interpretation of scores. Establishing metric invariance also has implications for interpretation of convergent and divergent validity and patterns of deficit or disability. In this study the equivalence of the measurement model derived from the U.S. Wechsler Adult Intelligence Scale-III standardization sample was compared with a heterogeneous neurosciences sample in Australia. A pattern of strict metric invariance was observed across samples. These results provide evidence of the generality of the model underlying measurement of cognitive abilities. (Contains 5 tables and 1 figure.)

This article provides an analysis on the articles published in this special issue focusing on resiliency. A synthesis of these articles, arguing for the importance of resiliency in promoting psychological well-being, is presented in the commentary section.

A measurement model is invoked whenever a psychological interpretation is placed on test scores. When stated in detail, a measurement model provides a description of the numerical and theoretical relationship between observed scores and the corresponding latent variables or constructs. In this way, the hypothesis that similar meaning can be derived from a set of test scores can be tested by examination of a measurement model across groups. This study examines the invariance of a measurement model underlying Wechsler Adult Intelligence Scale-Third Edition scores in the U.S. and the Canadian standardization samples. The measurement model, involving four latent variables, satisfies the assumption of invariance across samples. Subtest scores also show similar reliability in both samples. However, slightly higher latent variable means are found in the Canadian normative sample. (Contains 5 tables and 1 figure.)

Recent data from 12 pairs of tests representing eight standardization samples show that American IQ gains have occurred at a rate of 0.308 points per year from 1972 to 2002. Linked with earlier IQ gains, Americans have gained about 22 points over the 70 years between 1932 and 2002. Comparing the new WISC-IV (2002) and the old WISC-III (1989) shows a difference of only 2.5 points. However, they have only five subtests in common when full scale IQ is calculated. If one simulates a comparison of the WISC-III and WISC-IV standardization samples on the 10 subtests of the WISC-III, IQ gains over the intervening 12.75 years were no less than 3.83 points, yielding a minimum estimate of 0.300 points per year. Finally, WISC subtest trends taken in conjunction with "the Nation's Report Card" (NAEP test trends) provide a fascinating picture of the evolution of cognitive skills in America over the last two generations.

The renewal, modification, and ratification of the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; 2004) produced a number of changes in legislation, particularly in the identification for children with specific learning disabilities (SLDs). In particular, the requirement that a child must evidence a severe discrepancy between intellectual functioning and academic performance has been modified to allow for a more flexible approach to SLD determination. The rules and regulations providing guidelines for implementation have yet to be completed, leaving many administrators and psychologists speculating on how to incorporate the recommendation that response to intervention (RTI) procedures be incorporated into their current protocols. Given the substantial anti-assessment lobbying by RTI proponents, it may appear that the law has changed significantly to the point that comprehensive assessments are not required to determine eligibility for "any" disabling condition, particularly SLDs. This article reviews historical trends influencing the current legislation, from the inception of the use of ability-achievement discrepancy, the misconceptions that ability-achievement discrepancy and comprehensive assessment are equivalent, and vilification of intellectual assessment to the powerful, inside lobbying forces. In conclusion, we address what the law "really" says about assessment and RTI, and how these two procedures need to be integrated as a best practice for children but also to adhere to the legislative mandate of IDEA.

Examination of measurement invariance tests the assumption that the model underlying a set of test scores is directly comparable across groups. The observation of measurement invariance provides fundamental evidence for the inference that scores on a test afford equivalent measurement of the same psychological traits among diverse groups. Groups may be derived from different psychosocial backgrounds or different clinical presentations. In the Wechsler Adult Intelligence Scale-III (WAIS-III)/Wechsler Memory Scale-III (WMS-III) Technical Manual (Psychological Corporation, 2002), there appears to be a breakdown in factor structure among the standardization cases in older adults. In this study, the authors evaluated the invariance of the measurement model of the WAIS-III across 5 age bands. All components of the measurement model were examined. Overall, the evidence pointed to invariance across age of a modified 4-factor model that included cross-loadings for the Similarities and Arithmetic subtests. These results support the utility of the WAIS-III as a measure of stable intelligence traits across a wide age range.