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Journal of Psychoeducational Assessment
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Simultaneous-Successive Interpretation of the WISC-R: Making the Most of Indeterminacy

David W. Matheson

University of Alberta

The validity of factor-analyzing a select set of WISC-R subtests to support a simultaneous-successive processing interpretation of the subtests is evaluated. The Similarities subtest has been identified in previous research as a test requiring simultaneous processing as a result of its large loading with several Performance Scale subtests. The subtest intercorrelation matrix for the 2,200 children in the standardization sample was reanalyzed to determine the degree to which the above result is artifactual. The present research demonstrates that any Verbal Comprehension subtest may be identified as a Simultaneous test by isolating it in a factor analysis with subtests from the Perceptual Organization and Distractibility factors. Difficulties associated with inferring cognitive processes from the factor analysis of this limited set of variables are discussed.

Journal of Psychoeducational Assessment, Vol. 1, No. 4, 329-336 (1983)
DOI: 10.1177/073428298300100402
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K. S. McGrew
Investigation of the Verbal/Nonverbal Structure of the Woodcock-Johnson: Implications for Subtest Interpretation and Comparisons with the Wechsler Scales
Journal of Psychoeducational Assessment, March 1, 1985; 3(1): 65 - 71.
[Abstract] [PDF]