This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Rattan, A. I. Articles by Gray, J. W. Search for Related Content Social Bookmarking                         What's this?

Assessing the Commonality of the WISC-R and the Halstead-Reitan Neuropsychological Test Battery with Learning-Disordered Children

Western Psychiatric Institute and Clinic

Gurmal Rattan

Indiana University of Pennsylvania

Raymond S. Dean

Ball State University and Indiana University School of Medicine

Jeffrey W. Gray

Ball State University

The present investigation examined the neuropsychological constructs that underlie the Wechsler Intelligence Scale for Children-Revised (WISC-R). Data from administrations of the Halstead-Reitan Neuropsychological Test Battery (HRNB) and WISC-R were gathered for 1,079 learning-disabled children. A multiple regression analysis was employed to examine the contribution of each HRNB measure in the prediction of individual WISC-R subtests. Overall, verbal auditory discrimination presented as the most salient underlying construct of the WISC-R Verbal subtests, followed by concept formation and nonverbal auditory discrimination. Neuropsychological measures of the HRNB that involved perceptual organization were found to play a key role in defining the underlying constructs of the WISC-R Performance subtests. Similar to the above procedure, a second analysis was performed to assess the neuropsychological underpinnings of Kaufman's three factors (Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility). Of the three factors, the HRNB measures explained similar amounts in the Freedom from Distractability (21%) and the Perceptual Organization (20.9%) factors in contrast to the Verbal Comprehension (7.3 %0) factor. Overall, these results indicate an interrelationship among several basic neuropsychological processes and higher-level cognitive functioning as represented on the WISC-R.

Journal of Psychoeducational Assessment, Vol. 7, No. 4, 296-303 (1989)
DOI: 10.1177/073428298900700402


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				D. E. Matson and M. Fischer A Comparison of Internalizers, Externalizers, and Normals Using the WISC-R and Wisconsin Card Sorting Test Journal of Psychoeducational Assessment, June 1, 1991; 9(2): 140 - 151. [Abstract] [PDF]