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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children &#8211; Working Memory (CABC-WM)
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Do practice effects on Wechsler's Performance subtests relate to children's general ability, memory, learning

Amelia Siders1, Alan S Kaufman, Cecil R Reynolds

  • 1Doctoral Program, Alliant International University, San Diego, California, USA. meelee727@msn.com

Applied Neuropsychology
|March 17, 2007
PubMed
Summary

Practice effects on the Wechsler Intelligence Scale-Third Edition (WISC-III) Performance Scale were studied in children. Retest gains on subtests were mostly unrelated to ability, memory, or attention, with few meaningful predictors found.

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Area of Science:

  • Psychology
  • Educational Psychology
  • Child Development

Background:

  • Understanding practice effects is crucial for accurate intelligence assessment.
  • The Wechsler Intelligence Scale-Third Edition (WISC-III) Performance Scale is widely used in child evaluations.
  • Previous research on practice effects has yielded varied results.

Purpose of the Study:

  • To investigate practice effects on the WISC-III Performance Scale.
  • To determine if retest gains are related to cognitive abilities and motivational factors.
  • To analyze the relationship between specific WISC-III subtest gains and individual differences.

Main Methods:

  • 51 children aged 11-13 years were retested on WISC-III Performance subtests after a 13-day interval.
  • Measures of ability level, memory, learning, attention, and motivation were administered.
  • Multiple regression analyses were used to examine relationships between gain scores and predictor variables.

Main Results:

  • Retest gains on individual WISC-III Performance subtests were largely uncorrelated.
  • Long-term memory significantly predicted gains on the Object Assembly subtest.
  • Few other meaningful relationships were found between cognitive/motivational factors and practice effects.

Conclusions:

  • Practice effects on the WISC-III Performance Scale are complex and not uniformly predicted by cognitive abilities.
  • Individual differences in memory may influence performance gains on specific subtests like Object Assembly.
  • Further research is needed to fully understand the determinants of practice effects in pediatric intelligence testing.