Intelligence as a predictor of nonverbal learning with learning-disabled children

Although the notion that the WISC-R measures children's learning proficiency is widespread, there are few data to support this hypothesis. The present study concerned the prediction of learning proficiency on the basis of scores on the WISC-R with 60 children referred because of classroom learning difficulties. The single best predictor, WISC-R Coding, accounted for over 50% of the variance in a controlled nonverbal paired associate learning measure. The multiple correlations for the dependent measures of trials to criteria and number of correct responses were in the 90s. In each case, the Coding and Similarities subtests, with Vocabulary in opposition, proved to be the most potent predictors of nonverbal learning.