Proposta de uma forma reduzida do WISC-IV para avaliação intelectual de surdos / WISC-IV reduced form proposal for intellectual assessment of the deaf / Propuesta de una forma reducida del WISC-IV para evaluación intelectual de sordos

Todo instrumento de avaliação deve ser revisado e adaptado quando utilizado em uma população diferente daquela para a qual foi padronizado. Este artigo apresenta os procedimentos teóricos do processo de adaptação de uma Forma Reduzida do teste WISC-IV para surdos. Objetivando uma avaliação mais rápida, porém representativa do modelo quadrifatorial do teste, foram selecionados oito subtestes: Vocabulário, Semelhanças, Cubos, Raciocínio Matricial, Código, Procurar Símbolos, Dígitos e Sequência de Números e Letras. As instruções e os itens foram traduzidos para Libras e a versão inicial foi apresentada à peritos na cultura surda e testada em oito alunos surdos. A forma experimental resultou em inclusão e exclusão de itens, inserção de ilustrações e itens de exemplos e, ainda, algumas modificações no processo de aplicação dos subtestes, atendendo às especificidades da cultura surda. Após os ajustes necessários, a versão experimental deve ser testada em uma amostra mais representativa para a realização das análises psicométricas. (AU)

Each assessment instrument should be reviewed and adapted when used with a population other than the one for which it was standardized. This article presents the theoretical procedures of the adaptation process for a Reduced Form of the WISC-IV test for deaf people. Aiming for a faster, but representative, evaluation of the quadripartite model of the test, eight subtests were selected: Vocabulary, Similarities, Cubes, Matrix Reasoning, Coding, Symbol Search, Digit Span, and Letter-Number Sequencing. Instructions and items were translated into sign language and the initial version was presented to experts in deaf culture and tested on eight deaf students. The experimental form resulted in inclusion and exclusion of items, insertion of illustrations and sample items, as well as some modifications in the process of applying the subtests, taking into account the specificities of the deaf culture. After the necessary adjustments, the experimental version should be tested in a more representative sample for performing the psychometric analysis. (AU)

Cada instrumento de evaluación debe ser revisado y adaptado cuando es utilizado en una población diferente de aquella para el cual fue creado. En este artículo se presentan los procedimientos teóricos del proceso de adaptación de una forma reducida del test WISC-IV para sordos. Fueron seleccionados ocho sub-tests con el objetivo de una evaluación más rápida pero también representativa del modelo cuatriparal del mismo: Vocabulario, Semejanzas, Diseño con Cubos, Raciocinio Matricial, Códigos, Búsqueda de Símbolos, Dígitos y Secuencia de Números y Letras. Las instrucciones y los ítems fueron traducidos para Libras y la versión inicial se presentó a peritos en cultura de sordos y fue experimentada en ocho estudiantes también sordos. La forma experimental del test resultó en inclusión y exclusión de ítems, inserción de ilustraciones e ítems de ejemplos y también algunas modificaciones en el proceso de aplicación de los sub-tests, de acuerdo a las características específicas de la cultura de sordos. Después de los ajustes necesarios, la versión experimental se debe probar en una muestra más representativa para la realización de los análisis psicométricos. (AU)

Annotations on Mexico's WISC-IV: a validity study.

This project seeks to provide evidence on the internal structure of the Escala Wechsler de Inteligencia para Niños-IV (EWIN-IV; Wechsler, 2007a ) through a confirmatory factor analysis and intercorrelational study. Also provided is information on the adaptation process and other sources of validity evidence in support of the EWIN-IV norms. The standardization data for the EWIN-IV were used for all analyses. The factor loadings and correlational patterns found on the EWIN-IV are comparable to those seen in the American versions of the test. The proposed factor and scoring structure of the EWIN-IV was supported.

Validity of the WISC-IV Spanish for a clinically referred sample of Hispanic children.

The Wechsler Intelligence Scale for Children (WISC) is the most commonly used intelligence test for children. Five years ago, a Spanish version of the WISC-IV was published (WISC-IV Spanish; Wechsler, 2005), but a limited amount of published information is available regarding its utility when assessing clinical samples. The current study included 107 children who were Spanish speaking and of Puerto Rican descent that had been administered the WISC-IV Spanish. They were subdivided into a clinical sample of 35 children with diagnoses of various forms of brain dysfunction (primarily learning disability, attention-deficit/hyperactivity disorder, and epilepsy) and a comparison group made up of 72 normal children who were part of the WISC-IV Spanish version standardization sample. Comparisons between these groups and the standardization sample were performed for the WISC-IV Spanish index and subtest scores. Results indicated that the clinical sample performed worse than the comparison samples on the Working Memory and Processing Speed Indexes, although findings varied to some extent depending on whether the clinical group was compared with the normal comparison group or the standardization sample. These findings provide support for the criterion validity of the WISC-IV Spanish when it is used to assess a clinically referred sample with brain dysfunction.

Estudo correlacional do teste dinâmico de leitura com o teste Wisc III / Correlational study of the dynamic test in reading with Wisc III test / Estudio correlacional del test dinámico de lectura con el test Wisc III

O presente estudo buscou avaliar o potencial de aprendizagem de alunos do ensino fundamental por meio do teste dinâmico de leitura (TDL) e identificar evidências de validade convergente para o TDL, correlacionando-o com o Wisc III. O TDL é um instrumento informatizado, aplicado sem interrupção, constituído por um pré-teste, um módulo instrucional (composto por orientações e treinos) e um pós-teste. Participaram do estudo 86 alunos com faixa etária entre 10 e 14 anos que cursavam de 4ª a 7ª série em uma escola pública do interior do Estado de São Paulo. As aplicações foram realizadas na própria escola e ocorreram em três sessões, sendo o Wisc III individualmente nas duas primeiras sessões, e o TDL coletivamente na terceira sessão. Os resultados não constataram diferença de desempenho entre pré e pós-testes, mas indicaram que o módulo instrucional do TDL se mostrou eficiente para aferir o potencial para a aprendizagem. Verificou-se correlação entre as pontuações do TDL com o QI compreensão verbal do Wisc III, indicando evidências de validade para o TDL. Constatou-se também diferença significativa entre as médias de desempenho na avaliação inicial do TDL dos alunos mais novos em relação aos mais velhos pela Manova. Sugere-se que, para posteriores estudos, haja uma reformulação do TDL no que tange às medidas de pré e pós-testes, para que estas possam aferir o potencial de aprendizagem mobilizado pelo módulo instrucional. Também se faz necessária a ampliação da amostra.(AU)

The present study aimed to evaluate the learning potential of students in the middle school, identifying evidences of validity for the Dynamic Test in Reading (DTiR) by correlation with the Wisc II. The DTiR is a computer assessment, with a continued application with a pre and post test and a instructional module between the assessments. 86 subjects, aging from 10 to 14 years old, took part in this study. All of them were attending classes f rom the 4th grade to the 7th grade in a public school in São Paulo state. The applications took place in the school itself in three sessions, being the Wisc III individually in the first two sessions, and the DTiR, collectively, in the last one. The results show that there was no significant statistic difference between the pre and the post-test, however instructional module was effective to assess the students' potential learn. It was verified a correlation between the scores of the DTiR with the Wisc III, showing evidences of validity to the DTiR. A significant statistic difference was also identified in the performance averages in the initial evaluation of the DTiR if the younger students compared to the older ones, according to Manova. However, it is suggested that the instrument of evaluation comprehension used in the pre and post-test of the DTiR be revised, what was not necessary to assess the potential of the learning obtained or to augment the population sample researched with the purpose of generalizing the results.(AU)

Este estúdio evaluó el potencial de aprendizaje de los estudiantes de primaria hasta lo test dinámico de lectura (TDL) y para identificar las pruebas de validez convergente para el TDL en correlación con el Wisc III. El TDL es un instrumento computarizado, aplicados sin interrupción, de los cuales un pre-test, un módulo de instrucción (que consiste em directrices y capacitación) y un post-test. Los participantes fueron 86 estudiantes de edades comprendidas entre 10 y 14 años que asistieron a la 4º a 7º grado en una escuela pública em el estado de Sao Paulo. Las aplicaciones se hicieron en la escuela y se llevó a cabo en três sesiones, y el Wisc III por separado en las dos primeras sesiones, y el TDL colectivamente en el tercer período de sesiones. Los resultados no mostraron diferencias en los resultados entre el pre y post-test, pero indicó que el módulo de instrucción TDL fue suficiente para evaluar el potencial de aprendizagem.Verificou correlación entre las puntuaciones de los TDL con el coeficiente intelectual de la comprensión verbal del Wisc III indicando las pruebas de validez para el TDL. También fue una diferencia significativa entre el desempeño promedio de la evaluación inicial de la TDL de los estudiantes más jóvenes en relación con La edad mediante Manova. Se sugiere que para realizar nuevos estudios, hay una reformulación de lo TDL, en términos de las medidas pre-y post prueba, para que puedan evaluar el potencial de aprendizaje movilizados por el módulo de instrucción. También es importante ampliar la muestra.(AU)

Estudo correlacional do teste dinâmico de leitura com o teste Wisc III / Correlational study of the dynamic test in reading with Wisc III test / Estudio correlacional del test dinámico de lectura con el test Wisc III

O presente estudo buscou avaliar o potencial de aprendizagem de alunos do ensino fundamental por meio do teste dinâmico de leitura (TDL) e identificar evidências de validade convergente para o TDL, correlacionando-o com o Wisc III. O TDL é um instrumento informatizado, aplicado sem interrupção, constituído por um pré-teste, um módulo instrucional (composto por orientações e treinos) e um pós-teste. Participaram do estudo 86 alunos com faixa etária entre 10 e 14 anos que cursavam de 4ª a 7ª série em uma escola pública do interior do Estado de São Paulo. As aplicações foram realizadas na própria escola e ocorreram em três sessões, sendo o Wisc III individualmente nas duas primeiras sessões, e o TDL coletivamente na terceira sessão. Os resultados não constataram diferença de desempenho entre pré e pós-testes, mas indicaram que o módulo instrucional do TDL se mostrou eficiente para aferir o potencial para a aprendizagem. Verificou-se correlação entre as pontuações do TDL com o QI compreensão verbal do Wisc III, indicando evidências de validade para o TDL. Constatou-se também diferença significativa entre as médias de desempenho na avaliação inicial do TDL dos alunos mais novos em relação aos mais velhos pela Manova. Sugere-se que, para posteriores estudos, haja uma reformulação do TDL no que tange às medidas de pré e pós-testes, para que estas possam aferir o potencial de aprendizagem mobilizado pelo módulo instrucional. Também se faz necessária a ampliação da amostra.

The present study aimed to evaluate the learning potential of students in the middle school, identifying evidences of validity for the Dynamic Test in Reading (DTiR) by correlation with the Wisc II. The DTiR is a computer assessment, with a continued application with a pre and post test and a instructional module between the assessments. 86 subjects, aging from 10 to 14 years old, took part in this study. All of them were attending classes f rom the 4th grade to the 7th grade in a public school in São Paulo state. The applications took place in the school itself in three sessions, being the Wisc III individually in the first two sessions, and the DTiR, collectively, in the last one. The results show that there was no significant statistic difference between the pre and the post-test, however instructional module was effective to assess the students' potential learn. It was verified a correlation between the scores of the DTiR with the Wisc III, showing evidences of validity to the DTiR. A significant statistic difference was also identified in the performance averages in the initial evaluation of the DTiR if the younger students compared to the older ones, according to Manova. However, it is suggested that the instrument of evaluation comprehension used in the pre and post-test of the DTiR be revised, what was not necessary to assess the potential of the learning obtained or to augment the population sample researched with the purpose of generalizing the results.

Este estúdio evaluó el potencial de aprendizaje de los estudiantes de primaria hasta lo test dinámico de lectura (TDL) y para identificar las pruebas de validez convergente para el TDL en correlación con el Wisc III. El TDL es un instrumento computarizado, aplicados sin interrupción, de los cuales un pre-test, un módulo de instrucción (que consiste em directrices y capacitación) y un post-test. Los participantes fueron 86 estudiantes de edades comprendidas entre 10 y 14 años que asistieron a la 4º a 7º grado en una escuela pública em el estado de Sao Paulo. Las aplicaciones se hicieron en la escuela y se llevó a cabo en três sesiones, y el Wisc III por separado en las dos primeras sesiones, y el TDL colectivamente en el tercer período de sesiones. Los resultados no mostraron diferencias en los resultados entre el pre y post-test, pero indicó que el módulo de instrucción TDL fue suficiente para evaluar el potencial de aprendizagem.Verificou correlación entre las puntuaciones de los TDL con el coeficiente intelectual de la comprensión verbal del Wisc III indicando las pruebas de validez para el TDL. También fue una diferencia significativa entre el desempeño promedio de la evaluación inicial de la TDL de los estudiantes más jóvenes en relación con La edad mediante Manova. Se sugiere que para realizar nuevos estudios, hay una reformulación de lo TDL, en términos de las medidas pre-y post prueba, para que puedan evaluar el potencial de aprendizaje movilizados por el módulo de instrucción. También es importante ampliar la muestra.

Annotations on the use of the Mexican norms for the WAIS-III.

This article provides crucial information to judge the appropriateness of the Mexican version of the Wechsler Adult Intelligence Scale-Third Edition and recognizes some limitations in both the process of its adaptation to the Mexican population and the norm development process. This is an effort to contribute to the debate initiated by Suen and Greenspan (2008), who argued in court against the use of Mexican norms in a death penalty case, which depended upon establishing the diagnosis of mental retardation. As a part of the defense team, these scholars argued a number of points against the use of the Mexican norms. With input from the lead researcher on the Mexican standardization process, some of the criticisms are addressed, and further information about the norm development process for this test in Mexico is provided in an attempt to be critical about the strengths and weaknesses of the use of existing Mexican norms. Finally, we argue that results from a single test must not be used to make life and death decisions and that test development is a continuous process influenced by culture, language, and indeed by norm-developing procedures and debates.

Reply to Sanchez Escobedo and Hollingworth: Why the Mexican Norms for the WAIS-III continue to be inadequate.

The discussion in Drs. Sanchez Escobedo and Hollingworth's paper independently confirms virtually all our observations regarding the psychometric and interpretive deficiencies of the Mexican norms for very high-stakes decisions, such as that involved in an Atkins hearing. Test publishers have an ethical obligation to caution potential users against the premature use of a developing assessment that does not yet meet the needed precision and evidence of validity required for very high-stakes decisions.

Desempenho cognitivo de pacientes com epilepsia do lobo temporal e epilepsia mioclônica juvenil: avaliação por meio da Escala WAIS-III / Cognitive performance of patients with temporal lobe epilepsy and juvenile myoclonic epilepsy: evaluation through the Wechsler Intelligence Scale WAIS-III

OBJETIVOS: Comparar os resultados em uma prova cognitiva de pacientes com epilepsia com dois parâmetros: um fornecido pelas normas brasileiras e outro pelas norte-americanas, tendo em vista as diferenças culturais. MÉTODO: Quarenta e cinco pacientes adultos com diagnóstico de epilepsia foram submetidos à avaliação de nível intelectual por meio da Escala Wechsler de Inteligência, WAIS-III nos seguintes itens: Quociente de Inteligência Verbal (QI V), Quociente de Inteligência de Execução (QI E) e Quociente de Inteligência Total (QI T). As correções dos protocolos seguiram as normas brasileiras e as norte-americanas. RESULTADOS: Dos 45 pacientes, 30 tinham o diagnóstico de epilepsia do lobo temporal (ELT) por esclerose mesial temporal (EMT), 15 no hemisfério esquerdo e 15 no direito, e 15 de epilepsia mioclônica juvenil (EMJ). Em todos os 45 protocolos do WAIS-III os resultados de QI V, QI E e QI T foram maiores quando empregados os parâmetros brasileiros. Assim, 18 pacientes que alcançaram QI T nas faixas "Média" e "Média Inferior", segundo as normas brasileiras, obtiveram níveis inferiores quando corrigidos pelas normas norte-americanas, ou seja, o QI T destes mesmos pacientes caiu para as faixas "Limítrofe" e "Muito Rebaixado" respectivamente. Nos pacientes com ELT, as diferenças de pontos entre os QI V e QI E não foram concordantes quando cotejados por normas diferentes e em cinco deles o desempenho verbal foi maior do que o motor quando corrigidos pelas normas norte-americanas. Nos pacientes com EMJ, os valores do QI V e QI E foram maiores quando empregadas normas brasileiras. CONCLUSÃO: Os resultados da avaliação cognitiva pelo WAIS-III de pacientes com epilepsia mostram que a interpretação do nível intelectual é muito distinta quando corrigida segundo normas brasileiras ou norte-americanas. Há também diferença na análise qualitativa do desempenho intelectual, uma vez que o estudo das discrepâncias internas variou conforme a norma populacional utilizada.

To compare the results of a cognitive task of patients with epilepsy with two parameters: one provided by the Brazilian and the other by the US normative scores viewing the cultural differences. METHOD: Forty-five adult patients diagnosed with epilepsy were submitted to intellectual evaluation through the Wechsler Adult Intelligence Scale, WAIS-III, in the following items: Verbal Intelligence Quotient (V IQ), Performance Intelligence Quotient (P IQ) and Full Scale (FS IQ). The correction of the protocols followed the Brazilian and the US normative scores. RESULTS: Thirty out of the 45 patients were diagnosed with temporal lobe epilepsy (TLE) due to mesial temporal sclerosis (MTS), 15 in the left hemisphere and 15 in the right, and 15 with juvenile myoclonic epilepsy (JME). In all 45 WAIS protocols the results of the V IQ, P IQ and FS IQ were higher when the Brazilian parameters were employed. Therefore, 18 patients that achieved FS IQ in the "Average" and "Low Average" ranges, according to the Brazilian normative scores, got lower levels when corrected by the US normative scores, that is, the FS IQ of these 18 patients fell to the æBorderlineÆ and æExtremely LowÆ ranges respectively. In the patients with TLE, the differences in the scores between the V IQ and P IQ did not correspond when evaluated by different normative scores and in five of them the verbal was higher than the performance when corrected by the US normative scores. In the patients with JME, the values of V IQ and P IQ were higher when the Brazilian normative scores were employed. CONCLUSION: The results of the cognitive evaluation through the WAIS of patients with epilepsy showed that interpretation of the intellectual level is very dissimilar when corrected by the Brazilian or US normative scores. There is also a difference in the qualitative analysis of the intellectual performance since the study of the inner discrepancy varied according the population normative scores employed.

Estimation of premorbid intelligence: the word accentuation test-- Buenos Aires version.

We have sought to adapt and validate a NART-like Spanish test, the Word Accentuation Test (WAT: Del Ser, Montalvo, Espinosa, Villapalos, & Bermejo, 1997) to estimate acquired intelligence in local normal older adults. The test requires examinees to read aloud infrequent, irregularly stressed Spanish words, a situation that presumably requires lexical knowledge. Results in a sample of 74 participants show that the revised WAT (i.e., the WAT for Buenos Aires) has good concurrent validity with the WAIS Vocabulary subtest and number of years of formal education, as well as high internal consistency. Performance on this test was dissociated from age, memory, or frontal/executive measures.

Optimal short forms of the Spanish WAIS (EIWA).

Although the Spanish version of the WAIS (Escala de Inteligencia Wechsler para Adultos, EIWA) is widely used as a measure of intelligence in Spanish-speaking populations, little is known about the psychometric characteristics of the test beyond the information given in the test manual. Despite this, users have assumed that the test functions clinically and statistically as does the original WAIS. This assumption has been applied to the area of short test forms which are assumed to be as valid as those used with the WAIS. The present study is an attempt to determine the optimal two-, three-, four-, and five-test short forms for estimation of Full Scale IQ based on the EIWA standardization test data. In addition, the relative amount of common and specific variance in the EIWA subtests was determined, along with the degree of measurement error. The study emphasizes the limitations of using the EIWA arising from its out-of-date norms, use of a restricted Spanish-speaking population, and failure to make updates since its introduction. These cautions suggest that the EIWA (long and short forms) should not be used for determining IQs; instead its use should be limited to research and to tracking cognitive changes over time.

Interpretation of VIQ-PIQ and intersubtest differences on the Spanish version of the WAIS.

Although the Spanish version of the Wechsler Adult Intelligence Scale (WAIS; Escala de Inteligencia Wechsler para Adultos [EIWA]) is the most frequently used intellectual assessment for Spanish speaking clients in the United States, there is little information available on score differences necessary to establish reliable and abnormal differences between Performance IQ (PIQ) and Verbal IQ (VIQ), and between the various subtests of the EIWA. The present study, based on EIWA standardization data (N = 616 Puerto Ricans), reports reliability data and base rates to assist in evaluating the clinical significance of PIQ-VIQ differences. The results demonstrated substantial similarity between the EIWA and the English versions of the Wechsler tests. The interpretation of these differences is discussed, and tables are presented of statistically and clinically significant differences.

Rendimiento intelectual en enfermos con Parkinson y con Alzheimer, comparados con ancianos normales / Intellectual performance in patients with Parkinson and Alzheimer disease, compared with normal old aged patients

En esta investigación se examina si el rendimiento intelectual de los ancianos sanos es diferente del observado en enfermos con Parkinson y con Alzheimer. Los tres grupos eran similares en edad y educación. La Escala de Inteligencia Wechsler para Adultos-Revisada (WAIS-R), adaptada y con normas para la población argentina, fue administrada individualmente. Las personas ancianas sanas y los enfermos con Parkinson tuvieron el mismo nivel de rendimiento en todos los subtests. Los pacientes con Alzheimer mostraron un rendimiento mucho más bajo que los otros dos grupos. El descenso es menos marcado en la parte verbal que en la ejecución, la cual requiere velocidad, habilidad motriz y memoria. Se recomienda que ante la sospecha de una enfermedad de Alzheimer se calcule, aproximadamente, el rendimiento probable del enfermo antes del comienzo de su enfermedad y que se observe si todos los subtests están marcadamente descendidos con respecto a lo esperable

Rendimiento intelectual en enfermos con Parkinson y con Alzheimer, comparados con ancianos normales / Intellectual performance in patients with Parkinson and Alzheimer disease, compared with normal old aged patients

En esta investigación se examina si el rendimiento intelectual de los ancianos sanos es diferente del observado en enfermos con Parkinson y con Alzheimer. Los tres grupos eran similares en edad y educación. La Escala de Inteligencia Wechsler para Adultos-Revisada (WAIS-R), adaptada y con normas para la población argentina, fue administrada individualmente. Las personas ancianas sanas y los enfermos con Parkinson tuvieron el mismo nivel de rendimiento en todos los subtests. Los pacientes con Alzheimer mostraron un rendimiento mucho más bajo que los otros dos grupos. El descenso es menos marcado en la parte verbal que en la ejecución, la cual requiere velocidad, habilidad motriz y memoria. Se recomienda que ante la sospecha de una enfermedad de Alzheimer se calcule, aproximadamente, el rendimiento probable del enfermo antes del comienzo de su enfermedad y que se observe si todos los subtests están marcadamente descendidos con respecto a lo esperable (AU)

[Intelligence evaluation with short forms of WAIS for populations of low socioeconomic status]. / Evaluación de la inteligencia a través de formas cortas del WAIS para poblaciones de nivel socioeconómico bajo.

A WAIS-S short form for the assessment of intelligence as a confounding variable is proposed. A number of 161 complete WAIS-S protocols, relating to women of lower-middle and low socioeconomic status were analysed. Six subtests (Social Comprehension, Similarities, Vocabulary, Block Design, Picture Completion and Object Assembly) were chosen using two criteria: specific functions evaluated by each subtest and correlation coefficients relating IQ to the subtests. Five WAIS-S short forms were evaluated: one consisting of six subtests and the others with different combinations of four of them. Data showed that they were all appropriate for the measurement of intelligence as a confounding variable; the correlation coefficients between short forms and total IQ ranged from 0.90 to 0.94. The standard errors of the short forms for the estimation of total IQ were of 3 or 4 points, and 3 to 7% of the subjects were wrongly classified. When maternal intelligence had to be measured in relation to infant development the short form that included Social Comprehension, Similarities, Block Design and Picture Completion seemed the most appropriate. Nevertheless when choosing a WAIS-S short form not only economy of time but also the specific relevant functions assessed in each subtest must be considered.

Evaluación de la inteligencia a través de formas cortas del WAIS para poblaciones de nivel socioeconómico bajo / The use of short forms of WAIS for the assessment of the intelligence of persons of low socioeconomic status

Propöe-se uma versäo abreviada da forma WAIS para a avaliaçäo da inteligência em estudos da populaçäo. Analisaram-se 161 protocolos completos do WAIS, aplicados a mulheres de nível socioeconômico baixo, e estudaram-se as correlaçöes entre as diferentes subprovas e o coeficiente de inteligência (QI) total, o QI verbal e o QI manual. Selecionaram-se seis subprovas (compreensäo, semelhanças, vocabulário, cubos, complemento e montagem) conforme os critérios: correlaçöes observadas e funçöes avaliadas em cada subprova. A análise de uma versäo com 6 subprovas e 4 versöes com 4 subprovas demonstraram que todas elas säo adequadas para a avaliaçäo da inteligência como variável de confusäo. O erro padräo para a estimaçäo do QI varia entre 3 e 4 pontos e o erro de classificaçäo é de 3 a 7 por cento. Quando se avalia a inteligência materna como variável de confusäo do desenvolvimento infantil, a versäo que combina compreensäo, semelhanças, cubo e complemento pareceu a mais adequada. A eleiçäo da versäo a ser utilizada deverá basear-se na maior eficiência do tempo de aplicaçäo e das funçöes avaliadas pelas subprovas, tendo em vista o problema em estudo

Normas de la Escala de Wechsler para pre-primaria en niños de 5 años de Ciudad Habana / Wechsler's Scale patterns for kindergarten in five years old children from the City of Havana

Se aplicó el test de WPPSI a una muestra representativa de 60 alumnos del grado Pre-escolar del Municipio Playa. La media obtenida en la Escala Global fue de 104 ñ 18. La media del CI Verbal fue de 103 ñ 15 y la del CI Ejecutivo de 102 ñ 20. No hubo diferencias significativas entre las medias de nuestra muestra y las proporcionadas por el autor del test, lo que permite seguir considerando el test como un instrumento de medición válido y confiable, tanto para la evaluación individual de un caso, como de fines investigativos en nuestro medio