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本文通过对WISC-Ⅲ的介绍和WISC-Ⅲ对美国天才、弱智儿童评 估的探讨,说明使用WISC测验,应注意:WISC的总体智商分数并非总具有实 际意义;言语智商与操作智商显著性差异的识别及其重要诊断含义;文化偏 差、慢速答题和天花板效应对诊断天才儿童造成的不良影响;WISC对诊断弱 智儿童的适用性,在诊断弱智儿童时,不仅要进行智力评估、适应性行为评 估,还应关注适应机能与智力水平的一致性;只有充分利用多方面信息的基 础上,才能对儿童作出评定。
The introduction of WISC-Ⅲ and WISC-Ⅲ on the evaluation of American genius, mentally handicapped children, indicating that the use of WISC test, it should be noted: the WISC overall IQ score is not always of real significance; speech IQ and operational IQ significantly different Identification and its important diagnostic implications; cultural bias, slow answers and ceiling effects on the diagnosis of gifted children adverse effects; WISC for the diagnosis of mentally retarded children’s applicability in the diagnosis of mentally handicapped children, not only for intelligence assessment, adaptive behavioral assessment Attention should also be given to the consistency of fitness and intelligence levels; children can only be assessed on the basis of full use of information from multiple sources.