摘要
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。
Through the introduction of WISC - III and the discussion on using it to assess American gifted and the mental disabled children. This article aims to arouse the attention to following issues in the application of the WISC - III test: the Full Scale IQ score is not always of any practical meaning; the identification of the significant differences between the verbal IQ and performance IQ and the implication of the diagnosis; the negative implications of cultural bias, slow response in answering and the ceiling effect on the diagnosis of girted children; the adaptability of WISC - III for mentally disabled children and that when diagnosing the mental - retarded children, we should evaluate their intelligence and the consistency between adaptability and intelligence. Only through the full use of the information of different sources can we assess the children accurately.
出处
《中国特殊教育》
CSSCI
北大核心
2002年第3期16-20,共5页
Chinese Journal of Special Education
关键词
WISC-Ⅲ
特殊教育
评估
运用
WISC - III special education assessment application
