Factor structure of the Stanford-Binet Intelligence Scale (4th ed.) for gifted children

Administration of the Stanford-Binet Intelligence Scale (4th ed.) to 60 elementary school students resulted in means consistent with their “gifted” status. With two exceptions subtest “g” factor loadings from these children are similar to the g factor loadings from the standardization sample. An orthogonal rotation, varimax solution, resulted in four factors with eigenvalues greater than 1. Like the standardization sample, these gifted children yielded some subtest loadings which are consistent with the Stanford-Binet “model”; also like the standardization sample, not all the subtests loadings agreed with the model-based assignment. Results from a second factor analysis, a LISREL confirmatory analysis, also only partially supported the Binet model. Implications for interpretation are discussed.     

Factor structure of the K-ABC for referred school children

Previous factor analyses of the K-ABC for school-age children have offered varying degrees of support for the test, depending on which subtests have been analyzed. Further, most previous analyses have involved only children from the standardization sample. Here, K-ABC scores for 585 school-age children referred for psychological evaluation were factor analyzed. Results of the analysis of K-ABC MP tests were quite consistent with those of previous analyses and with the structure of the test itself. The factor structure of the MP and Achievement tests together was also consistent with previous analyses and, like those analyses, was somewhat less consistent with the theoretical structure of the K-ABC; the factors found could be interpreted from several perspectives. As in analyses of the standardization data, the Achievement tests appear to be better measures of general intelligence for referred children than do the MP scales. Thus, while it appears that the K-ABC factor structure is quite consistent for both normal and exceptional children, the meaning and names of factors found are open to interpretation.     

Testing: Exploring the WISC‐III as a measure of giftedness∗

This study investigated patterns of WISC‐III IQ subtest scores for gifted children. Subtest scatter of WISC‐III scores occurred with greater frequency in a gifted sample than for subjects reported in the test manual's normative sample. Variability from the subtest mean of the gifted was most evident on Similarities, Comprehension, Coding, and Symbol Search. The extent of subtest scatter and its pattern on the WISC‐III was similar to typical patterns of highs and lows found for gifted children on the WISC‐R with one notable exception. There was a marked lack of strength in Block Design, previously seen as a peak subtest for gifted students when assessed with the WISC‐R.     

The structure and function of academic self‐concept in gifted and general education students

Using structural equation modeling techniques, this exploratory study investigated the differences in the factor structure of academic self‐perceptions in a sample of gifted students and within a general population of students. The factor structure exhibited partial measurement invariance, suggesting that two of the items on the factor work differently in the gifted sample than in the sample from the general population. The gifted sample demonstrated higher academic self‐perceptions than the general school sample and higher self‐reported GPAs than the general school sample. However, the relationship between academic self‐perceptions and self‐reported GPA was invariant across groups. For both gifted students and the general population of high school students, GPA and academic self‐perceptions were moderately and positively related. Therefore, although there are large mean differences between gifted students and the general population of students on the academic self‐perceptions scale, the structure of the relationship between academic self‐perceptions and GPA was similar.     

Characteristics of the home context for the nurturing of gifted children in Saudi Arabia

This study investigates factors in the home environment and their influence on children’s analytical, creative, and practical skills. A sample of 294 gifted children (195 male) was recruited from grades 4–7 in Saudi Arabia, where the family context is highly influenced by the principles of Islam. Results did not confirm the effect of birth order, but showed that (1) mother’s education was an important factor for gifted children’s creativity; (2) the number of boys in the family was negatively associated with gifted boys’ creativity (r?=??.21); and (3) Quran-related learning experiences were positively related to gifted girls’ analytical (r?=?.46) and creative (r?=?.42) skills. Implications for understanding non-Western environments for gifted children are discussed.     

Test reviews

The WISC‐III and WPPSI‐R are both recent additions to the assessment scene. Each revised battery is technically excellent, and has several features that enhance its usefulness for gifted children: a very representative standardization sample; successful efforts to provide adequate “top” on all subtests, except at the oldest ages for which each battery is intended; and elimination of biased items. However, both revised tests place an unusually high premium on speed of responding, which may substantially affect gifted children's IQs. In addition, subtest stability tends to be low for both tests, hindering profile interpretation. Overall, both tests should make useful contributions to gifted assessment.     

THE STRUCTURE OF COGNITIVE ABILITIES IN HIGHLY AND MODERATELY GIFTED YOUNG PEOPLE

In order to assess the structure of cognitive abilities in highly and moderately gifted young people, data from the Munich Longitudinal Study of Giftedness were analyzed by conventional factor analysis. In the total group as well as in the subsample of the moderately gifted, a three factor solution was obtained which was subsequently confirmed by a LISREL analysis of the same data. In the subsample of the highly gifted, a two factor solution was obtained by conventional factor analysis and confirmed by a LISREL analysis. Contrary to the opinion voiced in the statistical literature that in groups formed on the basis of some cutoff value the reduced variances and covariances will lead to factorial artifacts, we argue that the factors obtained can be interpreted meaningfully. We were also able to predict, on the basis of the two factor solution, the occurrence of specific types of highly gifted youths.     

The Big-Fish–Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children

This study reports data extending work by Marsh and colleagues on the “big-fish-little-pond effect” (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular reference group) than to be a small fish in a big pond (gifted student in gifted reference group). The BFLPE effect was examined with respect to academic self-concept, test anxiety, and school grades in a sample of 1020 gifted Israeli children participating in two different educational programs: (a) special homogeneous classes for the gifted and (b) regular mixed-ability classes. The central hypothesis, deduced from social comparison and reference group theory, was that academically talented students enrolled in special gifted classes will perceive their academic ability and chances for academic success less favorably compared to students in regular mixed-ability classes. These negative self-perceptions, in turn, will serve to deflate students' academic self-concept, elevate their levels of evaluative anxiety, and result in depressed school grades. A path-analytic model linking reference group, academic self-concept, evaluative anxiety, and school performance, was employed to test this conceptualization. Overall, the data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested. In addition, academic self-concept and test anxiety were observed to mediate the effects of reference group on school grades.     

The effect of different types of nomination forms on teachers' identification of gifted children

The present study sought to determine the effect of three different types of teacher nomination forms on a group of teachers' effectiveness and efficiency in identifying gifted children; to compare the effectiveness and efficiency of the three forms with each other, with that of the Renzulli-Hartman Scale for Rating Behavioral Characteristics of Superior Students, and with that of a form that requested teachers to identify their gifted students; and to examine the relationship between the scores on the intelligence test, on the various nomination forms, and on the California Achievement Test (CAT). The subjects of the investigation were 183 children in grades K-5 and their teachers. Based on the findings of the study, the following conclusions were reached. First, the use of a behavior rating scale teacher nomination form will result in the greatest number of gifted children being correctly identified. Secondly, it is possible to increase the effectiveness, without overly affecting the efficiency, of any teacher nomination form by making the criterion standard for giftedness sensitive to the specific population it is screening. Thirdly, while the relationship between the scores was relatively low, because of its high effectiveness, its acceptable completion time, and its scores having the highest positive relationship with the intelligence test scores of any of the forms used, Form C is recommended as the teacher nomination form to be considered to assist teachers in the identification of gifted children. Fourthly, in schools where a large majority of the children score very high on a standardized achievement test, some other measure of academic success must be found if academic achievement is to be a component in the screening process. Finally, while, as a group, teachers in a school all may appear to be very good identifiers of gifted children, careful examination across grade levels, and within grade levels if the teacher sample size per grade is large enough, may assist in the identification of groups of teachers for in-service training.     

Assessing giftedness with the WISC‐III and the SB‐IV

The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc.     

家庭教养方式对10岁城市与流动超常儿童自我概念的影响

选取10岁超常儿童共74名,其中城市超常儿童34名,流动超常儿童40名。采用问卷法,考察了两组超常儿童在自我概念和家庭教养方式上的差异,分析了家庭教养方式对超常儿童自我概念水平的影响,结果表明：（1）城市和流动超常儿童在自我概念上的差异主要表现在城市超常儿童的非学业自我概念要显著高于流动超常儿童。（2）在家庭教养方式方面,城市超常儿童在情感温暖理解这一维度上的得分明显地高于流动超常儿童,而在惩罚严厉、过分干涉、拒绝否认、过度保护这四个维度上的得分均低于流动超常儿童。（3）家庭教养方式中的情感温暖理解、过分保护和拒绝否认对超常儿童的自我概念总分有较好的预测作用。具体来说,家庭教养方式对学业自我概念和非学业自我概念的影响是不同的,家庭教养方式中的情感温暖理解对超常儿童的学业自我概念有较好的预测作用,而成长环境和家庭教养方式中的情感温暖因素对超常儿童的非学业自我概念有较好的预测作用。     

Adjustment scales for children and adolescents and Native American Indians: Factorial validity generalization for Ojibwe youths

Replication of the core syndrome factor structure of the Adjustment Scales for Children and Adolescents (ASCA; P.A. McDermott, N.C. Marston, & D.H. Stott, 1993) is reported for a sample of 183 Native American Indian (Ojibwe) children and adolescents from North Central Minnesota. The six ASCA core syndromes produced an identical two‐factor solution as the standardization data through principal axis analysis using multiple criteria for the number of factors to extract and retain. Varimax, direct oblimin, and promax rotations produced identical results and nearly identical factor‐structure coefficients. Coefficients of congruence resulted in an excellent match to the factorial results of the ASCA standardization sample and a large, independent sample. It was concluded that for these Ojibwe students, the ASCA measures two independent dimensions of psychopathology (i.e., Overactivity and Underactivity) that are similar to the conduct problems/externalizing and withdrawal/internalizing dimensions commonly found in the child psychopathology assessment literature. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 685–694, 2006.     

A confirmatory factor analysis of the Stanford–Binet Intelligence Scales,Fifth Edition,with a high‐achieving sample

The Stanford–Binet Intelligence Scale, Fifth Edition (SB5), is a recently published, multidimensional measure of intelligence based on Cattell–Horn–Carroll (CHC) theory. The author of the test provides results from confirmatory factor analyses in the technical manual supporting the five‐factor structure of the instrument. Other authors have examined this factor structure through EFA using the standardization sample, and have not found evidence of a five‐factor model. The purpose of the current study was to examine the internal construct validity of the SB5 using an independent sample of high‐functioning students. Participants included 201 high‐functioning, third‐grade students ranging in age from 8 years, 4 months to 10 years, 11 months. Five models of the SB5 were analyzed using Analysis of Moment Structures (AMOS). Our findings indicated that a hierarchical, four‐factor, post‐hoc model provided the best fit to the data. Generally, implications for school psychologists include a better understanding of the factor structure of the SB5, especially as it relates to high‐achieving children. Directions for future research are also discussed. © 2010 Wiley Periodicals, Inc.     

超常儿童鉴别的研究

超常儿童的形成是大脑功能的天赋与后天学习相互作用的结果，并且是与儿童个性品质形成和发展相辅相成的。学业超前发展的儿童并非一定智力超常。我们要把智力超常儿童鉴别出来。采取了如下分析方法：（1）用相关分析去研究入学各类测验与学习成就之间的关系；（2）用模糊聚类的方法，研究超常班学生入学时的选拔的整齐程度，研究学生在四年中发展水平的整齐程度及分化的情况。得到的结论是：（1）入学鉴别中，有关能力方面的测验成绩与教育过程中成。测验有较密切的关系，常常达到显著相关水平。（2）由于。学学生智力水平相似，有关智力的测验成绩与教育过程中成就测验成绩多数相关很低，这说明教育过程中的分化的主要原因不在于智力的差异。（3）入学鉴别中，创造力的测验，与高年级难度较高的学科成就测验成绩有显著的相关的趋势。（4）个性与学习成就测验相关，情况很不一致，这与教育过程中的观察结果一致，有些班的主要问题是个性上的差异，有的班则不是。     

An analysis of WISC-R factors for gifted students with learning disabilities

Intellectual patterns of gifted students with learning disabilities were studied to determine cognitive factors characterizing these children. Twenty-four gifted children with learning disabilities (LD) and a control group of nondisabled gifted children were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974). While differences between the two groups on individual subtests were examined, a comparison of broader factors was emphasized in discovering cognitive patterns that might suggest effective intervention. Experimental and control performances were compared on 14 factor scores, using cognitive classification systems of Bannatyne (1971), Kaufman (1975), Rapaport, Gill, and Schafer (1946), and Wechsler (1974). Gifted students with LD were more reliant on verbal conceptualization and reasoning than the control students. They also demonstrated deficiencies in short-term auditory memory and sound discrimination. The gifted group with LD exhibited the Organic Brain Syndrome factor (Wechsler, 1974) to a significantly greater extent than did the control group.     

Understanding Gender Differences in Thinking Styles of Gifted Children

The accuracy of the Brigance K&1 screen in the early detection of Head Start children with possible cognitive/academic giftedness, was explored in this study. Data were collected from a sample of 134 children, 13 of whom were identified as potentially gifted on the basis of performance on the K‐ABC. Potentially gifted children performed significantly better on the Brigance than nongifted children. Group differences were large and exceeded one standard deviation on the K&1 total score. Classification analyses indicated that use of the technical manual criteria underreferred potentially gifted children. However, use of local criteria established that the K&1 screen has good sensitivity (>80%) and acceptable specificity (>70%) in relation to concurrent and predictive cognitive/academic outcomes. Teacher ratings were ineffective in detecting potentially gifted children. The K&1 screen may be helpful in the early detection of low‐income children who may be cognitively/academically gifted.     

What characterizes children nominated as gifted by teachers? A closer consideration of working memory and intelligence

Teacher nominations are often used in school settings to identify gifted children. However, although high intelligence is part of almost all definitions of giftedness, prior research has consistently shown that not all children nominated as gifted by teachers have high intelligence. In order to further understand the characteristics of these students, we herein explore the role of another cognitive construct, namely working memory (WM). In a sample comprising N = 81 fourth graders, both WM and intelligence showed the same predictive value for characterizing teacher-nominated gifted children, pointing to the importance of the thus-far-unattended WM for characterizing these students.     

The gifted rating scales—preschool/kindergarten form: An analysis of the standardization sample based on age,gender, and race

This study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales—Preschool/Kindergarten Form (GRS‐P) is based on a multidimensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal structure of the scale; no age differences across the 3‐year age span 4:0‐6:11; gender differences on only one of the five scales; artistic talent; and small but statistically significant race/ethnicity differences with Asian Americans rated, on average, 1.5 scale‐score points higher than whites and Native Americans and 7 points higher than African American and Hispanic students. The present findings provide support for the GRS‐P as a valid screening test for giftedness.     

A comparison between intellectually gifted and typical children in their coping responses to a school and a peer stressor

The present study investigated the coping responses to two childhood stressors of fifth and sixth grade, gifted (n=52) and typical (n=55) children. The subjects were administered the Self‐Report Coping Scale for school and peer stressors (i.e., getting a lower grade than usual and having a fight with a friend). Teachers’ ratings of children's social and academic adjustment and academic potential were also obtained. Results indicated that gifted children endorsed problem‐solving strategies to a greater degree than typical children. Otherwise, gifted and typical children's reported coping strategies did not differ. Teachers’ ratings indicated better academic and social adjustment for gifted children. Future directions for the study of coping with stressors among gifted populations are addressed.     

A comparison of the Kaufman Assessment Battery for Children and the Stanford-Binet IV for the assessment of gifted children

The K-ABC and the Stanford-Binet IV (abbreviated test battery) were administered in a counterbalanced order to 32 gifted third- and fourth-grade students. It was found that the Stanford-Binet IV produced scores that were an average of eight points higher than those on the K-ABC. The concurrent validity coefficient of .70 indicated a high degree of association between test performance on these two tests. When the diagnostic heuristic of +2 SDs is used to identify gifted children, 68.6% concordance was found between these tests. Eighty percent of the discordance involved cases in which the Binet IQ was above +2 SDs and the K-ABC was below +2 SDs. Implication for the assessment of gifted children is discussed.