• Korean Journal of Child Studies
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• v.36 no.1
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• pp.65-83
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• 2015

The purpose of this study was to validate the newly developed K-WPPSI-IV using other current IQ tests in common use in Korea such as the K-ABC and K-CTONI-2. Fifty three 2~7 year olds were tested with both the K-WPPSI-IV and K-ABC in a counterbalanced order. Simultaneous, cognitive, information processing as well as acquisition indices of K-ABC were moderately correlated with the total IQ of K-WPPSI-IV, ranging .44~.58. The results of these tests were comparable with US data: Correlations among WPPSI-IV & DAS-II subscales were .31~.67. The correlations among K-WPPSI-IV & K-CTONI-2 subscales in sixty two children ranged from .43~.49. WMI(Working memory index) as well as PSI(Processing speed index) of K-WPPSI showed low correlations with non-verbal IQ. These results indicated that nonverbal IQ does not test processing speed which in turn is very important in WMI & PSI Indices of K-WPPSI-IV. Further studies are needed to broaden the concurrent validities using K-WISC-IV or K-BSID-2. In addition, predictive as well as discriminate validity studies need to be conducted for better understanding of K-WPPSI-IV.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.27 no.4
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• pp.313-318
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• 2016

Objective: The purpose of this study was to investigate the clinical utility of the Korean Wechsler Intelligence Scale for Children-Fourth Edition (K-WISC-IV) and General Ability Index (GAI) in children with attention-deficit hyperactivity disorder (ADHD). Methods: The GAI and Full Scale IQ (FSIQ) in K-WISC-IV were compared for a group of 79 children with ADHD and 234 normal children. The mean differences within each group were testified by the t-test and Cohen's d. The Wechsler's descriptive classifications for each GAI and FSIQ score were analyzed in the children with ADHD. Additionally, the critical value for the difference between the means of the FSIQ and GAI was calculated in the normal children. Results: The score on the GAI was higher than that on the FSIQ in the children with ADHD, with a mean difference of 2.19 points. The implications of these findings are discussed regarding the cognitive characteristics of the children with ADHD. According to Wechsler's descriptive classification, the application of the GAI showed a lower (7.59%), equal (61.65%) or higher (60.76%) prevalence of ADHD compared to the application of FSIQ. Conclusion: The implications of these findings are discussed regarding the cognitive characteristics of the children with ADHD. The GAI reflecting the attention and behavioral problems in children with ADHD could be utilized as an alternative global intelligence estimate that considers their potential for development.

• Korean Journal of Child Studies
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• v.37 no.6
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• pp.107-117
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• 2016

Objective: This study examined the construct validity of K-WPPSI-IV. Factor structures of the structures of the K-WPPSI-IV full scale as well as primary index scales for two age ranges (2 years, 6 months to 3 years, 11 months; 4 years to 7 years, 7 months) were examined. Methods: Data were collected from 1,700 children aged 2 years, 6 months to 7 years, 7 months during the K-WPPSI-IV standardization. Confirmatory factor analyses were conducted using the K-WPPSI-IV subtest performances with maximum likelihood estimation using Amos 18. Results: First, the three-factor model (verbal comprehension, visual spatial, and working memory) fitted best for the younger age range. However, the five-factor model (verbal comprehension, visual spatial, fluid reasoning, working memory, and processing speed) fitted best for the older age range. Residuals suggest the presence of two nested subfactors within the verbal comprehension factor (broad/expressive and focused/simple). Second, the confirmatory factor analysis on primary index subtests identified factors that account for the intercorrelations among the reduced sets of primary index subtests. Conclusion: The findings showed that the theoretical structures of WPPSI-IV subtests were confirmed within K-WPPSI-IV.

• Journal of Science Education
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• v.39 no.3
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• pp.418-433
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• 2015

In this study, we investigated the cognitive characteristics of low science achieving middle school students in K-WISC-IV, and compared the results with high science achieving and achieving students. The results showed us that high science achieving students scored higher than counterparts in FSIQ. Low science achieving students scored lower than high science achieving and achieving students in VCI. Especially low science achieving students scored lower than two groups in subtest SI. The low level of abstraction in low science achieving students is due to the lack of scientific reasoning ability. Therefore subtest SI is considered as highly discriminating test for low science achieving group. Low levels in verbal comprehension, abstraction and reasoning ability are the major factors in poor school performance. High science achieving students scored more than achieving and low achieving students in WMI. Because the working memory is involved in scientific reasoning problem solving process, it is believed to play an important role in science achieved.

• Korean Journal of Biological Psychiatry
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• v.13 no.2
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• pp.70-81
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• 2006

Objective : The purpose of this study was to investigate the differences of the cognitive performance, emotional and behavioral problems among the attention-deficit/hyperactivity disorder(ADHD) groups that show the difference between visual and auditory attention. Method : Using 'ADHD Diagnostic System(ADS)', visual attention and auditory attention of 98 children diagnosed as ADHD were measured. According to the omission and commission error of ADS, they were divided into three groups ; 1) the group whose each visual omission and commission error scores were higher than each auditory omission and commission error scores(VV group), 2) the group whose each auditory omission and commission error scores were higher than each visual omission and commission error scores(AA group), 3) the group that was the rest of VV and AA group(M group). And the results of both the subscales of Korean Educational Development Institute-Wechsler Intelligence Scale for Children(KEDI-WISC) and the subscales of Korean Child Behavior Checklist(K-CBCL) among three groups were compared. Finally, the correlation between the visual omission, visual commission, auditory omission, auditory commission error and the results of KEDI-WISC, K-CBCL were investigated. Results : The results were as follows ; 1) In 98 ADHD children, the number of VV group(N=56) was higher than that of AA (N=10) and M group (N=32). 2) All mean scores of the subscales of KEDI-WISC of VV group were higher than those of M and AA group. The score of verbal IQ(p=.039) of VV group was significantly higher than that of AA group and the scores of block design(p=.015), Kaufman's factor 2(p=.045), performance IQ(p=.004) were significantly higher than those of M group. The score of full IQ(p=.004) were significantly higher than that of M and AA group. 3) The mean scores of all K-CBCL subscales of VV group were higher than those of M and AA group, except the score of Somatic complaint subscale. The score of Social subscale(p=.041) of VV group was significantly higher than that of AA group. The score of Withdrawn subscale(p=.021) of AA group was significantly higher than that of VV group. 4) There were no significant correlation between the scores of visual omission/commission error and those of each subscale of KEDI-WISC. But, there were many significant correlations between the scores of auditory omission/commission error and those of each subscale of KEDI-WISC. 5) There were significant correlation between the score of the visual omission error and that of Thought problem subscale(r=.205, p=.043) of K-CBCL. There were significant correlation between the scores of the auditory omission error and those of Social subscale(r=-.319, p=.001), Social problems subscale(r=.206, p=.042), Thought problem subscale(r=.235, p=.021). Finally, there were significant correlation between the scores of auditory commission error and those of Social subscale(r=-.241, p=.017), Thought problem subscale(r=.235, p=.020). Conclusion : The ADHD children whose auditory attention ability were higher than visual attention ability had relatively better cognitive performance and less emotional/behavioral problems than the others. The more comprehensive experiment will be needed about the cognitive performance, emotion and behavior problems of the ADHD children showing the difference between visual and auditory attention.