Intelligent Testing with the WISC®‐V
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Each is checked against this paper’s own text: does it say what the citing paper says it does?
Mean score difference studies have demonstrated different mean scores in terms of magnitude on the WISC-V for different ethnic and gender groups.
“Mean score difference studies have demonstrated different mean scores in terms of magnitude on the WISC-V for different ethnic and gender groups (e.g., Kaufman et al. 2016;Wechsler 2014b;Weiss et al. 2015).”
From Is the Cattell–Horn–Carroll-based factor structure of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) construct invariant for a representative sample of African–American, Hispanic, and Caucasian male and female students ages 6 to 16 years? (2016) · cites this paper as Kaufman et al. 2016
On the WISC-V, researchers have observed no meaningful gender differences on the Full Scale IQ and only trivial gender differences on most indexes, except on the Processing Speed Index.
“On the WISC-V, researchers have observed no meaningful gender differences on the FSIQ and only trivial gender differences on most indexes, except on the Processing Speed Index.”
From Is the Cattell–Horn–Carroll-based factor structure of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) construct invariant for a representative sample of African–American, Hispanic, and Caucasian male and female students ages 6 to 16 years? (2016) · cites this paper as Kaufman et al. 2016
Mean score discrepancies may occur for reasons mostly related to differences in socioeconomic status and home environment, and have little to do with the test's psychometric properties.
“Discrepancies in mean scores may occur for a variety of reasons, most of which relate to differences in socioeconomic status and home environment (e.g., Kaufman et al. 2016;Weiss et al. 2006Weiss et al. , 2015)), but have little to do with the test's psychometric properties”
From Is the Cattell–Horn–Carroll-based factor structure of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) construct invariant for a representative sample of African–American, Hispanic, and Caucasian male and female students ages 6 to 16 years? (2016) · cites this paper as Kaufman et al. 2016
Gender differences on cognitive tests tend to be small, with the exception of processing speed, which shows a decided female advantage across the lifespan.
“Generally speaking, gender differences on cognitive tests tend to be small, with the exception of processing speed, which shows a decided female advantage across the lifespan (Kaufman et al. 2016;Keith et al. 2011;Lichtenberger and Kaufman 2013).”
From Is the Cattell–Horn–Carroll-based factor structure of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) construct invariant for a representative sample of African–American, Hispanic, and Caucasian male and female students ages 6 to 16 years? (2016) · cites this paper as Kaufman et al. 2016
Mean gender differences on cognitive tests are generally trivial compared to ethnic group differences and often close to zero on global scales.
“Mean gender differences have also been found to vary across the lifespan but generally tend to be trivial compared to ethnic group differences and often are close to zero on global scales (e.g., Kaufman and Kaufman 2004;Kaufman et al. 2016;Keith et al. 2008;Reynolds et al. 2008).”
From Is the Cattell–Horn–Carroll-based factor structure of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) construct invariant for a representative sample of African–American, Hispanic, and Caucasian male and female students ages 6 to 16 years? (2016) · cites this paper as Kaufman et al. 2016
Cited by
Sorted by citations
Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A. (2022) · Applied Neuropsychology: Child · doi:10.1080/21622965.2021.1875827 · Cited by 35 · see citing works
Scheiber, C. (2016) · Journal of Pediatric Neuropsychology · doi:10.1007/s40817-016-0019-7 · Cited by 25 · see citing works
McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2025) · Psychology in the Schools · doi:10.1002/pits.23457 · Cited by 5 · see citing works
- Venue
- Wiley eBooks
- Publisher
- Wiley
- Published
- 2016-01-19
- OpenAlex
- W4390095816
- Cited by
- 104
- References
- 0
- Citations by year
- 2026: 4 · 2025: 16 · 2024: 12 · 2023: 9 · 2022: 6 · 2021: 14 · 2020: 6 · 2019: 10 · 2018: 6 · 2017: 11 · 2016: 9 · 2015: 1
- FWCI
- 13.64
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Wiley eBooks (publishedVersion)
- Topics
- Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- WISC-V, intelligence testing, cognitive assessment, intelligence quotient, neuropsychological assessment
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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