CoChat
Sign Up
Cited by 141Psychological Testing and AssessmentDevelopmental and Educational NeuropsychologyCognitive Abilities and Testing

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

The WISC-III in Context

Prifitera, Aurelio, Weiss, Lawrence G., Saklofske, Donald H.·1998·WISC-III Clinical Use and Interpretation
DOI 10.1016/b978-012564930-8/50002-4
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1016/b978-012564930-8/50002-4

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Prifitera, Weiss, and Saklofske (1998) stated that FDI is a misleading name for this construct because it encourages naive interpretations and may be better conceptualized as an index of working memory.

    “Prifitera, Weiss, and Saklofske (1998) stated that FDI is a misleading name for this construct because it encourages naive interpretations and may be better conceptualized as an index of working memory.”

    From WISC-III Cognitive Profiles in Children with ADHD: Specific Cognitive Impairments and Diagnostic Utility (2019) · cites this paper as Prifitera, Weiss, & Saklofske, 1998

  • The GAI was originally conceptualized as an alternative measure of global ability, featuring only the VC and PR subtests.

    “The GAI was originally conceptualized as an alternative measure of global ability, featuring only the VC and PR subtests.”

    From Beyond Primary Assessment on the WISC-V: An Investigation of the Structural Validity of the Ancillary Scores (2025) · cites this paper as Prifitera et al. 1998

  • The GAI was primarily intended to be used as a reference anchor for the discrepancy model for specific learning disability identification in circumstances where the FSIQ was believed to be disproportionally influenced by underlying processing deficits in WM and PS.

    “According to Prifitera et al. (1998) it was primarily intended to be used as a reference anchor for the discrepancy model for specific learning disability identification (LD/SLD) in circumstances where it was believed that the FSIQ was disproportionally influenced by underlying processing deficits in WM and PS.”

    From Beyond Primary Assessment on the WISC-V: An Investigation of the Structural Validity of the Ancillary Scores (2025) · cites this paper as Prifitera et al. 1998

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 25

  1. Beal, 1988, Canadian content in the WISC-R: Bias or jingoism, Canadian Journal of Behavioral Science, 20, 154, 10.1037/h0079921 · DOI
  2. Blaha, 1996, Hierarchical factor structure of the Wechsler Intelligence Scale for Children-III, Psychological Assessment, 8, 214, 10.1037/1040-3590.8.2.214 · DOI
  3. Cohen, 1957, The factorial structure of the WAIS between early adulthood and old age, Journal of Consulting Psychology, 21, 283, 10.1037/h0045077 · DOI
  4. Cohen, 1959, The factorial structure of the WISC at ages 7-6, 10-6, and 13–16, Journal of Consulting Psychology, 23, 285, 10.1037/h0043898 · DOI
  5. Flynn, 1984, The mean IQ of Americans: Massive gains 1932–1978, Psychological Bulletin, 95, 29, 10.1037/0033-2909.95.1.29 · DOI · Paper page
  6. Flynn, 1987, Massive gains in 14 nations: What IQ tests really measure, Psychological Bulletin, 101, 171, 10.1037/0033-2909.101.2.171 · DOI · Paper page
  7. Holmes, 1981, Individually administered intelligence tests: An application of anchor test norming and equating procedures in British Columbia, Education Research Institute of British Columbia; Report No. 81:11, Vancouver, B.C.
  8. Kaplan, E., Fein, D., Kramer, J., Morris, R., Delis, D. (in press) Manual for WISC-III as a Neuropsychological Instrument. San Antonio, TX: The Psychological Corporation.
  9. Kaufman, 1976, Verbal-Performance IQ discrepancies on the WISC-R, Journal of Consulting and Clinical Psychology, 44, 739, 10.1037/0022-006X.44.5.739 · DOI
  10. Kaufman, 1976, Analysis of WISC-R standardization data in terms of stratification variables, Child Development, 47, 165, 10.2307/1128295 · DOI
  11. Kavale, 1984, A meta-analysis of the validity of Wechsler scale profiles and recategorizations: Patterns or parodies?, Learning Disability Quarterly, 7, 136, 10.2307/1510314 · DOI
  12. Kyllonen, 1990, Reasoning ability is (little more than) working memory capacity?, Intelligence, 14, 389, 10.1016/S0160-2896(05)80012-1 · DOI · Paper page
  13. Matarazzo, 1990, Psychological assessment versus psychological testing: Validation from Binet to the school, clinic, and courtroom, American Psychologist, 45, 999, 10.1037/0003-066X.45.9.999 · DOI
  14. McDermott, 1990, Just say no to subtest analysis: A critique on Wechsler theory and practice, Journal of Psychoeducational Assessment, 8, 290, 10.1177/073428299000800307 · DOI
  15. Neisser, 1996, Intelligence: Knowns and unknowns, American Psychologist, 51, 77, 10.1037/0003-066X.51.2.77 · DOI · Paper page
  16. Prifitera, 1993, Base rates of WISC-III diagnostic subtest patterns among normal, learning-disabled, and ADHD samples, Journal of Psychoeducational Assessment monograph series, Advances in psychological assessment: Wechsler Intelligence Scale for Children—Third Edition, 43
  17. Reynolds, 1994, Comparative three-factor solutions of the WISC-III and WISC-R at 11 age levels between 6 1/2 and 16 1/2 years, Archives of Clinical Neuropsychology, 9, 553
  18. Saklofske, 1990, School-based assessment research in Canada, McGill Journal of Education, 25, 5
  19. Schwean, 1993, WISC-III performance of ADHD children. Journal of Psychoeducational Assessment monograph series, Advances in psychological assessment: Wechsler Intelligence Scale for Children—Third Edition, 56
  20. Snook, 1989, Component analysis versus common factor analysis: A Monte Carlo study, Psychological Bulletin, 106, 148, 10.1037/0033-2909.106.1.148 · DOI
  21. Sternberg, 1993, Rocky's back again: A review of the WISC-III. Journal of Psychoeducational Assessment monograph series, Advances in psychological assessment: Wechsler Intelligence Scale for Children—Third Edition, 161
  22. Wechsler, 1950, Cognitive, conative, and non-intellective intelligence, American Psychologist, 5, 78, 10.1037/h0063112 · DOI
  23. Weiss, 1995, An evaluation of differential prediction of WIAT Achievement scores from WISC-III FSIQ across ethnic and gender groups, Journal of School Psychology, 333, 297, 10.1016/0022-4405(95)00016-F · DOI
  24. Weiss, 1993, The WISC-III and fairness of predicting achievement across ethnic and gender groups, Journal of Psychoeducational Assessment, monograph series, Advances in psychological assessment: Wechsler Intelligence Scale for Children—Third Edition, 35
  25. Wielkiewicz, 1990, Interpreting low scores on the WISC-R third factor: It's more than distractibility, Psychological Assessment: A Journal of Consulting and Clinical Psychology, 2, 91, 10.1037/1040-3590.2.1.91 · DOI

Cited by

Sorted by citations

Metadata

Authors
Prifitera, A., Weiss, L. G., & Saklofske, D. H.
Affiliations
University of Saskatchewan (CA)
ORCID
Saklofske, Donald H.
Venue
WISC-III Clinical Use and Interpretation
Publisher
Elsevier
Published
1998
Pages
1-38
DOI
10.1016/b978-012564930-8/50002-4
OpenAlex
W1629288904
Cited by
141
References
2
Citations by year
2025: 3 · 2023: 1 · 2022: 1 · 2020: 4 · 2019: 5 · 2017: 5 · 2016: 7 · 2015: 7 · 2014: 4 · 2013: 9 · 2012: 4
FWCI
10.31
Type
book chapter
Language
en
Open access
closed
Locations
Elsevier eBooks (publishedVersion)
Topics
  • Social Sciences › Psychology › Applied Psychology › Psychological Testing and Assessment
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords
WISC-III, Wechsler Intelligence Scale for Children, intelligence testing, test interpretation, cognitive profile, personalized interventions, pediatric diagnosis

About these checks

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.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review