中  華  心  理  學  刊
民93，46卷，1期，001-014

Shih-Kuang Chiang（Yu Li Veterans Hospital, Taiwan and Department of Psychology, National Taiwan University）；Wai-Cheong Carl Tam（Chung Yuan Christian University, Taiwan）

Abstract

The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) (Chinese version), which is basically the translation of the English version, has been published in 1997. It is at present the most popular children's intelligence test in Taiwan. This study examined the predictive validity of the WISC-III (Chinese Version) across grade, race and follow-up year. The participants enrolled in this study were students recruited from two different primary schools. Using stratified random sampling, a total of 90 students, including 30 1st graders, 30 3rd graders and 30 5th graders, were enrolled in this study. They were administered the WISC-111(Chinese Version) with the 10 subtests in standard procedure described in the test manual. The criterion variable of the WISC-III (Chinese Version) was the participant's school academic achievement in the following three years. The results for 84 students were analyzed. Full Scale IQ was a better predictor of academic achievement than Verbal IQ or Performance IQ across grade, race and follow-up year, except for aboriginal children. Furthermore, examination of the Verbal IQs' and Performance IQs' correlations with academic achievement across grades revealed three different results. In grade 1, Performance IQ was a better predictor than Verbal IQ. In grade 3, Performance IQ and Verbal IQ had equal predictive power. In grade 5, Verbal IQ was a better predictor than Performance IQ. Finally, WISC-III IQs had larger contributions to academic achievement in non-aboriginal children than in aboriginal children. Moreover, demographic variables, especially the grade variable, had larger contributions to academic achievement in aboriginal children than in non-aboriginal children. Results suggests that the WISC-III (Chinese Version) has predictive validity across grade, race and follow-up year, even as much as three years later. Implications and limitations of the current findings have also been discussed.
 

Keywords: WISC-III, aborigines, grade, predictive validity, academic achievement