The Abilities of Retarded Students: Further Evidence Concerning the Stimulus Trace Factor
- 1 September 1978
- journal article
- research article
- Published by Taylor & Francis in The Journal of Psychology
- Vol. 100 (1) , 77-82
- https://doi.org/10.1080/00223980.1978.9923474
Abstract
A Wherry-Wherry hierarchical factor solution was obtained on the correlations among 11 WISC-R subtests for a sample of 79 mentally retarded boys and girls. The findings were not only congruent with Vernon's ability paradigm but also suggest that the ability structure for retardates may well be more complex than the structure for normals. The ability hierarchy for the present sample included a general (g) factor defined by positive loadings from all 11 subtests and factors corresponding to the verbal-educational (v.ed) and spatial-perceptual (k:m) parameters. In addition, a stimulus trace (ST) factor corresponding to the ability dimension described by Baumeister and Bartlett was obtained.Keywords
This publication has 6 references indexed in Scilit:
- Hierarchical Factor Structure of the WISC-R for Referred Children and AdolescentsPsychological Reports, 1977
- The Hierarchial Factor Structure of the Wechsler Intelligence Scale for Children as it Relates to Disadvantaged White and black ChildrenThe Journal of General Psychology, 1976
- The Hierarchical Factor Structure of the Wechsler Intelligence Scale for Children-RevisedThe Journal of Psychology, 1975
- Hierarchical Factor Structure of the Wechsler Intelligence Scale for ChildrenPsychological Reports, 1974
- WISC scores of retardates in relation to learning abilityJournal of Clinical Psychology, 1966
- Hierarchical Factor Solutions without RotationPsychometrika, 1959