Stability of Factor Structure of the WISC for Normal Negro Children from Pre-School Level to First Grade

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Abstract
In order to determine the changes in mental factor structure with increasing age and educational maturity, two analytic studies were made. In 1961, 111 Negro pre-school children were examined with the Wechsler Intelligence Scale for Children and 4 reference tests. This battery was repeated 1 yr. later with 103 of the same children. The 10 standard WISC subtests, except Coding, were split into 2, 3, or 4 parts to yield as many variables as possible. Kaiser's varimax rotation was applied to the 30 by 30 matrix. Evidence is presented supporting 9 statistically significant uncorrelated factors at both the pre-school level and after 1 yr. of school. At least 8 factors are readily identified by WISC subtests or by combinations of WISC subtests. By age 6 differential mental abilities are clearly discernible. Between pre-school and the end of the first grade WISC mental factors are not appreciably altered by age, education or training. Eight factors extracted at the pre-school level are stable and congruent with those found after 1 yr. of school.