Constancy of IQ scores among gifted children*

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Abstract
In light of the outdatedness of empirical research on IQ constancy among gifted children, and with the aim of examining possible cross cultural differences, the present study investigated the issue within the Israeli context. Specifically, we analyzed the constancy of IQ scores on the WISC‐R test for 161 kindergarteners through fourth graders identified as gifted by the Jerusalem Psychological Service in 1981/82‐ 1983/84. Assessment of IQ constancy was based on a retest administered to subjects 1–4 years after the first test. Results showed that 86% of the children in the sample were defined as gifted also on retest. Mean absolute differences between testings ranged from 1/3 to 1/2 SD (5–8 IQ points) for Verbal, Performance and Full‐scale IQ scores, and from 1/2 to 3/4 SD for subtest scores. On the whole, Performance scores remained constant, while Verbal scores tended to decline. There were no consistent differences attributable to age of identification or measurement interval.

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