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Vorhersage von kognitiven Fähigkeiten in der WPSSI-IV durch den ET 6-6-R

Published Online:May 29, 2018https://doi.org/10.1026/0942-5403/a000253

Abstract

Zusammenfassung. Das Ziel der Studie ist es die prognostische Validität des ET 6-6-R zu bestimmen. Es sollen die Leistungen in den primären Indizes der WPPSI-IV vorhergesagt werden. Getestet wurden 99 Kinder im Alter von 30 bis 70 Monaten. Der Abstand zwischen den Testungen betrug 8 bis 57 Tage. Die Ergebnisse zeigen, dass der Gesamt-IQ am besten durch die Entwicklungsbereiche Kognition und Sprache vorhergesagt werden kann. Die Regressionsmodelle mit den Kriterien Sprachverständnis und Visuell-Räumlicher Verarbeitung sind ebenfalls zufriedenstellend. Die Vorhersagewerte für das Arbeitsgedächtnis und das Fluide Schlussfolgern fallen sehr gering aus. Es besteht zudem keine Korrelation zwischen der Verarbeitungsgeschwindigkeit der WPPSI-IV und den Entwicklungsbereichen des ET 6-6-R. Die Analysen zeigen, dass der ET 6-6-R eine zufriedenstellende prognostische Validität für einige Indizes der WPPSI-IV aufweist. Für ein umfangreiches kognitives Profil ist es notwendig, eine Intelligenzdiagnostik durchzuführen.


The Prediction of Cognitive Ability in the WPPSI-IV by the ET 6-6-R

Abstract. One quality criterion of development measurements is to predict cognitive performances in tests of intelligence. The first aim of the present study was to evaluate the predictive validity of the ET 6-6-R (Entwiklungstest 6 Monate–6 Jahre – Revision; Development Test for Children Aged From 6 Months to 6 Years – Revision). For this purpose, cognitive performances on the primary indices and the Full Scale IQ of the Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition (WPPSI-IV) were chosen as the variables to be predicted. The second aim of the study was to examine the categorical agreement (below average performance, average performance, above average performance) between ET 6-6-R scores and WPPSI-IV scores. Data of 99 children (49 girls, 50 boys) aged from 30 to 70 months were collected using the ET 6-6-R and the WPPSI-IV. The test interval was 8 – 57 days. To analyze the relationship between development scales of the ET 6–6–R and primary indices as well as Full Scale IQ of the WPPSI-IV, Pearson correlation coefficients were calculated and complemented by a linear regression analysis. Categorical agreement was analyzed using Cohen’s kappa with quadratic weighting. The ET 6–6–R scales for Cognitive and Language development explained 35 % of the variances in the Full Scale IQ. When using Verbal Comprehension and Visual Spatial as criterion variables instead, the regression models clarified 28 % and 26 % of the overall variance. Measures of explained variance for Fluid Reasoning (7 %) and Working Memory (10 %), however, were relatively small. There was no significant correlation between Processing Speed and each of the ET 6-6-R development scales. The categorical agreements between Language development and Verbal Comprehension (κ = .33), Cognitive development and Visual Spatial (κ = .25) as well as Cognitive development and Full Scale IQ (κ = .32) were rather low. Most children showed average and above average performance in both measurements. The categorical agreement on below average performance should be examined in further studies. The results of the present study demonstrated a moderate predictive validity of the ET 6-6-R. In particular, the ET 6-6-R development scales Cognition and Language are considered most suitable for predicting measures of intelligence. However, not all narrow intellectual abilities (Fluid Reasoning, Working Memory, and Processing Speed) can be sufficiently predicted by the ET 6-6-R scales. Consequently, specific measures of intelligence are indispensable whenever explicit profiles are needed to identify strengths and weaknesses of cognitive abilities. Finally, the present findings suggest that diagnostic procedures should always include a comprehensive assessment of specific cognitive abilities

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