Intellectual Ability as a Predictor of Performance on the Wisconsin Card-Sorting Test

Abstract

The purpose of this study was to explore the relationship between intelligence and executive functioning in youth. More specifically, the authors hypothesized that there would be a positive correlation between scores on the Wechsler Intelligence Scale for Children-Fourth Edition General Ability Index (GAI) and understanding of sorting principles as measured by percent conceptual-level responses on the Wisconsin Card-Sorting Test (WCST). One hundred eighty-five children and adolescents completed neuropsychological evaluations. Results revealed a curvilinear regression with bright youth (GAI = 115–129) and gifted youth (GAI ≥130) performing better than average youth (GAI = 90–114) and no difference in performance between bright and gifted youth. Additionally, post-hoc analyses revealed intelligence in children 5 to 8 years of age and 12 to 16 years of age did not significantly predict percent conceptual-level responses, while intelligence predicted more than 19% of the variance in percent conceptual-level responses for children ages 9 to 11 years old. Findings revealed new evidence about the role of intellectual ability in executive functioning among different age ranges and have important implications for psychologists, caregivers, educators, and other professionals working with this population.

Key words:

• age ranges
• executive function
• gifted
• intelligence
• neuropsychological assessment
• Wechsler Intelligence Scale for Children
• Wisconsin Card-Sorting Test

Notes

Note. All diagnoses (both within the comorbid diagnoses and group variables) were assigned by a licensed clinical neuropsychologist as defined by the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition, Text Revision (DSM-IV-TR; American Psychiatric Association, 2000).

*Significant differences between groups at the .01 level.

*Clinically relevant results of WCST percent conceptual-level responses by intellectual ability group prior to controlling for confounding variables (i.e., diagnoses of ADHD and RD).

**Unstandardized residual values after controlling for the effects of ADHD and RD on WCST percent conceptual-level responses.

*Clinically relevant results of WCST percent conceptual-level responses by intellectual ability group prior to controlling for confounding variables (i.e., diagnoses of ADHD and RD).

**Unstandardized residual values after controlling for the effects of ADHD and RD on WCST percent conceptual-level responses.