Generalizability of the Swedish WISC-V to the Finland-Swedish minority – the FinSwed study

References

• Agranovich, A. V., Panter, A. T., Puente, A. E., & Touradji, P. (2011). The culture of time in neuropsychological assessment: Exploring the effects of culture-specific time attitudes on timed test performance in Russian and American samples. Journal of the International Neuropsychological Society, 17(4), 692–701. https://doi.org/10.1017/S1355617711000592
   PubMed Web of Science ®Google Scholar
• American Educational Research Association, American Psychological Association, & Education, N. C.o. M. i. (2014). The standards for educational and psychological testing. www.apa.org/science/programs/testing/standards
   Google Scholar
• American Psychological Association. (2017). Multicultural guidelines: An ecological approach to context, identity, and intersectionality. https://www.apa.org/about/policy/multicultural-guidelines
   Google Scholar
• Babcock, S. E., Miller, J. L., Saklofske, D. H., & Zhu, J. (2018). WISC-V Canadian norms: Relevance and use in the assessment of Canadian children. Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement, 50(2), 97. https://doi.org/10.1037/cbs0000096
   Web of Science ®Google Scholar
• Benson, N. F., Floyd, R. G., Kranzler, J. H., Eckert, T. L., Fefer, S. A., & Morgan, G. B. (2019). Test use and assessment practices of school psychologists in the United States: Findings from the 2017 national survey. Journal of School Psychology, 72, 29–48. https://doi.org/10.1016/j.jsp.2018.12.004
   PubMed Web of Science ®Google Scholar
• Bialystok, E. (2021). Bilingualism as a slice of Swiss cheese. Frontiers in Psychology, 12, 5219. https://doi.org/10.3389/fpsyg.2021.769323
   Web of Science ®Google Scholar
• Byrne, B. M. (2016). Adaptation of assessment scales in cross-national research: Issues, guidelines, and caveats. International Perspectives in Psychology: Research, Practice, Consultation, 5(1), 51. https://doi.org/10.1037/ipp0000042
   Google Scholar
• Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. https://doi.org/10.1080/10705510701301834
   Web of Science ®Google Scholar
• Cianci, L., Orsini, A., Hulbert, S., & Pezzuti, L. (2013). The influence of parents’ education in the Italian standardization sample of the WISC-III. Learning and Individual Differences, 28, 47–53. https://doi.org/10.1016/j.lindif.2013.09.009
   Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Cormier, D. C., Kennedy, K. E., & Aquilina, A. M. (2016). Test review: Wechsler D.(2014),” Wechsler intelligence scale for children: Canadian 322 (WISC-V CDN).” Toronto, Ontario: Pearson Canada assessment. Canadian Journal of School Psychology, 31(4), 322–334. https://doi.org/10.1177/0829573516648941
   Web of Science ®Google Scholar
• Delatte, S. (2015). An evaluation of an adapted version of WISC-IV for 10- and 11-year-old Swedish-speaking children in Finland [Master’s thesis, Åbo Akademi University]. ALMA - Search Portal for Åbo Akademi University Library, E-Resources and Archive Collections.
   Google Scholar
• Eilertsen, T., Thorsen, A. L., Holm, S. E. H., Bøe, T., Sørensen, L., & Lundervold, A. J. (2016). Parental socioeconomic status and child intellectual functioning in a Norwegian sample. Scandinavian Journal of Psychology, 57(5), 399–405. https://doi.org/10.1111/sjop.12324
   PubMed Web of Science ®Google Scholar
• Eizaguirre, M. B., Vanotti, S. I., Aguayo Arelis, A., Rabago Barajas, B., Cores, E. V., MacíMacíAs, M. A., Benedict, R. H., & Cáceres, F. (2020). Symbol digit modalities test-oral version: An analysis of culture influence on a processing speed test in Argentina, Mexico, and the USA. Developmental Neuropsychology, 45(3), 129–138. https://doi.org/10.1080/87565641.2020.1737699
   PubMed Web of Science ®Google Scholar
• Eurostat. (2022). Population by educational attainment level, sex and age (%) - main indicators. https://ec.europa.eu/eurostat/databrowser/view/EDAT_LFSE_03__custom_3991061/default/table
   Google Scholar
• Evers, A., Muñiz, J., Bartram, D., Boben, D., Egeland, J., Fernández-Hermida, J. R., Frans, Ö., Gintiliené, G., Hagemeister, C., Halama, P., Iliescu, D., Jaworowska, A., Jiménez, P., Manthouli, M., Matesic, K., Schittekatte, M., Sümer, H. C., & Urbánek, T. (2012). Testing practices in the 21st century: Developments and European psychologists’ opinions. European Psychologist, 17(4), 300. https://doi.org/10.1027/1016-9040/a000102
   Web of Science ®Google Scholar
• Flanagan, D., Ortiz, S., & Alfonso, V. (2013). Cross-battery assessment of individuals from culturally and linguistically diverse backgrounds. In D. Flanagan, S. O. Ortiz, & V. C. Alfonso (Eds.), Essentials of cross-battery assessment (pp. 287–350). John Wiley & Sons.
   Google Scholar
• Flynn, J. R., & Weiss, L. G. (2007). American IQ gains from 1932 to 2002: The WISC subtests and educational progress. International Journal of Testing, 7(2), 209–224. https://doi.org/10.1080/15305050701193587
   Google Scholar
• Georgas, J., Van de Vijver, F., Weiss, L. G., & Saklofske, D. (Eds.). (2003). A cross-cultural analysis of the WISC-III. In Culture and children’s intelligence (pp. 277–313). Elsevier.
   Google Scholar
• Gienger, C., Petermann, F., & Petermann, U. (2008). Wie stark hängen die HAWIK-IV-Befunde vom Bildungsstand der Eltern ab? [To what extent do the HAWIK-IV findings depend on the level of education of the parents?]. Kindheit und Entwicklung, 17(2), 90–98. https://doi.org/10.1026/0942-5403.17.2.90
   Google Scholar
• Giofrè, D., Allen, K., Toffalini, E., & Caviola, S. (2022). The impasse on gender differences in intelligence: A meta-analysis on WISC batteries. Educational Psychology Review, 34(4), 1–26. https://doi.org/10.1007/s10648-022-09705-1
   Web of Science ®Google Scholar
• Gonthier, C., & Grégoire, J. (2022). Flynn effects are biased by differential item functioning over time: A test using overlapping items in Wechsler scales. Intelligence, 95, 101688. https://doi.org/10.1016/j.intell.2022.101688
   Web of Science ®Google Scholar
• Grob, A., Petermann, F., Lipsius, M., Costan-Dorigon, J., Petermann, U., & Daseking, M. (2008). Differences in Swiss and German children’s intelligence as measured by the HAWIK-IV. Swiss Journal of Psychology/Schweizerische Zeitschrift für Psychologie/Revue Suisse de Psychologie, 67(2), 113. https://doi.org/10.1024/1421-0185.67.2.113
   Google Scholar
• Gudmundsson, E. (2009). Guidelines for translating and adapting psychological instruments. Nordic Psychology, 61(2), 29–45. https://doi.org/10.1027/1901-2276.61.2.29
   Web of Science ®Google Scholar
• Gudmundsson, E., Claessen, À., Àsgeirsdóttir, B., & Þor Gudmundsson, B. (2005–2006). Notagildi erlendra stadla vid túlkun nidurstadna úr WISC-III á Íslandi [Applicability of foreign standards when interpreting WISC-III results in Iceland]. Sálfraediritid - Tímarit Sálfreadingafélags Íslands 10–11, 41–49.
   Google Scholar
• Haavisto, A., Slama, S., Rosenqvist, J., & Collaboration with the Test Committee at the Finnish psychological association. (2023). Riktlinjer för kognitiva utredningar av barn i Svenskfinland [Guidlines for cognitive assessments of children in Swedish-speaking Finland].
   Google Scholar
• Hernández, A., Aguilar, C., Paradell, È., Muñoz, M. R., Vannier, L.-C., & Vallar, F. (2017). The effect of demographic variables on the assessment of cognitive ability. Psicothema, 29(4), 469–474. https://doi.org/10.7334/psicothema2017.33
   Web of Science ®Google Scholar
• Hiltunen, J., Ahonen, A., Hienonen, N., Kauppinen, H., Kotila, J., Lehtola, P., Leino, K., Lintuvuori, M., Nissinen, K., Puhakka, E., Sirén, M., Vainikainen, M.-P., & Vettenranta, J. (2023). PISA 22: ensituloksia [PISA 22: First results]. Opetus-ja kulttuuriministeriön julkaisuja, 49, 1–156. https://urn.fi/URN:ISBN:978-952-263-949-3
   Google Scholar
• International Test Commission. (2001). International guidelines for test use. International Journal of Testing, 1(2), 93–114. https://doi.org/10.1207/S15327574IJT0102_1
   Google Scholar
• International Test Commission. (2013). ITC guidelines on test use. Version 1.2. https://www.intestcom.org/files/guideline_test_use.pdf
   Google Scholar
• Kamieniecki, G. W., & Lynd-Stevenson, R. M. (2002). Is it appropriate to use United States norms to assess the “intelligence” of Australian children? Australian Journal of Psychology, 54(2), 67–78. https://doi.org/10.1080/00049530210001706523
   Web of Science ®Google Scholar
• Karlsson, L. C., Soveri, A., Räsänen, P., Kärnä, A., Delatte, S., Lagerström, E., Mård, L., Steffansson, M., Lehtonen, M., Laine, M., & Morton, J. B. (2015). Bilingualism and performance on two widely used developmental neuropsychological test batteries. Public Library of Science ONE, 10(4), e0125867. https://doi.org/10.1371/journal.pone.0125867
   Google Scholar
• Korkman, M., Kirk, U., & Kemp, S. L. (2011). NEPSY-II. Svensk version. Manual [NEPSY-II. Swedish version. Manual]. Pearson.
   Google Scholar
• Korkman, M., Stenroos, M., Mickos, A., Westman, M., Ekholm, P., & Byring, R. (2012). Does simultaneous bilingualism aggravate children’s specific language problems? Acta Paediatrica, 101(9), 946–952. https://doi.org/10.1111/j.1651-2227.2012.02733.x
   PubMed Web of Science ®Google Scholar
• Korpinen, E., Slama, S., Rosenqvist, J., & Haavisto, A. (2023). WPPSI-IV and NEPSY-II performance in mono- and bilingual 5–6-year-old children: Findings from the FinSwed study. Scandinavian Journal of Psychology, 64(4), 409–420. https://doi.org/10.1111/sjop.12895
   Web of Science ®Google Scholar
• Lazaridis, A., Vetter, M., & Pietschnig, J. (2022). Domain-specificity of Flynn effects in the CHC-model: Stratum II test score changes in Germanophone samples (1996–2018). Intelligence, 95, 101707. https://doi.org/10.1016/j.intell.2022.101707
   Web of Science ®Google Scholar
• Leino, K., Ahonen, A. K., Hienonen, N., Hiltunen, J., Lintuvuori, M., Lähteinen, S., Lämsä, J., Nissinen, K., Nissinen, V., & Puhakka, E. (2019). PISA 18: ensituloksia. Suomi parhaiden joukossa [PISA 18: First results. Finland among the best]. Opetus-ja kulttuuriministeriön julkaisuja, 40. https://jyx.jyu.fi/handle/123456789/75294
   Google Scholar
• Leinonen, T., & Tandefelt, M. (2007). Evidence of language loss in progress? Mother-tongue proficiency among students in Finland and Sweden. International Journal of the Sociology of Language, 2007(187–188), 185–203. https://doi.org/10.1515/IJSL.2007.055
   Google Scholar
• McGill, R. J., Ward, T. J., & Canivez, G. L. (2020). Use of translated and adapted versions of the WISC-V: Caveat emptor. School Psychology International, 41(3), 276–294. https://doi.org/10.1177/0143034320903790
   Web of Science ®Google Scholar
• Millard, S. P. (2013). EnvStats: An R package for environmental statistics. Springer. https://www.springer.com
   Google Scholar
• Oakland, T., & Hu, S. (1991). Professionals who administer tests with children and youth: An international survey. Journal of Psychoeducational Assessment, 9(2), 108–120. https://doi.org/10.1177/073428299100900201
   Web of Science ®Google Scholar
• OECD. (2019). PISA 2018 results (Volume I): What students know and can do. Paris: PISA, OECD Publishing. https://doi.org/10.1787/5f07c754-en
   Google Scholar
• Official Statistics of Finland. (2017). Educational structure of population [e-publication]. Retrieved October 28, 2022, from http://www.stat.fi/til/vkour/index_en.html
   Google Scholar
• Official Statistics of Finland. (2019).Support for learning [e-publication]. Retrieved March 30, 2023, from https://statfin.stat.fi/PxWeb/pxweb/en/StatFin_Passiivi/StatFin_Passiivi__pop/statfinpas_pop_pxt_002_201900.px/table/tableViewLayout1/
   Google Scholar
• Official Statistics of Finland. (2021). Population structure. Key figures on population by region, 1990-2021 [e-publication]. Retrieved November 21, 2022, from https://pxdata.stat.fi/PxWeb/pxweb/en/StatFin/StatFin__vaerak/statfin_vaerak_pxt_11ra.px/table/tableViewLayout1/
   Google Scholar
• Pauls, F., Daseking, M., & Petermann, F. (2020). Measurement invariance across gender on the second-order five-factor model of the German Wechsler intelligence scale for children–Fifth Edition. Assessment, 27(8), 1836–1852. https://doi.org/10.1177/1073191119847762
   Web of Science ®Google Scholar
• Pietschnig, J., & Voracek, M. (2015). One century of global IQ gains: A formal meta-analysis of the Flynn effect (1909–2013). Perspectives on Psychological Science, 10(3), 282–306. https://doi.org/10.1177/1745691615577701
   Web of Science ®Google Scholar
• Platt, J. M., Keyes, K. M., McLaughlin, K. A., & Kaufman, A. S. (2019). The Flynn effect for fluid IQ may not generalize to all ages or ability levels: A population-based study of 10,000 US adolescents. Intelligence, 77, 101385. https://doi.org/10.1016/j.intell.2019.101385
   PubMed Web of Science ®Google Scholar
• Rabin, L. A., Paolillo, E., & Barr, W. B. (2016). Stability in test-usage practices of clinical neuropsychologists in the United States and Canada over a 10-year period: A follow-up survey of INS and NAN members. Archives of Clinical Neuropsychology, 31(3), 206–230. https://doi.org/10.1093/arclin/acw007
   PubMed Web of Science ®Google Scholar
• R Core Team. (2021). R: A language and environment for statistical computing. In R Foundation for Statistical Computing. https://www.R-project.org/
   Google Scholar
• Reverte, I., Golay, P., Favez, N., Rossier, J., & Lecerf, T. (2015). Testing for multigroup invariance of the WISC-IV structure across France and Switzerland: Standard and CHC models. Learning and Individual Differences, 40, 127–133. https://doi.org/10.1016/j.lindif.2015.03.015
   Web of Science ®Google Scholar
• Rindermann, H. (2007). The g‐factor of international cognitive ability comparisons: The homogeneity of results in PISA, TIMSS, PIRLS and IQ‐tests across nations. European Journal of Personality: Published for the European Association of Personality Psychology, 21(5), 667–706. https://doi.org/10.1002/per.634
   Web of Science ®Google Scholar
• Rodríguez-Cancino, M., & Concha-Salgado, A. (2023). WISC-V measurement invariance according to sex and age: Advancing the understanding of intergroup differences in cognitive performance. Journal of Intelligence, 11(9), 180. https://doi.org/10.3390/jintelligence11090180
   Web of Science ®Google Scholar
• Rodriguez, C. M., Treacy, L. A., Sowerby, P. J., & Murphy, L. E. (1998). Applicability of Australian adaptations of intelligence tests in New Zealand. New Zealand Journal of Psychology, 27(1), 5.
   Web of Science ®Google Scholar
• Roivainen, E. (2019). European and American WAIS IV norms: Cross‐national differences in perceptual reasoning, processing speed and working memory subtest scores. Scandinavian Journal of Psychology, 60(6), 513–519. https://doi.org/10.1111/sjop.12581
   PubMed Web of Science ®Google Scholar
• Rosenqvist, J., Slama, S., & Haavisto, A. (2022). Användningen av kognitiva test vid psykologiska utredningar av barn och unga på svenska i Finland – en översikt [Using cognitive tests for psychological evaluations of children in Swedish in Finland - an overview]. NMI Bulletin, 32, 74–93. https://bulletin.nmi.fi/wp-content/uploads/2022/09/NMI-Bulletin_sve_2022-E-74-93-rosenqvist.pdf
   Google Scholar
• Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/10.18637/jss.v048.i02
   Web of Science ®Google Scholar
• Saarela, J. (2021). Finlandssvenskarna 2021: En statistisk rapport [The Finland-Swedes 2021: A statistical report] (978–952–9700–67–7). https://folktinget.fi/Site/Data/1597/Files/Finlandssvenskarna%202021_statistisk%20rapport_Folktinget_KLAR.pdf
   Google Scholar
• Salonen, J., Slama, S., Haavisto, A., & Rosenqvist, J. (2023a). Comparison of WPPSI-IV and WISC-V cognitive profiles in 6–7-year-old Finland-Swedish children – findings from the FinSwed study. Child Neuropsychology, 29(5), 1–23. https://doi.org/10.1080/09297049.2022.2112163
   Web of Science ®Google Scholar
• Salonen, J., Slama, S., Haavisto, A., & Rosenqvist, J. (2023b). A comparison of WPPSI-IV performance between Finland-Swedish minority children and the Scandinavian test norms – findings from the FinSwed study. Journal of the International Neuropsychological Society, 29(10), 943–952. https://doi.org/10.1017/S1355617723000395
   Web of Science ®Google Scholar
• Sjöholm, K. (2004). Swedish, Finnish, English? Finland’s Swedes in a changing world. Journal of Curriculum Studies, 36(6), 637–644. https://doi.org/10.1080/0022027042000186600
   Web of Science ®Google Scholar
• Sundet, J. M., Barlaug, D. G., & Torjussen, T. M. (2004). The end of the Flynn effect?: A study of secular trends in mean intelligence test scores of Norwegian conscripts during half a century. Intelligence, 32(4), 349–362. https://doi.org/10.1016/S0160-2896(04)00052-2
   Web of Science ®Google Scholar
• Swedish National Agency for Education. (2023). PISA 2022: 15-åringars kunskaper i matematik, läsförståelse och naturvetenskap [PISA 2022: 15-year-olds’ knowledge in mathematics, reading comprehension, and science]. www.skolverket.se/publikationer
   Google Scholar
• Trahan, L. H., Stuebing, K. K., Fletcher, J. M., & Hiscock, M. (2014). The Flynn effect: A meta-analysis. Psychological Bulletin, 140(5), 1332. https://doi.org/10.1037/a0037173
   PubMed Web of Science ®Google Scholar
• van de Vijver, F. J., Weiss, L. G., Saklofske, D. H., Batty, A., & Prifitera, A. (2019). A cross-cultural analysis of the WISC-V. In L. G. Weiss, D. H. Saklofske, J. A. Holdnack, & A. Prifitera (Eds.), WISC-V. Clinical use and interpretation (pp. 223–244). Academic Press.
   Google Scholar
• Vataja, P., Lerkkanen, M.-K., Aro, M., Westerholm, J., Risberg, A.-K., & Salmi, P. (2022). The predictors of literacy skills among monolingual and bilingual Finnish–Swedish children during first grade. Scandinavian Journal of Educational Research, 66(6), 960–976. https://doi.org/10.1080/00313831.2021.1942191
   Web of Science ®Google Scholar
• Weber, D., Dekhtyar, S., & Herlitz, A. (2017). The Flynn effect in Europe–effects of sex and region. Intelligence, 60, 39–45. https://doi.org/10.1016/j.intell.2016.11.003
   Web of Science ®Google Scholar
• Wechsler, D. (2014a). Wechsler intelligence scale for children – Fifth Edition. NCS Pearson, Inc.
   Google Scholar
• Wechsler, D. (2014b). WPPSI-IV. Svensk version [WPPSI-IV. Swedish version]. NCS Pearson, Inc.
   Google Scholar
• Wechsler, D. (2016). WISC-V. Svensk version [WISC-V. Swedish version]. NCS Pearson Inc.
   Google Scholar
• Wechsler, D., Raiford, S. E., & Holdnack, J. A. (2014). WISC-V. Technical and interpretive manual. NCS Pearson.
   Google Scholar
• Weiss, L. G., Gregoire, J., & Zhu, J. (2016). Flaws in Flynn effect research with the Wechsler scales. Journal of Psychoeducational Assessment, 34(5), 411–420. https://doi.org/10.1177/0734282915621222
   Web of Science ®Google Scholar
• Weiss, L. G., Harris, J. G., Prifitera, A., Courville, T., Rolfhus, E., Saklofske, D. H., & Holdnack, J. A. (2006). WISC-IV interpretation in societal context. In S. D. H. Weiss, A. Prifitera, G. Lawrence, & J. A. Holdnack (Eds.), WISC-IV advanced clinical interpretation (pp. 1–57). Academic Press/Elsevier.
   Google Scholar
• Weiss, L. G., Locke, V., Pan, T., Harris, J. G., Saklofske, D. H., & Prifitera, A. (2019). Wechsler intelligence scale for children—fifth edition: Use in societal context. In Wisc-V : Clinical use and interpretation. Elsevier Science & Technology.
   Google Scholar
• Weiss, L. G., Saklofske, D. H., Holdnack, J. A., & Prifitera, A. (2019). WISC-V: Clinical use and interpretation. Academic Press.
   Google Scholar
• West, S. G., Finch, J. F., & Curran, P. J. (1995). Structural equation models with nonnormal variables. In H. R. Hoyle (Ed.), Structial equation modeling: Concepts, issues, and applications (pp. 56–75). SAGE Publications Inc.
   Google Scholar
• Westman, M., Korkman, M., Mickos, A., & Byring, R. (2008). Language profiles of monolingual and bilingual Finnish preschool children at risk for language impairment. International Journal of Language & Communication Disorders, 43(6), 699–711. https://doi.org/10.1080/13682820701839200
   PubMed Web of Science ®Google Scholar
• Yeates, K. O., & Donders, J. (2005). The WISC-IV and neuropsychological assessment. In A. Prifitera, D. H. Saklofske, & L. G. Weiss (Eds.), WISC-IV clinical use and interpretation: Scientist-practitioner perspectives (pp. 415–434). Elsevier Academic Press.
   Google Scholar