Ces publications sont citées comme sources des règles d'interprétation. Leurs auteurs n'ont pas participé à CAPTALI et ne l'ont pas évalué.
CAPTALI n'est affilié ni à l'éditeur ni au distributeur du WISC-V. Voir la rubrique « Marques et non-affiliation » des mentions légales.
Structure, fidélité et profils cliniques du WISC-V : d'où viennent les règles de prudence
- Becker, A. B. C., Maurer, J., Daseking, M., & Pauls, F. (2024). Measurement invariance of the WISC-V across a clinical sample of children and adolescents with ADHD and a matched control group. Journal of Intelligence, 12(1), 6. doi:10.3390/jintelligence12010006
- Dombrowski, S. C., Benson, N. F., & Maki, K. E. (2025). A systematic review of the PSW diagnostic accuracy evidence for SLD identification: Is it time to abandon PSW? School Psychology Review, 54(3), 363-381. doi:10.1080/2372966x.2024.2369494
- Esprit, J. L., Youngstrom, E. A., Kim, S. Y., Norris, M., Levine, A., Butter, E. M., & Stephenson, K. G. (2026). In search of subtypes of children with developmental disabilities using the WISC-V: A latent profile analysis. Journal of Autism and Developmental Disorders. Publication en ligne anticipée. doi:10.1007/s10803-026-07506-x
- Gonthier, C., Tourreix, E., Besançon, M., Grégoire, J., & Guignard, J. H. (2025). Two psychometric profiles of gifted children in referred samples: The need to distinguish between homogeneous and crystallized profiles. Intelligence, 112, 101948. doi:10.1016/j.intell.2025.101948
- Kroesbergen, E. H., Huijsmans, M. D. E., & Friso-van den Bos, I. (2023). A meta-analysis on the differences in mathematical and cognitive skills between individuals with and without mathematical learning disabilities. Review of Educational Research, 93(5), 718-755. doi:10.3102/00346543221132773
- Lecerf, T., & Canivez, G. L. (2018). Complementary exploratory and confirmatory factor analyses of the French WISC–V: Analyses based on the standardization sample. Psychological Assessment, 30(6), 793-808. doi:10.1037/pas0000526
- Lecerf, T., & Canivez, G. L. (2022). Exploratory factor analyses of the French WISC-V (WISC-V FR) for five age groups: Analyses based on the standardization sample. Assessment, 29(6), 1117-1133. doi:10.1177/10731911211005170
- Lecerf, T., Döll, S., & Bastien, M. (2023). Investigating the structure of the French WISC-V for five age groups using psychometric network modeling. Journal of Intelligence, 11(8), 160. doi:10.3390/jintelligence11080160
- Lecerf, T., Döll, S., & Bastien, M. (2024). L'analyse du profil dans le WISC-V : une pratique fondée sur les preuves ? L'Année psychologique, 124(4), 525-557. doi:10.3917/anpsy1.244.0525
- Lunardon, M., Decarli, G., Sella, F., Lanfranchi, S., Gerola, S., Cossu, G., & Zorzi, M. (2023). Low discriminative power of WISC cognitive profile in developmental dyscalculia. Research in Developmental Disabilities, 136, 104478. doi:10.1016/j.ridd.2023.104478
- Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. doi:10.1111/j.1539-6053.2009.01038.x
- Pauls, F., & Daseking, M. (2021). Revisiting the factor structure of the German WISC-V for clinical interpretability. Frontiers in Psychology, 12, 710929. doi:10.3389/fpsyg.2021.710929
- Pauls, F., & Daseking, M. (2026). Structural validity of the German WISC-V beyond primary assessment: A factor-analytical approach to the ancillary index scales. Frontiers in Psychology, 17, 1913590. doi:10.3389/fpsyg.2026.1913590
- Ramos, A. A., Hamdan, A. C., & Machado, L. (2020). A meta-analysis on verbal working memory in children and adolescents with ADHD. The Clinical Neuropsychologist, 34(5), 873-898. doi:10.1080/13854046.2019.1604998
- Ritchie, S. J., & Tucker-Drob, E. M. (2018). How much does education improve intelligence? A meta-analysis. Psychological Science, 29(8), 1358-1369. doi:10.1177/0956797618774253
- Watkins, M. W., & Canivez, G. L. (2022). Are there cognitive profiles unique to students with learning disabilities? A latent profile analysis of Wechsler Intelligence Scale for Children–Fourth Edition scores. School Psychology Review, 51(5), 634-646. doi:10.1080/2372966x.2021.1919923
- Wilson, A. C. (2024). Cognitive profile in autism and ADHD: A meta-analysis of performance on the WAIS-IV and WISC-V. Archives of Clinical Neuropsychology, 39(4), 498-515. doi:10.1093/arclin/acad073
Description des épreuves, d'après les manuels
- Bachelier, D., & Cognet, G. (2017). Le bilan avec le WISC-V et ses outils complémentaires : guide pratique pour l'évaluation. Dunod.
- Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2017). Cross-battery assessment (X-BASS). In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary intellectual assessment (4th ed.). Guilford Press.
- Grégoire, J. (2019). L'examen clinique de l'intelligence de l'enfant : fondements et pratique du WISC-V (3e éd.). Mardaga.
- Kaufman, A. S., Raiford, S. E., & Coalson, D. L. (2016). Intelligent testing with the WISC-V. Wiley.
- Wechsler, D. (2016). WISC-V : Échelle d'intelligence de Wechsler pour enfants et adolescents (5e éd.). ECPA/Pearson.
- Weiss, L. G., Saklofske, D. H., Holdnack, J. A., & Prifitera, A. (2016). WISC-V assessment and interpretation: Scientist-practitioner perspectives. Academic Press.
Modèles théoriques
- Baddeley, A. (2003). Working memory: Looking back and looking forward. Nature Reviews Neuroscience, 4, 829-839. doi:10.1038/nrn1201
- Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47-89). Academic Press.
- Carroll, J. B. (1993). Human cognitive abilities: A survey of factor analytic studies. Cambridge University Press.
- McGrew, K. S. (2009). CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence, 37(1), 1-10. doi:10.1016/j.intell.2008.08.004
- Schneider, W. J., & McGrew, K. S. (2018). The Cattell-Horn-Carroll theory of cognitive abilities. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4th ed., pp. 73-163). Guilford Press.
- Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415-438. doi:10.1037/0022-0663.91.3.415