A Validity Study of the WISC-R Coding B Subtest

Abstract

The purpose of this study was to determine empirically the factors contributing to performance on the Coding B subtest of the WISC-R. A memory task derived from the Coding B subtest, an aural memory task, and a motor speed task were administered to 205 elementary school children. Hierarchical multiple regression analyses revealed that the derived memory task and the motor speed task independently accounted for 9% and 10%, respectively, of the Coding B subtest variance. In addition, the derived memory measure and the aural memory measure both related independently to performance on the Comprehensive Test of Basic Skills. It was concluded that performance on the Coding B subtest cannot be accounted for uniquely by a derived memory task or a motor speed task.