Psicothema was founded in Asturias (northern Spain) in 1989, and is published jointly by the Psychology Faculty of the University of Oviedo and the Psychological Association of the Principality of Asturias (Colegio Oficial de Psicólogos del Principado de Asturias).
We currently publish four issues per year, which accounts for some 100 articles annually. We admit work from both the basic and applied research fields, and from all areas of Psychology, all manuscripts being anonymously reviewed prior to publication.

  • Director: Laura E. Gómez Sánchez
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  • ISSN: 0214-9915
  • Digital Edition:: 1886-144X
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The effect of demographic variables on the assessment of cognitive ability

Ana Hernández1, Cristina Aguilar1, Èrica Paradell1, María R. Muñoz2, Louis-Charles Vannier3 and Frédérique Vallar1

1 Pearson Clinical & Talent Assessment (Barcelona, Spain),
2 Pearson Clinical Assessment (San Antonio, TX, US)and
3 Pearson Clinical Assessment - ECPA (Paris, France) and University François Rabelais (France)

Background: This study examines the effect of parental educational levels, sex, and family structure on the WISC-V Full Scale IQ (FSIQ) and primary index scores (VCI, VSI, FRI, WMI, and PSI) in a representative sample of children from Spain (N = 1008). Method: Differences between demographic groups were examined using independent-samples t-test, ANOVA and Hochberg post hoc tests. A multiple regression analysis was performed to examine whether demographic variables could predict children’s FSIQ score. Results: Results showed that the parents’ educational level was a significant predictor of children’s FSIQ and significant increases in mean FSIQ and primary index scores were found as the parents’ educational level increased. Sex was not a significant predictor of children’s FSIQ but slight sex differences were found for PSI. The family structure was a significant predictor of FSIQ but its contribution to the global model was small. Children from two-parent families obtained higher FSIQ, VCI, VSI, and FRI mean scores than children from single parent families. Conclusions: The results support the design of a normative sample stratified by demographic variables. Parental education levels, as a good predictor of children’s FSIQ score, must be taken into account as a key stratification variable.

El efecto de las variables demográficas en la evaluación de la aptitud cognitiva. Antecedentes: este estudio examina el efecto del nivel educativo parental, el sexo y la estructura familiar sobre el CI total (CIT) y los índices primarios del WISC-V en una muestra representativa de niños españoles (N = 1008). Método: las diferencias entre grupos demográficos se examinaron mediante pruebas t, ANOVA y tests post hoc de Hochberg. Se realizó un análisis de regresión múltiple para examinar si las variables demográficas podían predecir la puntuación CIT de los niños. Resultados: los resultados mostraron que el nivel educativo parental era un predictor significativo, se observaron incrementos significativos en las puntuaciones del CIT y de los índices conforme se incrementaba el nivel educativo parental. El sexo no fue un predictor significativo, pero se observaron ligeras diferencias en el índice de velocidad de procesamiento. La estructura familiar fue un predictor significativo, pero su contribución al modelo general fue pequeña. Los niños de familias biparentales obtuvieron puntuaciones superiores en el CIT y los índices a las de los niños de familias monoparentales. Conclusiones: los resultados apoyan el diseño de muestras normativas estratificadas por variables demográficas. El nivel educativo parental es un buen predictor del CIT de los niños y debe considerarse una variable de estratificación relevante.


Impact factor 2022:  JCR WOS 2022:  FI = 3.6 (Q2);  JCI = 1.21 (Q1) / SCOPUS 2022:  SJR = 1.097;  CiteScore = 6.4 (Q1)