Revue européenne de psychologie appliquée 66 (2016) 101–107 Disponible en ligne sur ScienceDirect www.sciencedirect.com Original article WISC-IV GAI and CPI profiles in healthy children and children with learning disabilities Profils des scores IAG et ICC du WISC-IV pour des enfants témoins et des enfants avec des troubles des apprentissages T. Lecerf a,∗,b , F. Bovet-Boone c , E. Peiffer c , S. Kieng a,b , S. Geistlich a,b a Faculty of psychology and educational sciences, university of Geneva, 40, boulevard du Pont-d’Arve, 1205 Geneva, Switzerland b Distance Learning University, Brig, Switzerland c Centre Multidys Petit Lancy, Genève, Switzerland a r t i c l e i n f o Article history: Received 16 December 2015 Received in revised form 21 March 2016 Accepted 8 April 2016 Keywords: WISC-IV GAI CPI Assessment Base rate Learning disability a b s t r a c t Introduction. – In addition to the FSIQ, the General Ability Index (GAI) and the Cognitive Proficiency Index (CPI) are two ancillary scores that can be calculated for the Wechsler Intelligence Scale. The GAI and the CPI have been proposed to assist in identifying cognitive strengths and weaknesses, and thus to provide different views into individual’s cognitive abilities. Objective. – The purpose of the present study is to provide the frequency of GAI/CPI score difference by direction, the frequency of FSIQ/GAI score difference, and the frequency of FSIQ/CPI score difference, for the French Wechsler Intelligence Scale for Children and Adolescents–Fourth Edition (WISC-IV). Method. – These frequencies are provided for a sample of healthy children (n = 483), and for a sample of children with learning disabilities (LD, n = 370). The GAI comprises verbal comprehension and perceptual reasoning subtests, while CPI comprises working memory and processing speed subtests. Results. – Results indicated that the healthy sample performed better than the LD sample for all composite scores. The FSIQ was lower than the GAI for both groups and this difference was slightly larger for the LD sample (-1.35 points vs. -3.22 points). The GAI was higher than the CPI for both samples, but this difference was not significantly larger for the LD sample (4.2 points vs. 6.16 points). Finally, while the FSIQ was higher than the CPI for both groups, this difference was not larger for the LD sample (2.85 points vs. 2.95 points). Conclusion. – These findings support the use of the GAI and the CPI, in addition to the FSIQ. © 2016 Elsevier Masson SAS. All rights reserved. Mots clés : WISC-IV IAG ICC Évaluation Fréquence d’apparition Troubles des apprentissages r é s u m é Introduction. – Il a été proposé dans les échelles d’intelligence de Wechsler de calculer l’Indice d’Aptitude Générale (IAG) et l’Indice de Compétence Cognitive (ICC), en complément du Quotient Intellectuel (QI). L’IAG et l’ICC doivent apporter des informations complémentaires sur le fonctionnement cognitif d’un individu, et doivent permettre d’identifier les « forces » et les « faiblesses » cognitives. Objectif. – Le but de cette étude est de fournir les fréquences d’apparition des scores de différence entre l’IAG et l’ICC, entre le QI et l’IAG et entre le QI et l’ICC pour la version franc ¸ aise de l’échelle d’intelligence de Wechsler pour enfants et adolescents (WISC-IV). Méthode. – Les fréquences d’apparition des scores de différences sont calculées à partir d’un échantillon d’enfants « témoins » (n = 483), et à partir d’un échantillon d’enfants présentant des troubles spécifiques des apprentissages (LD, n = 370). L’IAG comprend les sous-tests de compréhension verbale et de raison- nement perceptif. L’ICC comprend les sous-tests de mémoire de travail et de vitesse de traitement. ∗ Corresponding author. E-mail address: thierry.lecerf@unige.ch (T. Lecerf). http://dx.doi.org/10.1016/j.erap.2016.04.001 1162-9088/© 2016 Elsevier Masson SAS. All rights reserved.