在心理教育臨床工作中, 全量表智商分數（IQ）是施測者對受試兒童全面認知功能評估之良好參照；然而在後續假設驗證之診斷過程中, 瞭解受試認知能力之「內在差異」（Intra-individual Difference）卻能提供進一步之訊息。在各類認知能力中，語文（Verbal）與作業（Performance）能力傳統以來便深受學界重視，二者之差異被視為具臨床意義之指標，過大差異往往表示有進一步詳查之必要。本研究分析魏氏兒童智力量表第三版（WISC-III）台灣標準化常模1,100位6至16歲兒童之WISC-III分數，探討語文-作業能力差異與全量表智商之相關性。研究發現二者有顯著關聯：高智商組之語文能力平均顯著高於作業能力平均；而低智商組之作業能力平均則顯著高於語文能力平均；同時, 智商在平均數以上各組，出現較大語文-作業能力差異之比例較智商在平均數以下各組為高。研究結果指出在探討語文與作業能力差異時，全量表智商為必須考量之重要變數。鑒於國內缺乏一般兒童語文及作業能力差異表現的基本率（Base rate）供臨床工作者比對使用，本文依全量表智商高低分別呈現兩種WISC-III 語文與作業能力差異基本率常模，一為語文智商（Verbal IQ）與作業智商（Peroformance IQ）之差異；另一則為語文理解因素指數(Verbal Comprehension Index, VCI)與知覺組織因素指數（Perceptual Organization Index, POI）之差異，以期達到最大之效用。

　　　　　Traditional Full-scaled IQ (IQ) in the Wechsler Intelligence Scale for Children, third edition (WISC-III) is a good index in understanding examinee's cognitive ability, however, investigating the intra-individual differences helps on the hypothesis-confirmation process during follow-up diagnostic session. Verbal-Performance discrepancies were examined for the Taiwan WISC-III standardization sample of 1,100 children age ranged from 6 to 16. The occurrence of reliable discrepancies was related meanigfully to IQ level. Also presented were two groups of base rate tables (Verbal IQ-Performance IQ difference and Verbal Comprehension Index-Perceptual Organization Index difference). Examination for diversity between IQ levels was provided and discussed. Major findings were: (1) Groups with higher IQ shows a significant V > P tendency, while groups with lower IQ shows an opposite V < P trend; (2) Higher IQ groups show somewhat more occurrences of a larger V > P then they did the reverse, on the country, lower IQ groups show more occurrences of a larger P > V then they did the reverse; and (3) Proportion of individuals with large V-P discrepancies increases progressively with each increase in IQ level. Meanings and implications of these above findings were also discussed.