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Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves [88]-91). Also available on the Internet.

Thesis (Ed. S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 59 p. Includes bibliographical references p. 58-59.

Interest in this research was stimulated as a result of analysing performance of a group of Durban Indian school children, referred to the Durban Child Guidance Clinic as possible cases for remedial education, on A.E. Maxwell's abbreviated form of the Wechsler Intelligence Scale for Children (WISC). The research describes results of applying the full WISC to a carefully selected group of 72 Durban Indian school children in upper junior school levels, and its aims, besides general description of the results of the group and of subgroups, were to investigate Verbal and Performance scale results of the group more fully and to determine whether the abbreviated WISC in question possessed satisfactory validity for the group tested. The experimental group was found to perform significantly better on the Verbal than on the Performance scale of the WISC, in agreement with results of analysing abbreviated WISC profiles of the Durban Clinic sample, and also in agreement with results of research in which modified Wechsler tests had been applied to youngsters in India. Relative to Performance ability, Verbal ability appeared a more integrated dimension of intellect for the present Indian group. Possible reasons for the WISC pattern obtained were sought within the literature and it was felt that the result could be ascribed largely to cultural background factors. Evidence also suggested the applicability of the WISC to the sample studied, and it was felt to be a suitable scale for the measurement of Indian intelligence, at least in the interim before an individual scale standardised for South African Indian children is devised. Abbreviated WISC results of the group, derived by means of Maxwell's method, were examined, and there was reason to believe that as far as validity was concerned, there was room for improvement. Alternative abbreviated forms of the WISC, with possible usefulness for Indian children of similar background to the present-sample, were accordingly suggested for further research. / Thesis (M.Ed.)-University of Natal, 1970.

This study was an investigation of profile patterns on WISC-III subtest scores of Canadian gifted children. Profiles of students were compared to core profile types identified by Glutting, McDermott, and Konold (1997) and Konold, Glutting, McDermott, Kush, and Watkins (1999). From the literature reviewed, it was felt that conducting a profile analysis based on empirical research would override some of the criticisms inherent in the practice of profile analysis The sample consisted of 88 children ages 6 through 13 years. Subjects were included who scored at least 120 on the Wechsler Intelligence Scale for Children (WISC-III). Sixty of the participants were gathered from Choice School; the remaining 28 were from the Psychoeducational Research and Training Centre at the University of British Columbia. The results of the profile analysis indicated that 34% of the cases were considered to be clinically unique or rare. The profile analysis of the entire sample of Canadian gifted students indicated that a much higher percentage of profiles were considered to be clinically unique or rare when compared to the normative sample. Future research needs to include larger samples of gifted children.

This study looked at the relationship between the 27 indices on the California Verbal Learning Test - Children's Version (CVLT-C) and the 19 scores on the Wechsler Intelligence Test for Children - Third Edition (WISC-III). The sample consisted of 58 children, ages 6-16 from a clinical population. The subgroups with Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and High Ability (HA) were compared to children with no clinical diagnosis (ND) on WISC-III Full Scale IQ, Verbal IQ, and Performance IQ; on CVLT-C Total Recall Trials 1-5; and on CVLC factors of Attention Span, Learning Efficiency, Free Delayed Recall, Cued Delayed Recall, and Inaccurate Recall. Twelve significant correlations were found between the CVLT-C and WISC-III including Full Scale IQ with Total Recall Trials 1-5, Discriminability, and False Positives; Verbal IQ with False Positives; Vocabulary with Total Recall Trials 1-5; Information with Serial Cluster Ratio; Digit Span with Total Recall Trials 1-5 and Discriminability; Processing Speed with Discriminability and False Positives; and Symbol Search with False Positives, all within the moderate range. In comparing clinical subgroups, children with ADHD did not differ significantly from those without a clinical diagnosis (ND) on any selected measures. Children diagnosed with learning disabilities were significantly lower on Total Recall Trials 1-5, Attention Span, and Cued Delayed Recall. Children with high abilities (HA) were significantly higher on WISC-III Full Scale IQ, Verbal IQ, Performance IQ, CVLT-C Total Recall Trials 1-5, Learning Efficiency, and Free Delayed Recall. This study empirically supported a positive relationship between memory processes and cognitive abilities while also confirming that each are a part of a larger cognitive process. / Department of Educational Psychology

The overall purpose of this study was to investigate the nature of the relationship between a recently revised, multidimensional intelligence test (WJ III COG) and a short form of an older, well-established intelligence test (WISC-III) with intellectually gifted children. As such, this study examined the implications of using a theoretically and empirically sound choice (WJ III COG) as compared to a more practical alternative (i.e., WISC-III short form); it also explored the impact of different cut-off and eligibility criteria upon eligibility decisions. Participants were solicited from a group of 75 students who had been nominated for a gifted program at a small elementary school located on the urban fringe of a midsize city in the Midwest. Thirty-five students, ranging in age from 9 years, 2 months to 11 years, 1 month, participated in this study. The sample included 15 students who were admitted into the program and 20 students who were deemed ineligible. The WISC-III short form exhibited a positive relationship with the WJ III COG, as its FSIQ estimate correlated significantly with both the WJ III COG GIA-Std and BIA scores, accounting for approximately 33% and 35% of the variance, respectively. The eligible group performed significantly higher on the WISC-III short form than the WJ III COG, whereas the ineligible group performed consistently across all global measures of intelligence. The eligibility of 46% of the sample varied as a result of the test and restrictiveness of the cut-off criteria. More students were identified as intellectually gifted when flexible, rather than strict, cut-off criteria were used to make eligibility decisions. Moreover, the eligibility of approximately 63% of the participants varied as a result of the test and whether eligibility criteria involved general and specific intellectual abilities or solely general intellectual ability. More students were deemed eligible when general and specific intellectual abilities were considered as compared to decisions based only on general intellectual ability. / Department of Educational Psychology

The purpose of this study was to determine if the Split-Half Short Form WISC-R correlates over time with the WISC-R and whether either of these two separately administered measures of intellectual ability were able to predict academic achievement in a sample of learning disabled students using the WRAT as the criterion variable.The subjects were 100 (71 males, 29 females) students, ages, 6 through 16, selected from a special education learning disabled school population. All the subjects were administered the WISC-R an average of three years prior to the administration of the WISC-RSH and the WRAT.Two hypotheses were specified for the separately administered test forms: No significant difference between corresponding scales of WISC-R and WISC-RSH; and no difference in ability of corresponding WISC-R and WISC-RSH scale scores in predicting academic achievement using the WRAT Reading, Spelling, and Arithmetic standard scores. Pearson Product-Moment correlation analyses were used to determine if a significant relationship existed between Verbal, Performance and Full-Scale IQ scores of the WISC-R and WISC-RSH. Regression analysis procedures were used to determine the predictive validity of each of these measures to the WRAT subscales.The results revealed that the Verbal, Performance and Full Scale IQ scores of the WISC-R and the WISC-RSH were significantly correlated (r=.60, .69, .72, respectively) over the three year period.Indices of predictability obtained from regression procedures revealed that neither test form was able to predict academic achievement using the WRAT scores as the criteria. However, both test forms performed similarly in their predictive ability, with the WISC-RSH demonstrating a slightly better predictive ability than the WISC-R. This can be explained by the fact that the WISC-RSH and WRAT were administered concurrently three years after the WISC-R.Results from this study show promise that the WISC-RSH, Verbal, Performance and Full Scale IQ scores may be used in the re-evaluation assessment process of learning disabled students. It remains open to question whether the WISC-RSH can be used in place of the WISC-R for all special education students in light of what previous studies have demonstrated regarding the WISC-R's ability to predict academic achievement in other exceptional sample populations. / Department of Educational Psychology

The primary purpose of this study was to determine the kind of neuropsychological information that can be obtained from an investigation of the Wechsler Adult Intelligence Scale (WAIS) subtests. Additionally, there was an examination of the shared variance between the WAIS and the Halstead-Reitan Neuropsychological Battery (HRNB). The archival data collected from the files of '220 females and 188 males from a large midwestern medical center were used. They had been originally diagnosed with objective research criteria.All eleven subtests of the WAIS and the HalsteadReitan Neuropsychological Battery were administered to the subjects in the years between 1981 and 1983. Thirteen scores were obtained from the HRNB measures. Statistical analyses of the results made use of the techniques of multiple regression and canonical correlation.The individual WAIS subtests were examined for the neuropsychological information they provided. Globally, three HRNB measures, APHASIA, RHY, AND CAT-TOT contributed significantly to a majority of the regression equations for the WAIS subtests. Their presence suggested that language skills, an auditory attention factor, and a general intellective factor were being tapped (Dean, 1985a).A canonical correlation was computed. The results yielded one significant correlation between the linear components of the WAIS and the HRNB tests. Only canonical variates with weights of +/- .2 were considered large enough for interpretation. The WAIS subtests meeting the .2 criteria included Block Design, Digit Symbol, and Similarities, while the HRNB measures meeting criteria were APHASIA and CAT-TOT. Therefore, it would appear that the significant variables measured the general (g) factor as in Spearman's research (1927). According to the Stewart and Love formula (cited in Pedhazur, 1982), the variability of the WAIS did overlap with the HRNB, and their relationship was symmetrical.This research demonstrated that the measured tasks from the WAIS were a complex of underlying constructs. The verbal portion of the WAIS was shown to be less highly related to the HRNB variables than the performance portion of the scale. The WAIS and HRNB do offer nonredundant information concerning the impaired and unimpaired adult's cognitive functioning.

This study investigated the results of administering two intelligence tests, the Wechsler Intelligence Scale for Children -Third Edition (WISC-111), and the Stanford-Binet Intelligence Scale - Fourth Edition, to each of 33 Australian children with an intellectual disability. The experiment used a counterbalanced design in which the tests, order of presentation of the tests, the gender of the subjects, and the gender of the test administrators were factors. The 33 volunteer subjects, 14 males and 19 females, aged between 6 and 16 years, and known to have an intellectual disability, were allocated randomly for the assessments. The test administrators were students in the Clinical and Organisational Masters Program from the University of South Australia. It was hypothesised that; there would be a difference between the IQs on the two tests; that on average the WISC-111 FSIQ would be lower than the SB-1V TC; and that there would be a positive relationship between the WISC-111 FSIQ and the SB-1 V TC Statistical analysis of the data found the two tests' overall scores to be significantly different, while the counterbalanced factors and their interactions did not reach significance. There was a significant 4 point difference found between the mean WISC-111 FSIQs and SB-1V TCs. The results of a Pearson Product Moment Correlation Coefficient revealed a strong positive correlation (r = .83). between the WISC-111 FSIQ and SB-1V TC. This finding supported the concurrent validity of the tests in this special population sample. It was suggested that while the two tests measured similar theoretical constructs of intelligence, the two tests were not identical and therefore the results were not interchangeable. Variable patterns of results were found among subtest scores from the two tests, and the implications for field work discussed. The differences between raw WISC-111 FSIQ and SB-1V TC scores were calculated, and a z transformation was applied to the difference scores. The resulting difference distribution and cumulative percentages were then suggested as a reference table for practitioners. Studies that examined clerical errors in scoring intelligence test protocols were reviewed. The manually scored test protocols in this study were rescored using a computer scoring programme and 27 errors were found and corrected. From the results of the experiment several suggestions were made; that agencies using large numbers of intelligence tests, or which test the same child over time, should make a decision to use the same test, wherever possible, for comparison; that all intelligence test protocols be computer scored as a checking mechanism; and that all professional staff should be aware of the possible differences which can occur between intelligence scores, resulting from norming and other differences. / thesis (MSocSc)--University of South Australia, 1999.