No description available.

No description available.

No description available.

No description available.

No description available.

This study hypothesized that paranoid schizophrenia and schizo-affective, depressed type schizophrenia could be differentiated by the Internalizer-Externalizer, Regulated- Flexible, and Role Uniform-Role Adaptable dimensions of the Personality Assessment System. The Personality Assessment System methodology utilizes the Wechsler Adult Intelligence Scale to measure these dimensions. All hypotheses were statistically confirmed. The difficulty of applying the Personality Assessment System to psychopathological regressive states is cited. Recommendations include utilizing the Personality Assessment System with other groups in the institutional setting and within diagnostic categories.

Thesis (M.A. (Psychology))--Rhodes University, 2006. / Submitted in partial fulfilment of the Masters in Clinical Psychology.

This study examined the effects of level and quality of education on WAIS-III Digit Symbol-Incidental Learning performance. The Pairing and Free Recall measures were administered to a South African sample (N = 68, age range 19-30), which was stratified for English and African language, level of education attained (Grade 12s and Graduates) and quality of education (advantaged and disadvantaged schooling). Results yielded no significant main or interaction effects between acculturation factors of level and quality of education. Normative guidelines of 13 or more pairs and 8 or more free recall symbols, appropriate to a non-clinical sample in a multicultural setting, are provided. Digit Symbol-Incidental Learning proved to be a culture-fair test, which contributes to its clinical utility as a sensitive memory screening tool.

The Wechsler Adult Intelligence Scale - 3rd Edition (WAIS-III) is the newest of the internationally recognised Wechsler family of intelligence tests. It has been improved in terms of its psychometric properties, neuropsychological assessment abilities and its content. This test is in the process of being standardised by the Human Sciences Research Council (HSRC) in South Africa. As the adapted South African version will be available shortly for use in the multicultural circumstances of South Africa, the application of the various aspects of this test needs to be investigated. This test is very comprehensive and thorough, however its one disadvantage is that it takes on average three hours to administer in its entirety. Thus there is a need to find ways in which to abbreviate the test for particular purposes when time is limited, for example in research, brief clinical assessments or neuropsychological screenings. The concept of abbreviating tests, including the earlier Wechsler intelligence test can be traced back to 1917, when it was asked if all the items on the Binet-Simon scale were required to give an accurate assessment of IQ (Levy, 1968). Since then there have been many short form suggestions made, with many different considerations in mind. These can be divided into two main approaches or methods. Firstly, the number of subtests of the scale can be reduced. Thus with the WAIS-III which consists of 14 subtests in total, an option is to use, for example only four of the subtests to get an estimate of a person's IQ. Secondly, the number of items in each subtest can be reduced. Thus only half the items or even only a third of the items on a subtest can be administered to get an estimate of the persons' performance on each subtest and in this way estimate their overall IQ. Both methods have been used on the WAIS and WAIS-R, although the reduction of the subtests is favoured. Both should now be validated and considered for use with the WATS-III in South Africa. Wechsler tests and their constituent subtests have been found to be differentially effected by race, education, language and socio-economic status (Kaufman, McLean & Reynolds, 1988; Nell 1999). These differences have also been found to impact on the short forms which are suggested, as certain subtests are considered to be more biased towards particular groups than others. Vocabulary and Block Design in particular bias testees who are not as westernised or acculturated towards a largely American and European culture (Kaufman, McLean & Reynolds, 1988). These differences, although often ascribed to race, language or socio-economic status can best be understood more broadly in terms of degree of acculturation (i.e. westernisation) (Shuttleworth-Jordan, 1996) and test-wiseness (Nell, 1999). In South Africa in particular, with its extreme cultural diversity these factors need to be carefully considered when developing short forms. In the present study the development of a short form appropriate to South Africa's diverse cultural circumstances will be approached, through a sample which has been stratified according to gender, first language (English vs. African), quality of schooling received (Private/Model C vs. DET) and level of education achieved (Matric vs. Graduate). Both a subtest reduction method and an item reduction method will be considered to arrive at a short form. The subtest reduction method will be considered further in an attempt to clarify which subtests would be more or less appropriate to include in a short form considering group differences. Finally the thesis will develop suggestions as to which short forms would be best for use in South Africa.

The purpose of this study was to examine the intellectual factors involved and the basic skill levels necessary for high risk students to experience success in college. The subjects were 60 full-time college freshmen enrolled in a special program for high risk students at Ball State University during the 1978-79 school year.The Wechsler Adult Intelligence Scale (WAIS) was administered to subjects that were selected by a stratified random sample technique from a group of 342 full-time students identified as high risk students. Academic success was based solely upon grade point average.Pearson Product Moment Correlations were computed between grades and the WWAIS test scores for males, females and the total group. The scores which reached significance for the total group (after two quarters of attendance) were Information, Comprehension, Vocabulary, and the Verbal IQ. These results were consistent with earlier studies which indicated that verbal comprehension skills are of primary importance in predicting academic success in college with regular college students.Sex differences were apparent as significant correlations were found between grades and the Information and Vocabulary subtests for females but not for males. Significant correlations were found between grades and the Comprehension, Similarities, Picture Completion, Verbal IQ and Full Scale IQ scores for males but not for females.Partial correlations with grades were computed for the WAIS results with the effects of the traditional measures of Scholastic Aptitude Test (SAT) Verbal and Mathematics Sections and high school rank held constant. Information and Vocabulary WAIS subtest scores yielded significant partial correlations with grades for the total group. The Information subtest yielded a significant partial correlation with grades for females while the Comprehension subtest provided a significant partial correlation with grades for males.Multiple correlations using all of the WAIS results did not reach significance for either males, females, or the total group when compared to grade point averages. Multiple correlations using the total WAIS results and the traditional measures did not reach significance for the total group or for females when compared to grades. The multiple correlation using total WAIS results and the traditional measures did reach significance for males. The total WAIS results did not add significantly to the predictive information provided by the traditional measures for either males, females, or the total group.The conclusion of the study was that portions of the WAIS could be useful in evaluating the chances of success for high risk students enrolled in a special program. Subtests which measure verbal comprehension provide the highest relationship with academic success. Also,ability to predict success with the WAIS can be enhanced if sex differences are taken into consideration.