published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

Thesis (Specialist in School Psychology)--Eastern Illinois University, 2010. / Includes bibliographical references (leaves 45-49).

The primary aim of this study was to develop age-related normative data for the WISC-R Digits Forward, Digits Backward, Digits Difference, Digit Supraspan, and Coding Incidental Recall (Immediate and 30' Delayed) tests for a non-clinical population of South African school children aged 6 and 7. The effects of sex, English versus Xhosa language, and white versus black race groups, were additional investigations. Subjects were randomly selected from three English speaking Grahamstown schools; level of education ranged from pre-school to Sub Standard B; English speaking subjects included predominantly white children, with a small proportion of coloured, Chinese and Indian children; Xhosa speaking children were all black. Interim normative data on all tests across two age groups (6 and 7) are presented, and are considered reliable and diagnostically useful in clinical neuropsychological assessment. There were no significant effects for age, sex, English versus Xhosa language or white versus black race groups, on any of the tests with the exception of Digits Backward which yielded marginally lower scores for black Subjects. Although the mean IQ estimate based on the Draw-A-Person test was equivalent across age, sex, English versus Xhosa language and white versus black race groups, an intelligence rating of subjects by teachers revealed that black subjects were evaluated significantly lower than white subjects. This suggests the presence of prejudicial racial attitudes amongst educators in these predominantly English speaking white schools.

The purpose of this study was to compare the practice effects of "normal" students on the WISC-R Coding subtest to those of "learning disabled" students, to see if Coding can be used as a measure of "learning potential." In addition, data from the WISC-R Coding subtest were compared to subjects' scores from the four subtests of the British Columbia Quick Individual Educational Test (B.C.Q.U.I.E.T.). The WISC-R Coding subtest was administered to 38 students from two school districts, one urban and one rural; it was readministered approximately 24 hours later. Seventeen of the students were classified as "learning disabled" and came from regional learning centers in each district. Twenty one students selected from elementary schools in the two districts were classified as "normal." Analysis of the data showed that the students could be pooled into two groups, one labeled "normal" and one "learning disabled." Further analysis found significant differences between the pre-and posttest Coding scores for the normal group but not for the learning disabled group. There was also a significant difference between the two groups on both their pre-and posttest Coding scores. Significant correlations were found between all four of the B.C.Q.U.I.E.T. subtest and posttest Coding scores for normal subjects. The learning disabled group's scores correlated significantly with the Coding subtest. For the normal group no significant correlations were found between pre-and posttest Coding scores; however these scores were correlated significantly for the learning disabled group. A multivariate discriminant analysis found the two groups could be clearly separated by using a combination of all four B.C.Q.U.I.E.T. subtests and the pre-and posttest Coding scores. Results indicated that students classified as "normal" showed significantly greater practice effects on the WISC-R Coding subtest than students classified as "learning disabled". Furthermore these two groups could be identified clearly using a discriminant analysis with a combination of all four subtests of the B.C.Q.U.I.E.T. and pre-and posttest Coding scores. It would seem that there is merit in pursuing the use of the WISC-R Coding test-retest scores to screen for learning disabilities, especially in combination with B.C.Q.U.I.E.T. subtest scores. Implications were discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The present study evaluated two hypotheses concerning the comparability of scores of the WISC and WISC-R through correlation of obtained scores on both scales. Forty subjects, representing 10 age levels, constituted the experimental sample. Each subject was administered the WISC, followed in 28 days by the WISC-R. Data analysis revealed significant (.05) correlations between scores on comparable WISC and WISC-R subtests except Arithmetic and Coding. The Verbal, Performance, and Full Scale IQ scores correlated .5468, .5773, and .6240 respectively (p < .01). Conclusions were drawn that caution should be taken in comparison and interpretation of scores on the two scales due to several low correlation coefficients obtained as well as numerous changes between the scales. Further study is recommended.

Thesis (M.A.)--University of Detroit, 1958. / "June 1958." Includes bibliographical references (p. 33-35).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2004. / Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 33-35).

Thesis (M.A.)--Ohio State University, 1980. / Includes bibliographical references (leaves 61-63). Available online via OhioLINK's ETD Center.

The WISC-R (Wechsler, 1974) was administered to 29 good spellers and 31 poor spellers in grade six. The obtained scaled scores were recategorized in the manner suggested by Bannatyne (1974) into Spatial (Block Design, Object Assembly, and Picture Completion), Conceptual (Vocabulary, Similarities, and Comprehension), and Sequential (Digit Span, Coding, and Arithmetic) categories. The poor spellers were highest (mean score) in the Spatial category, intermediate in the Conceptual category, and lowest in the Sequential category. The good spellers were highest in the Conceptual category, intermediate in the Sequential category and lowest in the Spatial category. These results are similar to those obtained in Bannatyne's 1971 study of genetic dyslexic children, and other studies reported in the literature for disabled and retarded readers. The implications of these findings are briefly discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate