This study was conducted to investigate the relationship between the subtests of the Wechsler Intelligence Scale for Children (WISC) and the Illinois Test of Psycholinuistic Abilities (ITPA) and to investigate whether High Verbal-Low Performance (HV-LP) scorers on the WISC score significantly higher on certain ITPA subtests than High Performance-Low Verbal (HP-LV) scorers, and whether HP-LV scorers on the WISC score significantly higher on certain other subtests of the ITPA. Two main hypotheses were investigated in an effort to accomplish these purposes.

his study builds on South African cross-cultural research which demonstrated the importance of careful stratification of multicultural/multilingual normative samples for quality of education in respect of English and African language (predominantly Xhosa) speaking adults and children tested with the WAIS-III and WISC-IV, respectively. The aim of the present study was to produce an expanded set of preliminary comparative norms on the WISC-IV for white and coloured Afrikaans, white English and black Xhosa speaking Grade 7 children, aged 12 to 13 years, stratified for advantaged versus disadvantaged education. The results of this study replicate the findings of the prior South African cross-cultural studies in respect of quality of education, as groups with advantaged private/former Model C schooling outperformed those with disadvantaged former DET or HOR township schooling. Furthermore, a downward continuum of WISC-IV IQ test performance emerged as follows: 1) white English advantaged (high average), 2) white Afrikaans advantaged and black Xhosa advantaged (average), 3) coloured Afrikaans advantaged (below average), 4) black Xhosa disadvantaged (borderline), and 5) coloured Afrikaans disadvantaged (extremely low). The present study has demonstrated that while language and ethnic variables reveal subtle effects on IQ test performance, quality of education has the most significant effect – impacting significantly on verbal performance with this effect replicated in respect of the FSIQ. Therefore caution should be exercised in interpreting test results of individuals from different language/ethnic groups, and in particular those with disadvantaged schooling, as preliminary data suggest that these individuals achieve scores which are 20 – 35 points lower than the UK standardisation.

The purpose of this study was to compare and analyze test scores on the Woodcock-Johnson Psycho-Educational Battery (Battery) and the Wechsler Intelligence Scale for Children -- Revised (WISC-R) for a sample of subjects classified as learning disabled and a sample of subjects classified as gifted and talented. Subjects were randomly selected and included 51 school-identified learning disabled students and 46 school-identified gifted and talented students. All subjects were administered the Woodcock-Johnson Tests of Cognitive Ability (WJTCA), the Woodcock-Johnson Tests of Achievement (WJTA) and the WISC-R. The specific areas of investigation for each sample included: (a) performance on the Achievement-Aptitude Profile of the Battery, (b) comparability of full scale scores, (c) performance on the Cognitive clusters of the Battery, (d) performance on the Achievement clusters of the Battery, and (e) the magnitude of Verbal-Performance Scale Score discrepancies on the WISC-R. Results indicated that the majority (74.5%) of the subjects classified as learning disabled and a few (10.9%) of the subjects classified as gifted and talented evidenced a moderate or severe deficit on the Achievement-Aptitude Profile. The subjects classified as learning disabled scored significantly higher on the Full Scale score of the WISC-R than on the full scale score of the WJTCA, while the difference between full scale scores was not significant for the subject classified as gifted and talented. An important finding was that scores obtained on the Reasoning cluster were invalid for subjects in both samples. Further analyses indicated that the alternative clusters, Oral Language and Broad Reasoning (Woodcock, 1983) provided a more accurate appraisal of abilities for each sample. Overall, the study provided insights regarding test performance on the Battery and the WISC-R for these two diverse samples.

The purpose of this study was to determine whether or not individual scores derived by the Illinois Test of Psycholinguistic Abilities can be used as predictors of performance on visual motor tasks of the Wechsler Intelligence Scale for Children and the Frostig Developmental Test of Visual Perception for a child who has learning problems.

The present study explored the possibility of applying Koppitz's developmental scoring techniques of mental maturity to retarded adults. The following hypotheses were tested: 1) that there is a significant correlation between the Koppitz HFD Test scores and the WAIS Full Scale scores; 2) that the correlation between the Koppitz HFD Test scores and the WAIS Performance Scale scores is also significant. Statistical computations did confirm the latter hypothesis but not the former one.

No description available.

<p>Trettio kognitivt friska testpersoner (ålder M=31,9 år, utbildning M=16,3 år) testades med både WAIS-III (”Wechsler Adult Intelligence Scale - third edition”) och WAIS-III NI (”WAIS-III som neuropsykologiskt instrument”) för att undersöka eventuella skillnader i resultat mellan testen. Testpersonerna fick en signifikant ökning vid testning med WAIS-III NI jämfört med testning med WAIS-III på HIK (11,1), VIK (14,7), PIK (3,9), VF (11,4), POI (5,5), AMI (8,8), BK (1,6), LI (3,3), BL (0,6), AR (3,1), SR (1,1), IN (1,5) och FÖ (2,8). Det fanns en signifikant positiv korrelation mellan ålder och hur stor diskrepansen var mellan de olika versionerna för BL (r=0,379, p=0,039) och MA (r=0,413, p=0,023) samt en negativ korrelation mellan ålder och diskrepansen på FÖ (r=-0,422, p=0,020). Det fanns en signifikant negativ korrelation mellan utbildningsnivå och hur stor diskrepansen var mellan de olika versionerna av AR (r=-0,399, p=0,029).</p>

Trettio kognitivt friska testpersoner (ålder M=31,9 år, utbildning M=16,3 år) testades med både WAIS-III (”Wechsler Adult Intelligence Scale - third edition”) och WAIS-III NI (”WAIS-III som neuropsykologiskt instrument”) för att undersöka eventuella skillnader i resultat mellan testen. Testpersonerna fick en signifikant ökning vid testning med WAIS-III NI jämfört med testning med WAIS-III på HIK (11,1), VIK (14,7), PIK (3,9), VF (11,4), POI (5,5), AMI (8,8), BK (1,6), LI (3,3), BL (0,6), AR (3,1), SR (1,1), IN (1,5) och FÖ (2,8). Det fanns en signifikant positiv korrelation mellan ålder och hur stor diskrepansen var mellan de olika versionerna för BL (r=0,379, p=0,039) och MA (r=0,413, p=0,023) samt en negativ korrelation mellan ålder och diskrepansen på FÖ (r=-0,422, p=0,020). Det fanns en signifikant negativ korrelation mellan utbildningsnivå och hur stor diskrepansen var mellan de olika versionerna av AR (r=-0,399, p=0,029).

No description available.

The present study investigated the neuropsychological predictors of auditory/verbal and visual/written arithmetic performance in a large sample of children with learning disorders. In addition, the efficacy of a cognitive based arithmetic problem solving model (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) in accounting for neuropsychological functioning in arithmetic performance was considered. Subjects were from a small midwestern school district, and were identified as learning disabled in accord with state (i.e., Rule S-1) and federal guidelines (i.e., PL-94-142). Specifically, subjects' scores on the Halstead-Reitan Neuropsychological Battery (HRNB) (Reitan, 1969) for older children and the Wechsler Intelligence Scale for Children-Revised (WISC-R) (Wechsler, 1974) were used to predict performance on the Wide Range Achievement Test (WRAT) Arithmetic subtest, and WISC-R Arithmetic subtest. Analyses were conducted with criterion measures considered separately and as a composite. In an attempt to examine the utility of the Dinnel et al., (in press; 1984) model, a simple index was formed using the criterion measures. This index was then predicted using the HRNB and WISC-R variables. Neuropsychological variables were found to account for some 31%, and 36% of the variability in visual/written and auditory/verbal arithmetic performance, respectively. However, neuropsychological variables accounted for some 87% of the shared variance when arithmetic measures were considered as a linear composite. Neuropsychological variables predicted a mere 12% of the variability associated with the index designed to test the Dinnel et al. (in press; 1984) arithmetic problem solving model. These data offered some support to Dinnel and others' (Dinnel et al., in press; 1984) formulations accounting for arithmetic performance under visual/stimulus conditions. However, the present findings indicated a more complex neuropsychological underpinning for overall arithmetic problem solving. Moreover, the neuropsychological constructs predicting arithmetic scores varied as a function of the stimulus/performance modes required for problem solving.Auditory-verbal attention and short-term memory, remote verbal memory, symbolic language integration, mental flexibility, and nonverbal abstract reasoning were the common neuropsychological constructs underpinning both auditory/verbal and visual/written arithmetic performance. Verbal facility, verbal abstract reasoning, nonverbal short term memory, and nonverbal concrete concept formation were uniquely implicated in auditory/verbal arithmetic performance. Visual/written arithmetic performance was uniquely related to nonverbal attention and intermediate nonverbal memory functions. In overview, it would seem that neuropsychological measures would be clinically useful in identifying deficits underlying poor arithmetic performance. / Department of Educational Psychology