Learning disabled boys were categorized on the basis of consistency of lowest WISC/WISC-R factor scores over time. The Consistent subgroup with lowest scores on factor 3 also displayed significant factor score discrepancy. The Inconsistent subgroup had varying lowest factor scores with no significant discrepancy, such variation not apparently related to a delay hypothesis. Patterns in the Consistent Factor 3 group could be suggestive of either a delay or deficit. / Group differences occurred frequently in patterns, rather than levels of performance, the Inconsistents displaying patterns similar to able learners. Disorders of sequential processing and abnormal right hemisphere specialization characterized the Consistent Factor 3 group, inefficient selective attention the Inconsistent group. Pervasive group differences in holistic versus sequential processing were related to the hemisphere specialization index and both were related to WISC-R discrepancy scores. Thus, factor score discrepancies may usefully define these subgroups. A model of hemisphere functioning was offered in explanation of these results.

Thesis (MPsych(Clin))--University of South Australia, 2000

Thesis (M.A.)--University of Detroit, 1954. / "August 1954." Includes bibliographical references (p. 60-63).

Thesis (M.A.)--University of Detroit, 1953. / "February 1953." Includes bibliographical references (p. 29-34).

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains xi, 182 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 139-143).

Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Rhode Island, 2005. / Typescript. Includes bibliographical references (leaves 69-73).

Theses (Ed.S.)--Marshall University, 2006. / Title from document title page. Includes abstract. Document formatted into pages: contains 16 p. Bibliography: p. 15-16.

The present study examined the effects of socio-economic status, quality and level of education on performance on the Wechsler Adult Intelligence Scale 3rd Edition r.:w AIS-III). The study was conducted within the context of the present Human Sciences Research Council (HSRC) W AIS-III standardisation process, cross-cultural psychometric research and the notion of test-wiseness. A South African sample (N = 68) comprising African first language (n = 40) and English first language (n = 28) participants, stratified for age (19 - 30 years), gender and educational attainment (Matric and Graduate) were utilised. Effects due to quality of education were determined by dividing the African language participants into those with private/model C schooling (n = 20) and those with DET schooling (n = 20). Effects due to level of education were determined by dividing the entire sample into those with Matric level education (n = 34) and those with Graduate level education (n = 34). Detailed demographic and socio-economic information were recorded for all participants, who completed the entire American version of the W AIS-III. Results revealed a highly significant positive correlation between high socio-economic status and W AIS-III Full Scale IQ. In addition the respective impact of the relatively poor quality of education and lower level of educational attainment on W AIS-III performance was substantial. These results were discussed in terms of their implications for cross-cultural research, the HSRC standardisation of the W AIS-III and the practical use of the W AIS-III in neuropsychological assessment.