The WISC-R and internal evidence of test bias with minority groups.

Judgment of test bias can be made on the basis of a number of criteria. This study examines the evidence on the cultural bias of the WISC-R for Anglo-American, Black, and Mexican-American children. The performance of 1,050 children aged 5–11 yrs on the internal criteria of reliability and a number of order-of-item-difficulty measures was assessed. Minority group Ss responded to the test in the same general way as did Anglo-American Ss, and there was no clear pattern to the items on the test that were more difficult for minority Ss. Thus, the WISC-R appears to be nonbiased for minority group children. Explanations other than specific item content should be sought for the observed discrepancy between majority group and minority group IQ test performance. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of item bias on the WISC-R with four sociocultural groups.

252 White, 237 Black, 223 Mexican-American, and 238 Native American Papago (NAP) 6–15 yr olds were administered 6 WISC-R subtests: Information, Arithmetic, Similarities, Vocabulary, Comprehension, and Picture Completion. Results of several statistical indexes indicate no (or negligible) bias against Blacks and Mexican-Americans. Evidence suggesting bias in about one-third of the Verbal scale items was found with NAPs, which was due in part to ceiling effects. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bender-Gestalt Test performance in senile dementia of the Alzheimer type.

Bender-Gestalt Test performances of 144 persons with very mild, mild, or moderate senile dementia of the Alzheimer type (SDAT) and 96 healthy older adults ranging in age from 63 to 95 yrs were compared. Total scores and error types according to the modified Hutt-Briskin scoring system are reported. The Bender-Gestalt Test does not appear to be useful in differentiating very mild or mild SDAT from normal aging. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Continued clinical popularity of the Bender-Gestalt Test: Response to Bigler and Ehrfurth.

Takes exception to E. D. Bigler and J. W. Ehrfurth's (see record 1982-12417-001) study concerning the continued inappropriate use of the Bender Visual Motor Gestalt Test (BGT). Neuropsychologists are critical of the continued popularity of single neuropsychological tests, such as the BGT, when more comprehensive test batteries are available. Such criticism ignores evidence favoring a general effect view of brain dysfunction and the reality of the typical testing situation in which psychologists are asked to screen for organicity in psychiatric settings that have high base rates for schizophrenia. Extensive batteries of neuropsychological tests are appropriate for detailed neuropsychological evaluation; however, the brief and inexpensive BGT is more appropriate as a screening test for the most typical referral for differential diagnosis. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correlational and factor analysis of the Peabody Individual Achievement Test and the WISC-R.

Factor analyzed subtest scores from the Peabody Individual Achievement Test (PIAT) and the WISC-R for 180 6–17 yr olds to determine the number and kinds of factors measured by the PIAT. Two factors were found when the PIAT was factored alone. Reading Recognition, Reading Comprehension, and Spelling loaded highly on a Word Recognition factor, whereas Mathematics and General Information had moderate to high loadings on a School-Related Knowledge factor. When the PIAT was factored with the WISC-R subtests, a Word Recognition factor was found in addition to the 3 factors usually reported for the WISC-R. The School-Related Knowledge factor of the PIAT was subsumed by the other factors. General Information loaded highly on the Verbal Comprehension factor, and Mathematics loaded highly on the Freedom from Distractibility factor. Implications for the interpretation of the PIAT are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor-analytic study of performance on the Bender-Gestalt.

Investigated the relationship between personality and performance on the Bender-Gestalt. 106 undergraduates were given the 16 PF, the Guilford-Zimmerman Spatial Orientation and Spatial Visualization Tests, and the Bender-Gestalt. The Bender-Gestalt records were scored by the Pascal and Suttell scoring system. 2 factor analyses were done: 1 analyzing each design and 1 analyzing 5 scoring categories. Both analyses revealed that personality characteristics were related to Bender performance and that the Bender was not measuring a unitary dimension of behavior. (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On so-called test bias.

Notes that when 2 groups differ in criterion performance and on a selection test, the use of the regression equation derived on the higher group tends to overestimate the mean performance of the lower group and the equation based on the lower group tends to underestimate the mean performance of the higher group. This "unfairness" is reduced somewhat by using an equation based on the groups combined. To avoid this "bias" in selection, various definitions of fairness have led to nonregression models. The present article proposes a multiple regression model which renders estimates fair in the sense that group means are accurately predicted, hence "mean-fair." This model is discussed in detail and examples of its use are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Test item bias in the WISC--R.

Notes that test-item bias in the Wechsler Intelligence Scale for Children (WISC) and WISC—Revised (WISC—R) Information subtest has concerned Canadian psychologists for over 3 decades. Several investigators have attempted to identify and evaluate the source of this bias. The method of choice in these studies has been rank-order comparisons of pass-rates between the standardized and modified items. It is argued that this methodology is incomplete to establish the presence or absence of item bias. In addition to observing the rank order of pass rates, it is recommended that a chi-square approach be used based on the proportion of responses within ability levels to evaluate test item bias. The advantages of this strategy are demonstrated with WISC—R data from 342 12–16 yr old psychiatric inpatients and outpatients. Results demonstrate the power of this methodology over simple rank-order comparisons. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal-performance IQ discrepancies on the WISC-R.

Examined discrepancy scores (Verbal IQ minus Performance IQ) for the WISC-R, using the standardization sample--100 boys and 100 girls at each of 11 age levels between 61/2 and 161/2 yrs (2,200 Ss). The occurrence of significant discrepancy scores (Verbal > Performance and Performance > Verbal) was not significantly related to age, sex, or race, although significant relationships were obtained with both parental occupation and intelligence level. The mean absolute discrepancy score (regardless of sign) was about 10 IQ points for each age group, for boys and girls, for Blacks and Whites, and for the different occupational groups. Discrepancy score norms (cumulative distributions) are presented by intelligence level and are interpreted in terms of their clinical significance. Several of these findings closely parallel results of a study of the 1949 WISC by H. G. Seashore (see record 1952-06292-001). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cultural test bias: Comment on Hunter and Schmidt.

Responds to J. E. Hunter and F. L. Schmidt's (see record 1977-20109-001) criticisms of the author's 1971 paper on defining a culture-fair test. The present author identifies 3 classes of solutions for defining culture-fair tests—idiosyncratic, mechanical, and rational. While identifying himself in the rational position and Hunter and Schmidt in the idiosyncratic, the present author criticizes them for the contradictory tone of their article. It is concluded that Hunter and Schmidt are actually in general agreement with the present author with the possible exception of the question of whether value judgments can be usefully quantified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A method for investigating sources of rater bias.

Few studies in counseling and psychotherapy have investigated rater bias. The purpose of this study was to outline a method for studying rater bias. We studied three potential sources of rater bias: (a) characteristics of the rater, client, and therapist; (b) the similarity of characteristics between rater and therapist or client; and (c) perceived similarity between rater and therapist or client. We used a new rater-bias measure. The data for the study were ratings on the Collaborative Study Psychotherapy Rating Scale for 826 sessions of psychotherapy in the Treatment of Depression Collaborative Research Program. High interrater reliability was found for all scales of the measure. We found evidence of rater bias only on the facilitative conditions scale. Rater bias was not found for the other scales, perhaps because of the extensive development of the measure, careful selection of the raters, lengthy rater training, and continued contact with raters throughout the rating period. The rater-bias measure may be useful to other researchers as a means of testing the reactivity of their measures to rater bias. Finally, the method for investigating rater bias can be used by other researchers to evaluate rater bias. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The many definitions of test bias.

Argues that the definition of test bias has many widely disparate aspects stemming from different universes of discourse. The status of each of these is reviewed. It is suggested that all the various aspects of test bias be kept in mind so that the risk of losing perspective when one operational definition is settled on is lessened. The concept, being a public one, cannot encompass all the definitions. Research on these issues is some of the more exciting and significant being done today, but confusion over which is the real issue is unnecessary because they are all the real issue. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A background interference procedure to increase sensitivity of the Bender-Gestalt Test to organic brain disorder.

A study of the efficacy of a new technique, the background interference procedure (BIP), to measure visuomotor impairment. 30 brain-damaged psychiatric patients, 22 psychotic nonorganic patients, and 34 nonpsychotic, nonorganic psychiatric patients were compared on performance decrements on the Bender-Gestalt Test using standard paper and BIP paper and scored by the Pascal-Suttell method. The results indicated that the brain-damaged patients showed decrements in Bender performance under BIP compared to standard conditions whereas little or no change was shown by other patients. Tentative criteria for screening the brain-damaged among psychiatric patients were formulated and tested on a fresh sample of 65 patients. The results suggest that the BIP is highly sensitive to the effects of brain damage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A note on minority group test bias studies.

Suggests that under certain conditions, comparisons of majority and minority group regression lines for purposes of assessing test bias can be viewed as comparisons of conditional bivariate distributions. Under conditions of trivariate normality, findings should reveal parallel regression lines except for a special case. One implication is that even when the test is a parallel form of the criterion, lines with equal slopes but unequal intercepts should be found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abnormality of subtest score differences on the WISC-R.

Discusses the abnormality of the difference as a method for evaluating the magnitude of differences between pairs of WISC-R subtests. Generally, abnormal differences at the .05 level of significance range from 6 to 7 scaled score points and 8 to 10 scaled score points at the .01 level. Abnormal Verbal–Performance scale IQ differences are also considered. Such differences averaged 18 IQ points at the .05 level of significance and 24 IQ points at the .01 level. The diagnostic implications of the use of the abnormality of the difference for evaluating subtest score differences are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguishing learning-disabled and emotionally disturbed children on the WISC-R.

Isolated the distinctive WISC-R subtest patterns that would differentiate the performance of emotionally disturbed and learning-disabled children. A stepwise discriminant analysis was used to evaluate the subtest scores of 60 learning-disabled 6–13 yr olds and a matched sample of 60 emotionally disturbed children. Four subtests of the WISC-R differentiated significantly between diagnostic categories. Learning-disabled Ss performed predictively poorer on the Block Design, Picture Arrangement, and Object Assembly subtests and higher on Vocabulary than their emotionally disturbed counterparts. Results are interpreted as a deficit in perceptual organization for children with specific learning problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex and test verification bias. Impact on the diagnostic value of exercise echocardiography

This trial represents the Egyptian experience in cyanoacrylate injection for hemostasis of bleeding gastric varices. One hundred patients with portal hypertension due to schistosomal hepatic fibrosis and/or posthepatitic liver cirrhosis were included. All patients presented with bleeding from gastric varices either fundal (80 patients) or inferior extension of esophageal varices (20 patients) were enrolled. Injection therapy was administered as the first active measure. No tamponade or drugs were used. Cyanoacrylate was mixed with lipid and injected through a hand-made probe. A mean of 3 (range 1-9) ampoules of cyanoacrylate were used per injection session. Bleeding stopped at the end of all sessions. Ten patients (12.5%) with fundal varices had rebleeding during the first 24 hours. Reinjection could control bleeding in 6 patients with a total success rate of 95%. Four patients were managed surgically. Fatal pulmonary embolism developed in one patient (1.25%) with fundal varix. Five more patients (6.25%) died from bleeding-related liver failure. In conclusion, injection of cyanoacrylate is highly satisfactory in controlling bleeding from both types of gastric varices.     

Correlations and factor analysis of the WISC-R and the Peabody Picture Vocabulary Test for an adolescent psychiatric sample.

Correlated and factor analyzed WISC-R and Peabody Picture Vocabulary Test (PPVT) scores of 100 adolescent psychiatric patients. The purposes were to explore the factor structure of these scores among a psychiatric sample for comparison with other samples in the literature and to determine whether the PPVT adds sufficient information to an intellectual assessment battery. Three factors emerged that were similar to previously reported factors using other Ss. The PPVT loaded heavily on the factors emerging from the WISC-R, suggesting that the PPVT adds little to information gained from the WISC-R. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abnormality of the difference and the WISC-R: Comment on Silverstein.

Discusses reactions by C. R. Reynolds (see record 1979-27697-001) and A. B. Silverstein (see PA, Vol 66:00000) to an earlier article by the present author (see record 1979-12366-001) that examined the size of abnormal differences between WISC-R subtest scaled scores and Verbal–Performance IQ scores. An error is acknowledged in the presentation of the Verbal–Performance IQ differences, and the validity of the abnormality of the difference statistic for examining subtest scaled scores is discussed. (7 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)