Canadian content and the WISC-R information subtest.

In 2 studies, 7 WISC-R Information subtest items were altered as recommended by P. E. Vernon (1977) to make them more appropriate for Canadian children. For 210 normal 4th–10th graders and 52 students (mean age 12 yrs 5 mo) referred for assessment, responses to the modified items were compared to responses to the original manual items. Data were also compared to data from the American standardization group (D. Wechsler, 1974). On the basis of these comparisons, it is suggested that Vernon's changes be adopted. (French abstract) (8 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)     

WISC-III subtest scatter as a function of highest subtest scaled score.

The Wechsler Intelligence Scale for Children—III (WISC-III) standardization data were analyzed to determine the frequency of occurrence for relative intersubtest scatter ranges. The relative scatter range was defined as the difference between the highest and lowest subtest scaled scores based on the value of the highest subtest scaled score. This approach to intersubtest scatter provides the greatest precision in scatter analysis to help clinicians determine whether the amount of scatter obtained in WISC-III clinical profiles is rare enough to be considered abnormal. For ease of clinical use, tables are provided that report frequency of occurrence for the lowest subtest scaled score by each level of highest subtest scaled score. Potential scatter range, rather than overall level of intelligence, was the primary determinant of the magnitude of scatter; the greater the possible range, the larger the magnitude of scatter. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

WISC-R subtest variability in a clinic-referred sample of Canadian children.

WISC-R protocols and demographic data were obtained from the files of 200 clinic-referred Canadian children (aged 6 yrs to 15 yrs 11 mo). 72% of the sample were referred because of some form of learning problem, emotional disturbance, developmental delay/retardation, and/or behavior disorder. Comparisons were made with normal Canadian children (J. Wersh and J. Briere, see record 1982-05521-001) and the American WISC-R standardization sample (A. Kaufman, Vols 56:3214 and 57:7179). A 1-sample Hotelling T–2 test was employed to examine subtest variability with reference to scale grand means, and a series of MANOVAs examined the effects of Full Scale IQ, age, and sex, and their interactions. The Discrepancy Index, Range Index, and Deviation Index of subtests were also calculated. Overall, subtest variability comparisons with the American normative population and normal Canadian children revealed a few distinct differences in degree and pattern of scatter on selected indices. The relationship of these findings to the literature on WISC-R subtest variability is discussed. (French abstract) (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Wechsler Adult Intelligence Scale—Revised subtest scatter as a function of maximum subtest scaled score.

The Wechsler Adult Intelligence Scale—Revised (Wechsler, 1981) standardization data were analyzed to determine the frequency of relative intersubtest scatter. The relative scatter range was defined as the difference between the highest and lowest subtest scores based on the value of the highest subtest. This approach provides the greatest precision in scatter analysis to determine whether the amount of scatter obtained in clinical profiles is rare enough to be considered abnormal. For ease of clinical use, tables are provided that report frequency of a minimum (lowest) subtest score by each level of maximum (highest) subtest score. Potential scatter range, rather than overall level of intelligence, was the primary determinant of the magnitude of scatter; the greater the possible range the larger the magnitude of scatter. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical assumptions about WISC subtest score and test behavior relationships.

Administered the WISC to 40 white and 38 Negro 8-yr-old boys. The E and an O independently scored the S's behavior for attention, energy level, social skill, task persistence, and concern about performance. 13 clinical psychologists completed a questionnaire ranking behaviors considered important to performance on each of the WISC subtests. 15 hypotheses resulted, 8 involving attention and none involving concern about performance. Analysis of scores and ratings produced 8 significant relationships, 3 involving concern about performance. Emphasis on attention was found to be greatly overestimated. 16 correlations were significant for race and socioeconomic status. "Results indicate that (a) most of the clinically assumed relationships do not exist, and (b) the importance of test behavior to performance may vary among groups of children and tasks." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

WISC-R subtest variability in normal Canadian children and its relationship to sex, age, and IQ.

91 children (mean age 11.5 yrs), screened for absence of emotional and educational disabilities, were tested on the WISC-R and examined for significant subtest variability. Arithmetic, Digit Recall, Comprehension, and Coding differed significantly from the grand mean of all subtests. In a 2nd analysis, subtest variability was examined relative to Ss' sex, age, and overall IQ. Sex differences occurred on Information, Picture Completion, Arithmetic, Coding and Digit Recall. Age differences occurred on Information and marginally on Performance IQ. Sex and Age interacted on Performance IQ, and Sex and IQ interacted on Coding. It is suggested that the absence of sex-specific norms and separate norms for Canadian children may lessen the clinical interpretability of subtest differences on the WISC-R. (French abstract) (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Frequency of WISC–III and WAIS–R pairwise subtest differences.

Despite their psychometric shortcomings, pairwise Wechsler Intelligence Scale for Children—Third Edition (WlSC-III; D. Wechsler, 1991) and Wechsler Adult Intelligence Scale—Revised (WAIS–R; D. Wechsler, 1981) subtest scaled score comparisons can be important in neuropsychological evaluations (M. D. Lezak, 1995), an endeavor in which hypotheses from pairwise comparisons can be tested with independent neuropsychological instruments. The authors used WISC–III and WAIS–R standardization sample data to derive frequency tables for all pairwise subtest comparisons. The authors present tables of the difference values necessary to be equal to or less than the 1st, 5th, and 15th percentiles for all pairwise difference scores; discuss caveats for their use; and provide clinical examples for their application. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Utility of WISC-R subtest analysis in discriminating among groups of conduct problem, withdrawn, mixed, and nonproblem boys.

Examined the ability of WISC-R subtest scores to distinguish among 3 groups of behaviorally disordered boys and a group of nondisordered Ss. The 100 7–16 yr old Ss were assigned to 1 of the 4 groups, based on their scores from the Behavior Problem Checklist. Results suggest that although WISC-R subtest scores distinguished among the groups, their use as a classification metric would be highly misleading. (14 ref) (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)     

The Wechsler Memory Scale-Revised: Abnormality of selected index differences.

Provides a table of the abnormality of difference scores between selected indices of the Wechsler Memory Scale—Revised (WMS—R). The table answers the question of how unusual a given discrepancy is in the normative sample. All values are based on WMS—R manual data for the standardization sample. In cases where an individual age group is not represented in the table, it is recommended that the practitioner use the average abnormality of difference scores given in the last column of the table. The table is intended to augment clinical decision making with the WMS—R. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

WISC-R factor score profiles and academic achievement: A test of Kaufman's profile analysis procedures.

A. S. Kaufman (1979) suggested that factor score patterns may yield information about achievement that is additional to information contained in WISC-R composite scores. The present study examined the relation between factor score patterns and achievement beyond the well-established relationship between WISC-R composite scores and achievement. The WISC-R, including the Digit Span subtest, and the Reading, Spelling, and Arithmetic subtests of the Wide Range Achievement Test (WRAT) were administered to 272 6–16 yr old academic underachievers referred for psychoeducational assessment. Results of the examination of factor score patterns and WRAT achievement scores indicate that 2 of the 10 patterns present in the data had a statistically significant relationship to achievement. While both patterns were negatively associated with achievement, the size of their contribution to achievement variance was small and in the order of 2%. These results impose limits on the utility of Kaufman's profile analysis procedures. (French abstract) (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Canadian items for the WAIS--R information subtest.

Administered the Wechsler Adult Intelligence Scale—Revised (WAIS—R), plus Canadian replacement items for biased US items in the Information subtest, to 3 subgroups of the Canadian population (84 17–70 yr old psychiatric patients, 40 16–59 yr old forensic clients, and 20 university undergraduates). It was contended that when the 10 US items are used while testing Canadian population subgroups a cultural bias occurs. Seven acceptable substitute items were identified for all 3 subgroups. Three acceptable substitute items identified by M. S. Crawford and D. P. Boer (see record 1986-00124-001) were found unacceptable by the more stringent rank-order criteria used in this study. Methodological problems with the chi-square were found, suggesting the primary importance of the rank-order statistic in determining appropriateness of original and replacement items. Conceptual agreement with the need for WAIS—R Canadian norms was noted. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A review of female–male score differences on the Strong-Campbell twin occupational scales.

The current version of the Strong-Campbell Interest Inventory (SCII) contains 37 occupational scales that are "twin" scales (TS), with one scale based on female norms and another based on male norms. (The general pattern of scores on the SCII TS is for test takers to receive higher scores on the other-sex scale than they do on their same-sex scale.) However, the various occupational scales differ from one another in their patterns of score differences. Four studies of the SCII TS—B. F. Laime and D. G. Zytowsky (1963), J. D. Stanfel (1970), P. H. Munley et al (1973), and P. W. Lunneborg (1975)—were reviewed, and correlations were developed to show the degree of similarity in the results. Various explanations for the phenomena have been advanced, relating the score differentials to the masculinity or femininity of the occupations. These explanations were tested with the SCII differential score data with only partial success. Findings indicate that counselors will need to know average female and male test-taker scores on other-sex occupational scales to make accurate SCII test interpretations. (12 ref) (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)     

Role of speed on WISC-R performance across the age range.

Related speed of performance on the WISC-R Block Design, Picture Arrangement, and Object Assembly subtests to CA and problem-solving ability for a sample of 2,200 Ss. Across the 6?–16? yr age range, speed assumed a steadily increasing role with increasing age. Also, children who solved the items quickly were found to be better "problem solvers"" than those who solved them slowly. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Item difficulty and content bias on the WAIS-R information subtest.

252 15–77 yr old patients referred for psychological or neuropsychological assessment were administered the WAIS-R. Of the 4 new items in the Information subtest, 2 were found to be disproportionately difficult in terms of proportions of Ss who passed the item. In addition, 3 of the 4 items that are routinely "Canadianized" were also found to be disproportionately difficult. It is suggested that a normative study to establish the hierarchy of difficulty for a Canadian population is needed. (French abstract) (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bodily concerns and the WISC Object Assembly subtest.

Previous examinations of the hypothesis that bodily concerns are reflected in impaired WISC Object Assembly performance have produced contradictory results, but have also used different criteria for assignment of Ss to 2 S groups. To investigate whether these differences account for the discrepant results, 73 white, latency and early adolescent boys were assigned to 3 groups differing in intensity of bodily concerns. 1-way analyses of variance with covariance adjustments of relevant variables failed to yield any support for the hypothesis. Theoretical limitations of the hypothesis are discussed and a more appropriate approach suggested and supported by prima facie evidence gleaned from analysis of the finding that intensely bodily concerned boys performed significantly better (p     

Interpreting the index of abnormality when the distribution of score differences is known: Comment on Piotrowski.

Discrepancies between R. J. Piotrowski's (see record 1979-12366-001) application of the index of abnormality to data from the WISC-R and the purpose of its original derivation are pointed out. Cautions in interpreting the index of abnormality are provided. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)