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)     

Biological determinism redux: Comment on Silverstein (1993).

L. B. Silverstein (see record 1994-17264-001) criticizes some sociobiologists and psychologists for inferences that are not consistent with the more recent scholarship. In this commentary, it is shown that sociobiology is widely misunderstood. Contrary to popular belief, sociobiologists are not determinists. Instead, most sociobiologists emphasize the important role of environmental factors in shaping the manifestations of endogenous tendencies (not imperatives). In addition, the empirical evidence (e.g., M. E. Lamb and W. A. Goldberg, 1992) fails to support the deterministic view that male primates are predestined to be uninvolved in child care. Even when correctly represented, however, it does not appear that sociobiology can play a useful role in directing public policy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evolutionary biology and human paternal behavior: Comment on Silverstein (1993).

L. B. Silverstein (see record 1994-17264-001) makes excellent use of recent data on nonhuman primate behavior to argue for the complexity of interaction between biological and environmental variables in the ontogeny of male parental behavior. She has read the current discourse in primate evolutionary studies with a careful and sophisticated eye for the evidence emerging from primate field studies over the last decade of great plasticity in primate behavior. Yet, as a biosocial anthropologist, fundamental questions remain for S. Sperling about how useful such data about parenting behavior in monkeys and apes are to discussions of the complex cultural, historical, and socioeconomic variables that underlie variations in human male parenting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promoting father involvement: An analysis and critique: Comment on Silverstein (1993).

In analyzing the forces that undermine greater fathering involvement in American society, L. B. Silverstein (see record 1994-17264-001) critiques the views of R. Trivers (1972), J. Belsky, L. Steinberg, and P. Draper (1991), and many sociobiological thinkers regarding the determinants of parenting. Despite the shared view regarding the value of promoting greater father involvement, there are several problems with Silverstein's analysis: (1) casting conservatives as extremists who deny the role of environment in shaping fathering; (2) omitting from the analysis of sociobiology the core notion that organisms adjust their behavior in response to environmental forces in the service of biological, that is, reproductive-fitness, goals; and (3) characterizing the Belsky et al theory of socialization as one that minimizes the role of the environment and implies that intervention efforts to foster father involvement are ineffective for biological and developmental reasons. (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)     

Verbal-Performance IQ discrepancies on the WISC-R: One more time.

The formula that R. J. Piotrowski (see record 1979-12366-001) used to determine the abnormality of Verbal–Performance IQ discrepancies on the WISC-R gave results that differed greatly from the actual values reported by A. S. Kaufman (see record 1977-07179-001). Since the assumption on which the formula is based, bivariate normality, is met by the WISC-R standardization data, the disparity is puzzling. It is suggested that Piotrowski erred in applying the formula not to IQs but to sums of scaled scores. (8 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)     

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)     

Multiple sources of test bias on the WISC-R and Bender-Gestalt Test.

Test bias on the WISC-R and Bender-Gestalt Test was assessed through multiple statistical procedures: internal consistency, item difficulty, correlations of item–total correlations, concurrent validity, and construct validity. These procedures were applied to WISC-R and Bender data of 436 7–14 yr olds from 3 racial–ethnic groups (Anglo-American, Black, and Mexican American) and 2 social classes (low and middle). The statistical procedures investigated bias as a function of children's sex, race, socioeconomic status, age, birth order, health, family size, family structure, and urban acculturation. On the Bender, evidence of bias was infrequent and irregular. On the WISC-R, group differences were most discernible for age (as expected), sex, family structure, and race. Although these differences are noteworthy, consistent patterns of bias were not apparent among the 9 comparison groups. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Father absence, mother love, and other family issues that need to be questioned: Comment on Silverstein (1993).

Additional information is added to L. B. Silverstein's (see record 1994-17264-001) article regarding human fathers' involvement with their children. It is argued that the "cad–dad" dichotomy should be conceptualized as a continuum to reflect the varying degrees of paternal involvement with children in a variety of family constellations. In addition, H. F. Harlow's (1958) classic research on contact comfort is discussed in relation to misrepresentation of research results on the basis of historical context. Finally, suggestions are provided to expand the reciprocity hypothesis in humans to include other benefits from family involvement, such as emotional connectedness and personal satisfaction from sharing with others. (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)     

Frequency of discrepancies between deviation quotients on the WISC-R: A table for clinicians.

J. M. Sattler (1982) presented tables for determining the statistical significance of discrepancies between various WISC-R quotients corresponding to factors. However, the frequency with which a given discrepancy occurs may be a more meaningful statistic for clinicians. Data are presented on the frequency with which given discrepancies occur (in the standardization sample) between the deviation quotient of the Freedom from Distractibility factor and other quotients. Similar data are given for Verbal Comprehension and Perceptual Organization. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gold Medal Award for Life Achievement in the Practice of Psychology: Charles Silverstein.

The American Psychological Foundation (APF) Gold Medal Awards recognize distinguished and enduring records of accomplishment in four areas of psychology: the application of psychology, the practice of psychology, psychology in the public interest, and the science of psychology. The 2011 recipient of the Gold Medal Award for Life Achievement in the Practice of Psychology is Charles Silverstein. Dorothy W. Cantor, president of the APF, will present the APF Gold Medal Awards at the 119th Annual Convention of the American Psychological Association on August 5, 2011, at 4:00 p.m. Members of the 2011 APF Board of Trustees are Dorothy W. Cantor, president; William Howell, vice president/secretary; Gerald Koocher, treasurer; Elisabeth R. Straus, executive vice president/executive director; Norman Anderson; David H. Barlow, Camilla Benbow; Sharon Stephens Brehm; Charles L. Brewer; Connie Chan; Anthony Jackson; Ronald F. Levant; Sandra Shullman; Archie L. Turner; and Kurt Geisinger, APA Board of Directors liaison. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Some useful statistics for the interpretation of the WISC-R.

Argues that based on factor analytic research (A. S. Kaufman, 1975) on the WISC-R, a linear combination of 4 subtests (I,S,V,C) converted into a verbal comprehension deviation quotient (VCDQ) offers a purer measure of verbal skills than the WISC-R's Verbal IQ. Similarly, a perceptual organization deviation quotient (PODQ) was developed as an alternative to Performance IQ. Reliability of both the PODQ and the VCDQ was found to be equivalent to that of the WISC-R's Verbal and Performance IQ, and they are equally easy to compute. The impact of using the VCDQ and the PODQ vs the Verbal and Performance IQ was examined using the WISC-R scores of a sample of 275 urban school children who were referred for psychological examination. Differences that could substantially effect test interpretation were found. Special considerations in the use of the PODQ and the VCDQ and the use of a freedom from distractibility deviation quotient (FDDQ) devised by J. S. Sattler (1974) are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and cross-validation of a short form for the WISC-R.

Multiple linear regression was used to derive a short form for the WISC-R in 300 6–17 yr olds receiving treatment and/or evaluation at a university-affiliated community mental health center. The predictive validity of this approach was examined via a cross validation that included 300 additional Ss from the same population; 2 short-form regression equations were taken from the work of L. P. Kennedy and S. T. Elder (see record 1982-08867-001), and a short form was derived from the Wechsler normative sample (D. Wechsler, 1974). Correlations and standard errors of the estimates are reported for both the original and cross-validational samples. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor structure of the WISC-R for a psychiatric sample.

The WISC-R was factor analyzed for a group of 240 psychiatric patients aged 6–16 yrs. Three factors emerged that were similar to those identified by A. S. Kaufman (see record 1975-21128-001) in the standardization sample—Verbal Comprehension, Perceptual Organization, and Freedom From Distractibility. Findings indicate that the structure of intelligence for normal and emotionally disturbed children is not qualitatively different. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Abnormality, normality and health.

Asserts that most forms of psychotherapy are limited by assumptions about abnormality that focus on pathology, while ignoring in patients the potential for growth. The potential of those persons labeled normal cannot be properly evaluated if their limitations are ignored; persons diagnosed as abnormal cannot be understood by relying on a pathology perspective. Examples are presented of the creative capacity of persons who have been labeled as outcasts. Psychotherapists need to place greater emphasis on the limitations of normality and on the strengths within those persons labeled abnormal. (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)     

Criminals and amnesia: Comment on Bower.

Comments that G. H. Bower (see record 1981-31724-001) uncritically accepts B. Diamond's (1969) conclusions that Sirhan Sirhan was completely amnesiac about the murder of R. F. Kennedy but that hypnosis helped to reconstruct the events of that day. It is argued that amnesia is easily feigned and difficult to disprove in criminal cases; in the 11-yr experience of the author in a forensic unit, no case of psychological amnesia in the absence of a psychotic episode, brain tumor, or acute brain syndrome was confirmed. Multiple personalities used as a defense by alleged criminals are equally suspect and are contaminated by the hypnotic experience and the suggestions that accompany it. (2 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Obesity and psychiatrogenics: Comment on Schachter.

Comments that S. Schachter's (see record 1982-30809-001) proposition that psychiatrogenics may be a factor in recidivism of treated cases is empirically unsupported and conceptually unjustified, as revealed by the obesity part of Schachter's study. The non-self-selected samples are not comparable to treated groups nor representative of the obese population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)