scholarly journals The effect of familiarity with the examiner on WISC-r verbal, performance, and full scale scores

1981 ◽  
Vol 18 (4) ◽  
pp. 496-499 ◽  
Author(s):  
Donna Irons
Keyword(s):  
Full Scale ◽  
Scale Scores ◽  
Verbal Performance

Comparison of the K—ABC Achievement Scale and Wppsi IQs of Preschool Children

1988 ◽  
Vol 63 (1) ◽  
pp. 143-146
Author(s):  
Koressa A. Kutsick ◽  
Elizabeth E. Wynn
Keyword(s):  
Preschool Children ◽  
Scale Score ◽  
Full Scale ◽  
Assessment Battery ◽  
Independent Measure ◽  
Initial Investigation ◽  
Primary Scale ◽  
Scale Scores ◽  
Standardized Measure ◽  
Verbal Performance

The correlations of individual subtest with scale scores of the Kaufman Assessment Battery for Children (K—ABC) and the three IQs yielded by the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) were examined. This study was undertaken as an initial investigation designed to determine the utility of the K-ABC Achievement Scale as an independent measure of achievement in preschool children. Achievement scale scores and WPPSI IQs were obtained from a sample of 34 preschool children ages 48 to 60 mo. Strong, positive relations between the K—ABC Vocabulary and Total Achievement Scale score and WPPSI Verbal and Full Scale IQs were noted. Moderate correlations were obtained between the scores of the Riddles and Faces and Places subtests and the WPPSI Verbal, Performance, and Full Scale IQs. Low correlations were found between the Arithmetic subtest and WPPSI Verbal, Performance, and Full Scale IQs. The utility of the K—ABC achievement subtests as a standardized measure of preschool achievement was discussed.

Test-Retest Wechsler Intelligence Scale for Children—Revised Scores for 310 Educable Mentally Retarded and Specific Learning Disabled Students

1985 ◽  
Vol 56 (3) ◽  
pp. 857-858 ◽  
Author(s):  
James E. Whorton
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Exceptional Students ◽  
Disabled Students ◽  
Intelligence Scale ◽  
Scale Scores ◽  
Educable Mentally Retarded ◽  
Specific Learning ◽  
Verbal Performance

Pearson coefficients were computed between 1979–80 and 1982–83 Wechsler Intelligence Scale for Children—Revised Verbal, Performance, and Full Scale scores for 310 exceptional students (89 mentally retarded and 221 learning disabled). The correlations were all significant at p = .001.

Relationship of Peabody Picture Vocabulary Test and Wechsler Intelligence Scale for Children in an Educable Retarded Group: A Cautionary Note

1971 ◽  
Vol 28 (2) ◽  
pp. 405-406 ◽  
Author(s):  
Richard A. Pasewark ◽  
Bernard J. Fitzgerald ◽  
Ted Gloeckler
Keyword(s):  
Full Scale ◽  
Vocabulary Test ◽  
Cautionary Note ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Cautious Approach ◽  
Group A ◽  
Relationship Of ◽  
Verbal Performance

To determine the equivalence and relationship of Peabody and WISC scores in a retarded population, 49 students in a class for the educable retarded were tested. The Peabody IQ consistently over-estimated WISC Verbal, Performance, and Full Scale IQs. Intercorrelations between IQs from the two tests were disappointingly low. A more cautious approach to use of the Peabody as a “substitute” measure for the WISC is suggested.

Wais Verbal-Performance Differences among Elderly When Controlling for Fatigue

1979 ◽  
Vol 44 (2) ◽  
pp. 489-490 ◽  
Author(s):  
James O. Rust ◽  
Danna Barnard ◽  
Gerald D. Oster
Keyword(s):  
Performance Differences ◽  
Significant Difference ◽  
Scale Scores ◽  
Older Subjects ◽  
Order Of Presentation ◽  
Performance Scale ◽  
Verbal Performance

Older subjects show consistent declines on Performance Scale scores of the WAIS. Data were collected from 22 men and 22 women over 65 yr. to determine whether the lower scores were due to decreased abilities or to task-related fatigue. Fatigue was controlled by counterbalancing the order of presentation of the WAIS scales. The Performance Scale was administered first on one-half of the protocols. Although the Verbal IQs were significantly higher than the Performance IQs, no significant difference was noted for order of presentation.

Intellectual Differences in Black and White Southern Low Achievers

1976 ◽  
Vol 39 (3_suppl) ◽  
pp. 1269-1270 ◽  
Author(s):  
Theron M. Covin ◽  
Gary L. Hatch
Keyword(s):  
Black Males ◽  
Black Children ◽  
Full Scale ◽  
Low Achievers ◽  
White Children ◽  
Black Females ◽  
Black And White ◽  
White Males ◽  
Standard Deviations ◽  
Verbal Performance

WISC IQs obtained by 300 black children and 300 white children were compared. The subjects were 15 white males, 15 white females, 15 black males, and 15 black females at each age level from 6 to 15 yr. Mean IQs on the Verbal, Performance, and Full Scale for blacks were 6968, 6992, and 6691 respectively and were significantly lower than the respective average of 7980, 7980, and 7950 for whites. Means, standard deviations, and ts for stratified samples by sex and race were also reported.

Comparative Test-Retest Stability of Four WAIS-R Selected Subtest Short Forms in Persons 75 to 87 Years of Age

Assessment ◽  
1994 ◽  
Vol 1 (4) ◽  
pp. 401-405 ◽  
Author(s):  
Joseph J. Ryan ◽  
Anthony M. Paolo ◽  
Jay N. Van Fleet
Keyword(s):  
Short Form ◽  
Full Scale ◽  
Comparative Test ◽  
Short Forms ◽  
Form Stability ◽  
Verbal Performance

We compared the retest stability of selected WAIS-R short forms including the Kaufman, Ishikuma, & Kaufman-Packer; Reynolds, Wilson, and Clark; and Silverstein tetrads; and the Ward seven subtest abbreviation. Subjects were 61 normals with means for age and education of 78.93 years ( SD = 3.46) and 9.74 years ( SD = 1.91), respectively. The average retest interval was 65 days. Stability coefficients were .87, .94, and .89 for the Kaufman, Reynolds, and Silverstein tetrads, respectively. Coefficients on Ward's abbreviation were .88 on the Verbal, .91 on the Performance, and .93 on the Full Scales. Retest means changed by 3.03 points on Kaufman, -.38 on Reynolds, and .56 on Silverstein. Average changes were 2.36, 3.49, and 3.36 on the Ward Verbal, Performance, and Full Scale estimates. Short form stability in each instance was comparable to that of the standard WAIS-R.

Short Forms of the Marlowe-Crowne Social Desirability Scale

1992 ◽  
Vol 71 (3_suppl) ◽  
pp. 1155-1160 ◽  
Author(s):  
Rebecca Ballard
Keyword(s):  
Principal Components Analysis ◽  
Social Desirability ◽  
Principal Components ◽  
Short Form ◽  
Full Scale ◽  
Social Desirability Scale ◽  
Short Forms ◽  
Scale Scores ◽  
Components Analysis

Three short forms of the Marlowe-Crowne Social Desirability Scale were constructed from the results of principal components analysis ( N = 399). Those subscales were compared with short forms developed by previous researchers who used the same methodology. Examination of the subscales indicated that 13 of the scale's 33 items were isolated by at least two of the three reported studies. Those items were used to construct a composite subscale, which appeared to offer a useful alternative to the full scale. Further analysis of the subscale's contents, however, raised questions about the dimensionality of the Marlowe-Crowne scale. Caution was urged in the use and interpretation of both the full inventory and the short form until the meaning of scale scores can be clarified.

Development of a Short Form of the Treatment Evaluation Inventory for Acceptability of Psychological Interventions

2004 ◽  
Vol 94 (2) ◽  
pp. 475-481 ◽  
Author(s):  
J. T. Newton ◽  
P. Sturmey
Keyword(s):  
Internal Consistency ◽  
Discriminant Validity ◽  
Short Form ◽  
Full Scale ◽  
Treatment Evaluation ◽  
Psychological Interventions ◽  
Scale Scores ◽  
High Internal Consistency ◽  
The Difference ◽  
Evaluation Inventory

The Treatment Evaluation Inventory of Kazdin, French, and Sherick is a 19-item measure of the perceived acceptability of behavioural treatments. Development of two brief forms was based on data from two sources. For Study 1, data from 218 completed questionnaires were used to develop internally consistent brief scales. In Study 2 internal consistency and the validity of the brief forms were estimated for a set of 131 questionnaires. Item reduction was achieved by analysis of item-total minus item correlations. Brief forms with 3, 6, 9, and 12 items were proposed. Their internal consistency (Cronbach α) and construct validity were based on correlations of scores on each short form with the full scale scores and on comparing means of different forms. Discriminant validity was based on the difference between two groups (estimated effect size 0.7). Scores for all forms showed high internal consistency and correlated highly with total scale scores. Only the 12-item brief scale yielded mean scores similar to the full scale. The 3-item form could be used as a quick screen, and the 12-item form for more intensive purposes as it is most similar to the full-scale.

Comparison of Scores of Normal Children on the Wisc-R and Stanford-Binet, Form LM, 1972

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1057-1058 ◽  
Author(s):  
Trevor Sewell ◽  
John Manni
Keyword(s):  
Full Scale ◽  
Normal Children ◽  
Verbal Performance

Correlations of .86, .71, and .86 were obtained for 106 children, aged 6–0 to 16–10, between Verbal, Performance, and Full Scale IQs and the Stanford-Binet. On both tests mean IQ of the younger group was higher.

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