P-329 - Concurrent validity of persian version of wechsler intelligence scale for children- fourth edition and cognitive assessment system in patients with learning disorder

2012 ◽  
Vol 27 ◽  
pp. 1
Author(s):  
P. Salamati ◽  
R. Rostami ◽  
V. Sadeghi ◽  
J. Zarei ◽  
S. Mohazzab Torabi
Author(s):  
Haemi JEE ◽  
Jaehyun PARK

Background: The clinical gender-dependent characteristics of visuospatial neglect between men and women have not been elucidated in Korean patients with cognitive impairment. The goal of this study was to observe the asymmetric lateralization in patients using a novel e-pen based cognitive assessment system. Methods: A total of 31 patients, 16 men and 15 women, with early stage hemispheric cerebral dysfunction were recruited for the assessment of unilateral neglect suing a novice paper-and-pencil based electronic evaluation system from a rehabilitation center of Inha University hospital in 2016. Results were assessed for degrees of deviations, and numbers of neglected lines. Degree of deviation was assessed using the positions and distances from the horizontal line centers. Effect sizes were calculated to assess proximities between the assessed results. Results: Comparatively greater left and rightward biasness for the right-sided and left-sided horizontal lines were observed for the male patients, respectively. Moreover, greater degree of left to rightward biasness was observed as the horizontal lines shortened in both groups. However, the magnitude of biasness in female patients showed comparatively less directional bias, indicating greater prevalence for the center of mass effect in male patients. Conclusion: Gender difference in visuospatial neglect seems to exist with less accuracy in recognition for the bisecting center for the female and asymmetrical lateralization and magnitude of deviation for the male patients.


2018 ◽  
Vol 34 (3) ◽  
pp. 215-233
Author(s):  
Damien C. Cormier ◽  
Ethan R. Van Norman ◽  
Clarissa Cheong ◽  
Kathleen E. Kennedy ◽  
Okan Bulut ◽  
...  

This study aims to systematically evaluate the scoring errors made by psychologists in training, in the hopes of providing strong, empirically based guidelines to training programs. Survival analysis was used to determine the number of attempts required for graduate students to achieve proficiency in scoring standardized record forms from the Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV). The results suggest that the majority of students will require at least six attempts prior to achieving proficiency in the standardized scoring procedure associated with the WISC-IV. The significant contribution of this study stems from its notably larger sample size ( N = 546 record forms) and increased ecological validity compared with previous studies. As a result, this study is likely to improve training in an area that has been established as a core competency for school, clinical, and counselling psychologists.


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