Significance of WISC Verbal-Performance Discrepancies for Younger Children with Learning Disabilities

1973 ◽  
Vol 36 (1) ◽  
pp. 275-282 ◽  
Author(s):  
Byron P. Rourke ◽  
Dianne M. Dietrich ◽  
Gerald C. Young
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
High Performance ◽  
Full Scale ◽  
Verbal Iq ◽  
Clear Cut ◽  
Group A ◽  
Low Performance ◽  
And Performance ◽  
Verbal Performance

82 5- to 8-yr.-old children (IQ range 79 to 120) exhibiting learning disabilities were divided into three groups on the basis of their WISC Verbal IQ and Performance IQ: a high Performance IQ-low Verbal IQ group, a Verbal IQ equal to Performance IQ group, and a high Verbal IQ-low Performance IQ group. The three groups were equated for age and Full Scale IQ. The performance of these Ss on selected measures of verbal, auditory-perceptual, visual-perceptual, problem-solving, motor, and psychomotor abilities did not yield the same clear-cut differences observed in previous studies with older (9- to 14-yr.-old) children with learning disabilities who had been divided into groups on the basis of WISC Verbal IQ-Performance IQ discrepancies of an identical magnitude. These results argue for very guarded clinical inrerpretation of WISC Verbal IQ-Performance IQ discrepancies of this magnitude in the case of younger children exhibiting learning disabilities.

Lateralizing Significance of Wisc Verbal-Performance Discrepancies for Older Children with Learning Disabilities

1971 ◽  
Vol 33 (3) ◽  
pp. 875-883 ◽  
Author(s):  
Byron P. Rourke ◽  
Gabor A. Telegdy
Keyword(s):  
Learning Disabilities ◽  
High Performance ◽  
Full Scale ◽  
Cerebral Hemispheres ◽  
Older Children ◽  
Verbal Iq ◽  
Complex Motor ◽  
Iq Scores ◽  
Low Performance ◽  
And Performance

45 9- to 14-yr.-old right-handed boys (IQ range: 85 to 115) with learning disabilities were distributed into three groups on the basis of their WISC Verbal IQ and Performance IQ scores: the high performance-low verbal (HP-LV) group, the verbal equal to performance (V = P) group, and the high verbal-low performance (HV-LP) group. The three groups were equated for age and Full Scale IQ. The performance of these Ss on 25 measures indicated clear superiority of the HP-LV group on most measures of complex motor and psychomotor abilities, regardless of the hand employed. Although expectations involving differential hand superiority of the HP-LV and HV-LP groups were not supported, the results were considered consistent with the view that WISC VIQ-PIQ discrepancies reflect the differential integrity of the two cerebral hemispheres in older children with learning disabilities.

Relationships between WAIS Verbal versus Performance Decrements and Bender-Gestalt Errors

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1259-1263
Author(s):  
Edwin E. Wagner ◽  
Mary Kathleen McCormick
Keyword(s):  
High School ◽  
High Performance ◽  
Full Scale ◽  
The Other ◽  
Verbal Iq ◽  
And Performance

Two groups of 42 cases each were matched on age, sex, and WAIS Full Scale IQ. They differed, however, in discrepancies between Verbal IQ and Performance IQ. One group had Verbal IQs which were average or better and were at least 20 points higher than the Performance IQs; conversely, the other group had Performance IQs which were average or better and at least 20 points higher than their Verbal IQs. The group with high Verbal IQs achieved significantly higher (poorer) Pascal-Suttell Bender-Gestalt scores than the group with high Performance IQs. It was also noticed that the latter subjects were more likely to have dropped out of high school and to have spent some time in prison.

Relationship between WISC Verbal-Performance Discrepancies and Motor and Psychomotor Abilities of Children with Learning Disabilities

1976 ◽  
Vol 42 (1) ◽  
pp. 125-126 ◽  
Author(s):  
Brian D. Wener ◽  
Donald I. Templer
Keyword(s):  
Learning Disabilities ◽  
Good Predictor ◽  
High Performance ◽  
Psychomotor Tests ◽  
Psychomotor Learning ◽  
Low Performance ◽  
Performance Discrepancy ◽  
Verbal Performance

Thirty 9- to 14-yr.-old boys with learning disabilities were divided into three WISC IQ groups: High Verbal-Low Performance, Verbal equal to Performance, and High Performance-Low Verbal. All Ss were given a battery of motor and psychomotor tests. WISC IQ Verbal-Performance discrepancy was not a good predictor of motor and psychomotor learning disabilities.

A Modification of the Payne-Jones Method of Identifying Abnormal Differences in WISC-R Performance and Verbal IQ's

1996 ◽  
Vol 12 (1) ◽  
pp. 27-32 ◽  
Author(s):  
Louis M. Hsu
Keyword(s):  
Full Scale ◽  
True Score ◽  
Verbal Iq ◽  
Score Difference ◽  
The Difference ◽  
And Performance

The difference (D) between a person's Verbal IQ (VIQ) and Performance IQ (PIQ) has for some time been considered clinically meaningful ( Kaufman, 1976 , 1979 ; Matarazzo, 1990 , 1991 ; Matarazzo & Herman, 1985 ; Sattler, 1982 ; Wechsler, 1984 ). Particularly useful is information about the degree to which a difference (D) between scores is “abnormal” (i.e., deviant in a standardization group) as opposed to simply “reliable” (i.e., indicative of a true score difference) ( Mittenberg, Thompson, & Schwartz, 1991 ; Silverstein, 1981 ; Payne & Jones, 1957 ). Payne and Jones (1957) proposed a formula to identify “abnormal” differences, which has been used extensively in the literature, and which has generally yielded good approximations to empirically determined “abnormal” differences ( Silverstein, 1985 ; Matarazzo & Herman, 1985 ). However applications of this formula have not taken into account the dependence (demonstrated by Kaufman, 1976 , 1979 , and Matarazzo & Herman, 1985 ) of Ds on Full Scale IQs (FSIQs). This has led to overestimation of “abnormality” of Ds of high FSIQ children, and underestimation of “abnormality” of Ds of low FSIQ children. This article presents a formula for identification of abnormal WISC-R Ds, which overcomes these problems, by explicitly taking into account the dependence of Ds on FSIQs.

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.

scholarly journals Applying Metacognitive Strategies in Comprehending English Reading Texts

2019 ◽  
Vol 19 (1) ◽  
pp. 138
Author(s):  
Zulfadli A. Aziz ◽  
Chairina Nasir ◽  
Ramazani Ramazani
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Reading Ability ◽  
High Performance ◽  
Metacognitive Strategies ◽  
Support Strategies ◽  
Problem Solving Strategies ◽  
Low Performance ◽  
Metacognitive Reading Strategies ◽  
Global Strategies

Comprehending English text is still regarded as hard for students. Metacognitive strategies have been considered effective in overcoming reading difficulties by many researchers. The objective of this study is to describe the application of three types of metacognitive reading strategies (global strategies, problem solving strategies, and support strategies) used by the students of Senior High School (SMAN) 1 Ingin Jaya, Aceh Besar. It is a descriptive qualitative study. Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire suggested by Mokhtari and Reichard (2002) was used to collect the data. The result of the study revealed that the students generally showed moderate awareness of all strategies and held a preference of using Problem Solving Strategies, followed by Support Strategies and Global Strategies respectively. The study also showed that high performance students used the strategies more frequently than low performance students. It can be concluded that the more students aware of using metacognitive reading strategies, the better their performance is in reading skill. Therefore, teaching the students to use metacognitive strategies can be a solution in enhancing students’ reading ability.

scholarly journals Πότε τα χαρισματικά παιδιά παρουσιάζουν χαμηλή επίδοση;

2017 ◽  
Vol 2016 (1) ◽  
pp. 172
Author(s):  
Ανδρονίκη Γάκη ◽  
Αλέξανδρος-Σταμάτιος Αντωνίου
Keyword(s):  
Family Environment ◽  
High Performance ◽  
Educational Methods ◽  
Asynchronous Development ◽  
The Family ◽  
Biological Development ◽  
Low Performance ◽  
And Performance

The purpose of this chapter is to outline the phenomenon of low performance often seen in the training of charismatic children. In particular, charisma is considered to be the ability of the child to achieve a particularly high performance in one or more areas and is usually perceived as an asynchronous development between his cognitive, emotional and biological development. "Under-performance" means a student's low performance, which runs counter to his / her mental potential and the potential that this entails. In fact, it is a mismatch between possibilities and performance and refers to the pupil's image, which while having the potential, but the results of his effort are not the expected ones. The causes are attributed to the different way of learning adopted by charismatic children, to their desire to be accepted by their peers, while the family environment also plays an important role. For this reason, the role of the educator, who must be aware of the importance of timely intervention and of using the appropriate educational methods for the integration of the child into the group, is important. 

When Do Intended Performance Standards Predict Goal-Related Affect? A Motivated-Reasoning Perspective

2018 ◽  
Vol 10 (3) ◽  
pp. 295-306
Author(s):  
Allison M. Sweeney ◽  
Antonio L. Freitas
Keyword(s):  
High Performance ◽  
Secondary Data ◽  
Performance Standards ◽  
Motivated Cognition ◽  
Longitudinal Methods ◽  
Diary Studies ◽  
Intensive Longitudinal Methods ◽  
Daily Diary Studies ◽  
Low Performance ◽  
And Performance

This research used intensive longitudinal methods to examine a motivated cognition perspective on intention–behavior discrepancies. We propose that under conditions of high performance, people are more inclined to evaluate their efforts in light of their intentions; thus, discrepancies between intentions and performance should have stronger impacts on goal-related affect under conditions of high (vs. low) performance. Secondary data analyses were conducted on two daily-diary studies in which participants reported their exercise, goal-related affect, and next-day intentions across 14 days. Under conditions of low performance, people felt negative about their performance irrespective of whether they typically set low versus high intentions. On days with high performance, average intentions significantly related to affect, such that those with low average intentions experienced the greatest satisfaction. Additionally, we observed that average (between-person) affect, but not within-person fluctuations in affect, predicted daily levels of exercise behavior. Implications for self-regulatory theories of affect are discussed.

scholarly journals Educational attainment and trajectories of cognitive decline during four decades—The Glostrup 1914 cohort

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0255449
Author(s):  
Kristine Harrsen ◽  
Kaare Christensen ◽  
Rikke Lund ◽  
Erik Lykke Mortensen
Keyword(s):  
Cognitive Decline ◽  
Full Scale ◽  
Community Dwelling ◽  
Clinical Test ◽  
Adult Intelligence Scale ◽  
Verbal Iq ◽  
Age Related ◽  
Formal School ◽  
Verbal Performance

Background The potential association between level of education and age-related cognitive decline remains an open question, partly because of a lack of studies including large subsamples with low education and follow-up intervals covering a substantial part of the adult lifespan. Objectives To examine cognitive decline assessed by a comprehensive clinical test of intelligence over a 35-year period of follow-up from ages 50 to 85 and to analyze the effect of education on trajectories of cognitive decline, including the effects of selective attrition. Methods A longitudinal cohort study with a 35-year follow-up of community dwelling members of the Glostrup 1914 cohort. The study sample comprised 697 men and women at the 50-year baseline assessment and additional participants recruited at later follow-ups. Verbal, Performance, and Full Scale IQs were assessed using the Wechsler Adult Intelligence Scale at ages 50, 60, 70, 80, and 85. To be able to track cognitive changes between successive WAIS assessments, all IQs were based on the Danish 50-year norms. Information on school education was self-reported. The association between education and cognitive decline over time was examined in growth curve models. Selective attrition was investigated in subsamples of participants who dropped out at early or later follow-ups. Results The trajectories for Verbal, Performance, and Full Scale IQ showed higher initial cognitive performance, but also revealed steeper decline among participants with a formal school exam compared to participants without a formal exam. Verbal IQ showed the largest difference in level between the two educational groups, whereas the interaction between education and age was stronger for Performance IQ than for Verbal IQ. In spite of the difference in trajectories, higher mean IQ was observed among participants with a formal school exam compared to those without across all ages, including the 85-year follow-up. Further analyses revealed that early dropout was associated with steeper decline, but that this effect was unrelated to education. Conclusion Comprehensive cognitive assessment over a 35-year period suggests that higher education is associated with steeper decline in IQ, but also higher mean IQ at all follow-ups. These findings are unlikely to reflect regression towards the mean, other characteristics of the employed test battery or associations between educational level and study dropout.

scholarly journals The Relationships Between Physical Performance, Activity Levels, and Falls in Older Men

2018 ◽  
Vol 74 (9) ◽  
pp. 1475-1483 ◽  
Author(s):  
Eric S Orwoll ◽  
Nora F Fino ◽  
Thomas M Gill ◽  
Jane A Cauley ◽  
Elsa S Strotmeyer ◽  
...  
Keyword(s):  
High Activity ◽  
Physical Performance ◽  
Gait Speed ◽  
Fall Risk ◽  
High Performance ◽  
Older Men ◽  
Community Dwelling ◽  
Low Performance ◽  
And Performance ◽  
Low Activity

Abstract Background Physical performance and activity have both been linked to fall risk, but the way they are jointly associated with falls is unclear. We investigated how these two factors are related to incident falls in older men. Methods In 2,741 men (78.8 ± 5 years), we evaluated the associations between activity and physical performance and how they jointly contributed to incident falls. Activity was assessed by accelerometry. Physical performance was measured by gait speed, dynamic balance (narrow walk), chair stand time, grip strength, and leg power. Falls were ascertained by tri-annual questionnaires. Results Men were grouped into four categories based on activity and performance levels. The greatest number of falls (36%–43%) and the highest fall rate (4.7–5.4/y among those who fell) (depending on the performance test) occurred in men with low activity/low performance, but most falls (57%–64%) and relatively high fall rates (3.0–4.35/y) occurred in the other groups (low activity/high performance, high activity/high performance and high activity/low performance; 70% of men were in these groups). There were interactions between activity, performance (gait speed, narrow walk), and incident falls (p = .001–.02); predicted falls per year were highest in men with low activity/low performance, but there was also a peak of predicted falls in those with high activity. Conclusions In community-dwelling older men, many falls occur in those with the lowest activity/worst physical performance but fall risk is also substantial with better activity and performance. Activity/physical performance assessments may improve identification of older men at risk of falls, and allow individualized approaches to prevention.

Sign in / Sign up

Export Citation Format

Share Document