WAIS-III DIGIT SYMBOL-INCIDENTAL LEARNING BASE RATES: FINDINGS FOR COLLEGE STUDENT AND PATIENT SAMPLES

Although roles have been proposed for both graphomotor speed and learning in the execution of Digit Symbol, few data have been available concerning performance across the adult lifespan on the Symbol Copy, paired associates, or free recall measures derived from Digit Symbol and recommended in the WAIS–R–NI. We report findings on 177 healthy older adults (ages 50–90), providing normative data by age group, education level, and gender. As previously reported, Digit Symbol scores decline steeply with age (r = −.64). Symbol Copy speed declines almost as steeply (r = −.58). Incidental learning, however, declines only modestly (r = −.26 on both measures). Symbol Copy is a far stronger correlate of Digit Symbol (r = .72) than are paired associates or free recall (r = .26 and r = .28, respectively). The 2 incidental learning measures do, however, offer valuable supplementary information as part of a comprehensive individual assessment. When low Digit Symbol scores are produced by slowing on Symbol Copy, further evaluation of perceptual and motor speed and dexterity are indicated. When low incidental learning scores are obtained, further evaluation of memory is warranted. Qualitative analysis of errors (e.g., rotations) made on the incidental learning procedures may also be valuable. (JINS, 2000, 6, 770–780.)

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An Exploratory Study of the Use of the Wechsler Digit–Symbol Incidental Learning Procedure with the WAIS-IV

Applied Neuropsychology Adult ◽

10.1080/09084282.2012.670151 ◽

2012 ◽

Vol 19 (4) ◽

pp. 272-278 ◽

Cited By ~ 3

Author(s):

Lee Ashendorf

Keyword(s):

Exploratory Study ◽

Incidental Learning ◽

Digit Symbol ◽

Learning Procedure

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An analysis of the modified digit symbol test of incidental learning procedures with other measures of memory functioning

Archives of Clinical Neuropsychology ◽

10.1093/arclin/14.8.703a ◽

1999 ◽

Vol 14 (8) ◽

pp. 703-704 ◽

Cited By ~ 1

Author(s):

S. Bell ◽

M. Franzen ◽

R. Riley

Keyword(s):

Incidental Learning ◽

Digit Symbol ◽

Memory Functioning

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A Cross-cultural Study with Culture Fair Normative Indications on WAIS-III Digit Symbol―Incidental Learning

Journal of Clinical and Experimental Neuropsychology ◽

10.1080/13803390490370789 ◽

2004 ◽

Vol 26 (7) ◽

pp. 921-932 ◽

Cited By ~ 3

Author(s):

Shuttleworth-Edwards B. Ann ◽

Donnelly J.R. Martin ◽

Iain Reid ◽

Radloff E. Sarah

Keyword(s):

Cultural Study ◽

Incidental Learning ◽

Cross Cultural ◽

Digit Symbol ◽

Cross Cultural Study

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Predicting WMS-III Performance From Digit Symbol Incidental Learning Scores

PsycEXTRA Dataset ◽

10.1037/e351872004-001 ◽

2003 ◽

Author(s):

David Kreiner

Keyword(s):

Incidental Learning ◽

Digit Symbol

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Sex Differences on an Adaptation of the Digit Symbol Subtest of the Wechsler Intelligence Scale for Children–III

Perceptual and Motor Skills ◽

10.2466/pms.1996.83.3.843 ◽

1996 ◽

Vol 83 (3) ◽

pp. 843-847 ◽

Cited By ~ 3

Author(s):

T. P. Kelly ◽

P. G. Britton

Keyword(s):

Gender Differences ◽

Sex Differences ◽

Executive Function ◽

Neuropsychological Assessment ◽

Incidental Learning ◽

Digit Symbol ◽

Motor Speed ◽

Intelligence Scale

To make the Digit Symbol subtest of the Wechsler Intelligence Scale for Children–III more useful in neuropsychological assessment, the measurement and influence of motor speed and incidental learning on subjects' performance was examined. Analysis indicated that motor speed but not incidental learning were significant influences on scores. Statistically significant differences between 150 males ( M age 12.3 yr., SD = 2.8) and 150 females ( M age 12.1 yr., SD = 2.7) were obtained for both raw and scaled scores on the Digit Symbol subtest. The implications of these gender differences are discussed as a possible example of differences in executive function.

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Decoding Digit Symbol

Assessment ◽

10.1177/0095399702250335 ◽

2003 ◽

Vol 10 (1) ◽

pp. 56-65 ◽

Cited By ~ 74

Author(s):

Stephen Joy ◽

Deborah Fein ◽

Edith Kaplan

Keyword(s):

Young Adults ◽

Visual Memory ◽

Incidental Learning ◽

Digit Symbol ◽

Motor Speed ◽

Perceptual Speed ◽

Visual Scanning ◽

Memory Tests ◽

Memory Screening

The authors evaluated the relative contributions of speed, memory, and visual scanning to Digit Symbol score in a sample of young adults ( N = 87). Speed (Symbol Copy) explained 35% of Digit Symbol variance; only half of this was attributable to graphomotor speed (Name Printing), implying a role for perceptual speed. Visual-scanning tests (e.g., Symbol Scan) explained (on average) 34% of Digit Symbol variance, much of which was independent of perceptual-motor speed, establishing an important role for visual-scanning efficiency in Digit Symbol performance. By contrast, memory tests (on average) explained only 4% to 5% of Digit Symbol variance: statistically significant but clearly subsidiary, although a visual memory composite correlated more strongly with Digit Symbol. The Digit Symbol incidental learning procedures did, however, correlate moderately with other memory measures, suggesting that they are valid memory screening devices.

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