Dissertationen zum Thema „Wechsler scales“
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Meyers, Rebecca S. „Incremental validity and the Wechsler Intelligence Scales“. Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004meyersr.pdf.
Der volle Inhalt der QuelleFolkesson, Caroline. „Ansiktsigenkänning inom Wechsler Memory Scales - påverkas prestation av kön och etnicitet?“ Thesis, Stockholm University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8121.
Der volle Inhalt der QuelleI samband med att Wechsler Memory Scales-III översatts och utprovats för svenska och norska förhållanden har deltestet Ansikten analyserats med avseende på fenomen som sedan tidigare är kända kring ansiktsigenkänning. Med hjälp av signaldetektionsteori har den eventuella förekomsten av own race bias och könsskillnader undersökts samt kontrollerats för ålder och utbildning. Slutsatsen är att varken kön eller etnicitet har någon avgörande påverkan på testresultatet och de behöver därför inte särskilt beaktas när personer liknande de som ingår i utprövningsgruppen testas med WMS-III. Förslag ges på fortsatt forskning kring deltestet Ansikten i Sverige.
Fike, Lauren. „Cross-cultural normative indicators on the Wechsler Memory Scale (WMS) associate learning and visual reproduction subtests“. Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002484.
Der volle Inhalt der QuelleWhite, Glen Ross. „Implementation of Dave : an expert system for the analysis of the Wechsler Adult Intelligence Scales and related information“. Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9891.
Der volle Inhalt der QuelleHeinlein, William E. „Clinical utility of the Wechsler Scales in psychological evaluations to estimate vocational aptitude among learning disabled young adults“. Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/82648.
Der volle Inhalt der QuelleEd. D.
Wiechmann, April. „The Utility of the Spatial Span from the Wechsler Memory Scales in a Geriatric Population with Cognitive Impairments“. Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30527/.
Der volle Inhalt der QuelleSimione, Peter Arno. „Comparative effects for learning disability assessment using the revised and third edition Wechsler intelligence scales for children : validity issues /“. Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
Der volle Inhalt der QuelleBanhato, Eliane Ferreira Carvalho. „Validade de critério de uma forma abreviada da escala Wais-III em uma amostra de idosos brasileiros“. Universidade Federal de Juiz de Fora, 2011. https://repositorio.ufjf.br/jspui/handle/ufjf/2109.
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Na avaliação psicológica, a utilização de instrumentos que contribuam para a detecção e o diagnóstico diferencial de declínios é de alta relevância. A escala Wechsler de Inteligência para Adultos – 3ª edição (WAIS-III) é reconhecida mundialmente como padrão-ouro. No entanto, no público idoso, o tempo de sua aplicação pode ocasionar fadiga, desatenção e desmotivação. Assim, formas abreviadas têm sido propostas e defendidas na literatura especializada. O presente estudo teve o objetivo geral de verificar as evidências de validade de critério de uma forma abreviada da escala, composta por oito subtestes (FA8). Especificamente, objetivou: a) descrever o perfil demográfico; b) caracterizar o desempenho de grupos com e sem declínio cognitivo na FA8; c) comparar o desempenho na FA8 e subtestes entre os idosos que apresentavam a doença crônica hipertensão e os não hipertensos, de acordo com a escolaridade; d) fornecer estimativas de QIs e Índices Fatoriais da escala; e) comparar a classificação qualitativa proposta pelo Manual da WAIS-III com os resultados obtidos a partir dos pontos de corte; f) investigar a associação entre a FA8 e testes de rastreio cognitivo e; g) identificar variáveis preditoras do desempenho cognitivo na FA8. A amostra de conveniência foi composta por 192 indivíduos, de ambos os sexos, com idade igual ou superior a 60 anos, residentes na comunidade ou em Instituições de Longa Permanência para Idosos da cidade de Juiz de Fora (MG). As entrevistas, compostas por questionário sociodemográfico, de saúde, testes de rastreio cognitivo e a FA8, foram realizadas na residência dos idosos, que assinaram o Termo de Consentimento Livre e Esclarecido, e tiveram duração aproximada de 40 minutos. O gênero feminino foi predominante (n = 144; 75%). A média etária foi de 75,87 anos (DP = 9,14) e a de escolaridade foi de 6,40 anos (DP = 4,81). Em relação à situação conjugal, 43,2% (n = 83) da amostra foram constituídos por viúvos e 33,3% (n = 64) eram casados. Sobre o desempenho cognitivo, a média da amostra total na FA8 foi de 107,43 pontos (DP = 29,28). Ao dividir a amostra em grupos com (G1) e sem (G2) declínio cognitivo, verificou-se que a performance na FA8 associou-se positiva e significativamente com a escolaridade. O melhor ponto de corte para a FA8 foi 142. Entre idosos de 60 a 69, de 70 a 79 e de 80 ou mais anos foram 160, 129 e 129 pontos, respectivamente. A FA8 apresentou boa sensibilidade (80,0%) e especificidade (77,3%), com intervalo de confiança de 95%. Os valores preditivos positivo e negativo foram de 77,3% e 80%, respectivamente. O modelo de regressão foi composto pelas variáveis escolaridade, idade e situação conjugal, explicando 49,2% do desempenho cognitivo. A partir dos parâmetros psicométricos aferidos, concluiu-se que a FA8 é relevante na identificação de prejuízo cognitivo de idosos, além de poder ser aplicada com redução de aproximadamente 50% em relação à escala completa. Sugere-se a utilização mais frequente da FA8, tanto na clínica quanto em pesquisas, objetivando um maior refinamento no conhecimento da utilidade dos pontos de corte.
The use of instruments that contribute to the detection and differential diagnosis of impairment is highly relevant for psychological evaluation. Wechsler Adult Intelligence Scale-III (WAIS-III) has received worldwide recognition as the gold standard. Yet, the time needed for its application may lead to fatigue, inattention and loss of motivation, when the elderly population is tested. Thus, abbreviated versions have been proposed and defended in the specialized literature. This study had the general objective to assess criterion validity evidence of a short form of the scale, composed of eight subtests (SF8). The study specifically aimed to: a) describe the epidemiologic profile; b) characterize the performance of the groups with and without cognitive decline on SF8; c) compare the performance in SF8 and subtests among the elderly with hypertensive chronic disease and non hypertensive, according to the schooling; d) provide estimates of IQs and factorial indexes of the scale; e) compare the qualitative classification proposed by the WAIS-III manual with the results obtained from the cut-off points; f) investigate the association between SF8 and tests of cognitive screening and; g) identify variables predictive of cognitive performance on SF8. The convenience sample was composed of 192 individuals from both sexes, aged 60 years or above, living in the community or in institutions devoted to the long stay of elderly, in the city of Juiz de Fora (MG). The interviews, composed of health and sociodemographic questionnaires, cognitive screening tests, and the SF8, were applied in the elderly´s places of residence, and lasted for approximately 40 minutes. Participants signed an informed consent form. The female sex predominated (n = 144; 75%). Mean age was 75.87 years (SD = 9.14) and mean schooling was 6.40 years (SD = 4.81). As fort marital status, 43.2% (n = 83) lived in widowhood, and 33.3% (n = 64) were married. In a sub-sample, composed of 118 elderly, 53.4% (n = 63) had hypertension. As for cognitive performance, the mean for the whole sample was 107.43 points (SD = 29.28), on SF8. On dividing the sample in groups with (G1) and without (G2) cognitive decline, performance on SF8 was observed to be positively and significantly associated with schooling. The highest cut-off point on SF8 was 142. Among elderly aged from 60 to 69 years, from 70 to 79 years, and 80 or above, the results were 160, 129 and 129 points, respectively. SF8 had good sensitivity (80.0%) and specificity (77.3%), with 95% confidence interval. Positive and negative predictive values were 77.3% and 80%, respectively. The regression model was composed of the variables schooling, age and marital status, accounting for 49.2% of the cognitive performance. From the psychometric parameters assessed, SF8 was relevant for the identification of cognitive impairment in the elderly. The instrument can be applied to the elderly, with a time reduction of approximately 50% compared to the full scale. It is suggested that the SF8 should be more frequently used, both in the clinic and in research, aiming at a better refinement of the knowledge on the usefulness of the cut-off points.
Miller, Mark. „The relationship between Wechsler Intelligence Scales for Children -- revised variability of subtest scaled scores and reading achievement gain as measured by the Woodcock-Johnson Tests of Educational Achievement -- revised in children with learning disabilities“. Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2281.
Der volle Inhalt der QuelleCONROY, DAVID S. „A COMPARISON OF THE PERFORMANCES OF REEVALUATED AND NEWLY REFERRED LEARNING-DISABLED STUDENTS AND NEWLY REFERRED NON - LEARNING-DISABLED STUDENTS ON THE WECHSLER INTELLIGENCE SCALES FOR CHILDREN - REVISED AND THE WOODCOCK-JOHNSON TESTS OF COGNITIVE ABILITY“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184152.
Der volle Inhalt der QuelleBrulot, Magali Marie-Pierre. „The detection of biased responding on the Wechsler Memory Scale- III and Wechsler Adult Intelligence Scale- III“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ62508.pdf.
Der volle Inhalt der QuelleTaylor, Alyson M. „A comparison of the Wechsler Intelligence Scale for Children third edition and the Wechsler Intelligence Scale for Children fourth edition /“. View online, 2010. http://repository.eiu.edu/theses/docs/32211131524481.pdf.
Der volle Inhalt der QuelleDonnelly, Martin Joseph Rhodes. „The effects of level and quality of education on a South African sample of English and African first language speakers, for WAIS-III digit symbol-incidental learning“. Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1002474.
Der volle Inhalt der QuelleRust, Annegret L. „The development of a WAIS-III short form for use in South Africa“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002556.
Der volle Inhalt der QuelleKuppers, Reiner. „An investigation of the Wisc-R coding subtest as a measure of learning potential“. Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25434.
Der volle Inhalt der QuelleEducation, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
Wan, Mei-po Mabel. „Application of the Chinese Wechsler Adult Intelligence Scale-III an evaluation of its psychometric properties /“. Click to view E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37105176.
Der volle Inhalt der QuelleWan, Mei-po Mabel, und 溫美寶. „Application of the Chinese Wechsler Adult Intelligence Scale-III: an evaluation of its psychometricproperties“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37105176.
Der volle Inhalt der QuelleAvis, Cheryl Esme. „WISC-R coding incidental recall, digit span and supraspan test performance in children aged 6 and 7“. Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1007506.
Der volle Inhalt der QuelleBishop, Katherine. „Predicting Academic Success in College Using the Wechsler Adult Intelligence Scale-Revised“. TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/335.
Der volle Inhalt der QuelleMartins, Marjorie Regina [UNIFESP]. „Desenvolvimento de versões alternativas do subteste Memória Lógica do Wechsler Memory Scale“. Universidade Federal de São Paulo (UNIFESP), 2013. http://repositorio.unifesp.br/handle/11600/22903.
Der volle Inhalt der QuelleAssociação Fundo de Incentivo à Psicofarmacologia (AFIP)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O teste Memoria Logica da Bateria Wechsler Memory Scale- Revised (WMS-R), constituido de duas estorias que devem ser recordadas, e um teste amplamente utilizado na pratica clinica como instrumento de avaliacao da memoria episodica verbal. O principal objetivo desse estudo foi analisar as propriedades psicometricas iniciais de seis estorias alternativas desenvolvidas a partir das estorias originais da referida bateria. A importancia da validacao de versoes alternativas deve-se a necessidade de teste-reteste em pacientes pre e pos-cirurgicos. Assim, as estorias originais e as alternativas foram aplicadas em 655 jovens saudaveis, entre 18 e 35 anos de idade, de instituicoes de ensino superior. As estorias foram aplicadas nas salas de aula, sendo requisitada recordacao imediata e tardia de cada estoria. Foi realizada analise do conteudo da recordacao a fim de estabelecer uma tabela apropriada para a correcao das estorias. Paralelamente, o desempenho dos participantes foi comparado a fim de analisar a equivalencia das versoes alternativas e aplicado o metodo de Analise de Teoria de Resposta ao Item (TRI). Os resultados indicaram que quatro estorias se mostraram equivalentes as estorias originais, se aplicadas individualmente, mas se aplicadas em pares todas as estorias alternativas formam pares equivalentes ao par original. A TRI permitiu destacar quais itens possuem maior indice discriminativo. O presente estudo oferece uma alternativa quanto ao uso de testes de memoria, pois as estorias poderao ser aplicadas repetidamente sem os efeitos da pratica, propiciando dados robustos tanto na pratica clinica como para futuros estudos de normatizacao.
The Logical Memory Test Battery Wechsler Memory Scale -Revised (WMS -R), consisting of two stories that should be remembered, is a widely used test in clinical practice as a tool for assessment of verbal episodic memory. The main objective of this study was to analyze the psychometric properties of the initial six stories alternatives developed from the original stories of that battery. The importance of validation of alternative versions due to the need for test-retest reliability in patients before and after surgery. Thus, the original stories and the alternatives were applied in 655 healthy young , between 18 and 35 years of age, higher education institution. The stories were applied in classrooms, and required immediate and delayed recall of each story. We performed content analysis of memory in order to establish an appropriate table to correct the stories. In parallel, participants' performance was compared in order to examine the equivalence of alternate versions and applied the method of analysis of Item Response Theory (IRT). The results indicated that four stories proved equivalent to the original stories, if applied individually, but if applied in pairs all stories alternative form pairs equivalent to the original pair. The ITR underscored what items are more discriminating index. This study offers an alternative to the use of memory tests, because the stories may be applied repeatedly without practice effects, providing robust data both in clinical practice and for future studies on regulation.
BV UNIFESP: Teses e dissertações
Clara, Ian. „A psychometric assessment of Wechsler short forms and the Shipley Institute of Living Scale in the estimation of Wechsler Adult Intelligence Scale-III IQ scores with an aging sample“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ56114.pdf.
Der volle Inhalt der QuelleMyers, Allison. „Wechsler Adult Intelligence Scale Findings in Mildly to Severely Traumatic Brain Injured Patients“. NSUWorks, 2011. http://nsuworks.nova.edu/cps_stuetd/55.
Der volle Inhalt der QuelleMeyer, Mary. „USE OF THE WECHSLER ABBREVIATED SCALE OF INTELLIGENCE IN A VOCATIONAL REHABILITATION SAMPLE“. University of Cincinnati / OhioLINK, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=ucin976036571.
Der volle Inhalt der QuelleMeis, Shalena R. „Incremental validity of WISC-IV factor scores in predicting academic achievement on the WIAT-II /“. View online, 2009. http://repository.eiu.edu/theses/docs/32211131559271.pdf.
Der volle Inhalt der QuelleWheeler, Thomas E. „An examination of the Wechsler Adult Intelligence Scale (WAIS) subtests from a neuopsychological perspective“. Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/487343.
Der volle Inhalt der QuelleCummins, Tamara L. „Stability of Wechsler Intelligence Scale for Children-III Scores in children with learning disabilities“. Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203647.
Der volle Inhalt der QuelleDepartment of Educational Psychology
Gaylard, Emma K. „Cross-cultural differences in IQ test performance: extension of an existing normative database on WAIS-III test performance“. Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1002488.
Der volle Inhalt der QuelleEwing, Melissa Cox. „The Effects of Cultural Bias: a Comparison of the WISC-R and the WISC-III“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278695/.
Der volle Inhalt der QuelleSpencer, Rebecca Ann. „Wechsler Intelligence Scale for Children-Third Edition Verbal short forms for children with visual impairments“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282247.
Der volle Inhalt der QuelleTourgeman, Isaac. „Exploration of the Wechsler Memory Scale Fourth Edition and Measures of Executive Function Combined Components Model“. NSUWorks, 2015. http://nsuworks.nova.edu/cps_stuetd/86.
Der volle Inhalt der QuelleKelly, Esther Ellen Kuhn. „A qualitative analysis of the comprehension subtest of the WISC-R among emotionally handicapped and non-handicapped adolescents“. Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/483383.
Der volle Inhalt der QuelleMartin, Laura Paige. „The Effects of "Game" and "Test" Instructions on the WISC-R Performance of High- and Low-Test-Anxious Children“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc500228/.
Der volle Inhalt der QuelleSteffey, Dixie Rae. „The relationship between the Wechsler Adult Intelligence Scale - Revised and the Stanford-Binet Intelligence Scale: Fourth Edition in brain-damaged adults“. Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184412.
Der volle Inhalt der QuelleBrown, William Howard. „Using the Wechsler Adult Intelligence Scale-Revised to predict vocational aptitudes of adolescents with learning disabilities“. Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/38660.
Der volle Inhalt der QuellePh. D.
Mullins, James E. „A comparison of performance of students referred for gifted evaluation on the WISC-III and Binet IV“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1172.
Der volle Inhalt der QuelleTitle from document title page. Document formatted into pages; contains xi, 182 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 139-143).
Nickens, Nicole M. „Impact of intersubtest scatter on predictive validity of WISC-III /“. free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091949.
Der volle Inhalt der QuelleWeinberg, Laura Bruder. „The Effects of Depression and Anxiety in Children on the Wechsler Intelligence Scale for Children-Fourth Edition“. NSUWorks, 2012. http://nsuworks.nova.edu/cps_stuetd/74.
Der volle Inhalt der QuelleSpedo, Carina Tellaroli. „Adaptação transcultural e propriedades psicométricas do subteste Visual Reproduction (Reprodução Visual I e II) da Wechsler Memory Scale - Fourth Edition (WMS-IV), (Escalas de Memória de Wechsler) para uma população do Brasil“. Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/17/17140/tde-13062012-234818/.
Der volle Inhalt der QuelleTools for evaluation of non-verbal episodic memory are scarce. Furthermore, we consider the increasing need for efforts to cross-cultural adaptation of instruments of memory for our context. The subtest Visual Reproduction I and II is part of the Wechsler Memory Scale (WMS), and it is used worldwide scale and adapted to different cultures, and is considered the gold standard among assessment measures of memory. In the present study, we use the Visual Reproduction subtest of WMS in its fourth edition (WMS-IV). The Visual Reproduction (VR) is subdivided into three fields of research in visual memory (immediate recall, delayed recall and recognition) and an optional task to assess visual perception, constructive abilities and attention to detail (copy). Moreover, the score of each of the three domains can be contrasted evaluated in order to obtain information on retention, and the memory is better or worse than the constructive abilities, and finally, how the subject refers freely or need tracks to evoke the information learned. This version of the WMS-IV is a review of the WMS-III, whose studies have resulted in some changes in methodology and content, to facilitate the analysis of results, lower camest application and correction. Thus, to obtain the purposes of this research were carried out two studies: Study 1 was aimed at making cross-cultural adaptation of the subtest \"Visual Reproduction I and II - Wechsler Memory Scale - IV (WMS-IV)\" and present a version for use preliminary in Brazil and the second study consisted of an evaluation of its psychometric properties. The study included a three translators fluent in English, which made independent translations, translators two professional judges and two experts (a neurologist and a neuropsychologist) who performed the conceptual and item equivalence, semantic, and operational. 24 healthy subjects responded to the pretest, which consisted in the investigation of understanding and difficulty of the adapted version of the Visual Reproduction I and II. In the second study, participated in 62 healthy adults and 29 adults with stroke in the right hemisphere in the territory of the middle cerebral artery. All subjects were aged between 20 and 59 years and the responses were considered for analysis of reliability and validity based on statistical analysis of the classical theory (ANOVA, ANCOVA, Cronbach\'s alpha, and Pearsons correlation) and the modern theory testing (Item Theory Response IRT, the model of one parameter or Rasch method). The process of analyzing the psychometric properties following the methodology recommended by the American Educational Research Association [AERA], American Psychological Association [APA] and the National council on education measure in [NCME], 2008 - indicated by the publisher responsible for the copyright of the WMS-IV. In the reliability analysis, we investigated the internal consistency (Cronbach\'s alpha) and temporal stability (Pearsons correlation). To investigate the validity, were considered: the processes of response, the internal structure (Pearsons correlation and IRT), the relationship with other tools (Mini Mental State Exam- MMSE and Rey-Osterrieth Complex Figure Test (ROCF).) and the relationship with external variables (stroke in the right hemisphere in the territory of the middle cerebral artery, compared to healthy controls). The index of internal consistency overall subtest was 0.92 and test-retest stability showed significant correlation, except with the task of delayed recall. These results are similar to the original study, showing thus their equivalence. The results of the validity study showed that there is equivalence in terms of investigating the internal structure and content. Pearson\'s correlation coefficient showed that all the figures obtained significant correlation (p <0.001) and further correlated with each moment congruently the task. In investigating the internal structure by the Rasch method has been shown that the test is one-dimensional that the progression of theta over the response categories was as expected by the model, and show that the figure is the easier task of Figure 1 - immediate recall, and is harder to figure 5- for delayed recall. The theta correlation coefficients were greater than 0.5, showing good correlation. On the map of people-items showed that the variables tended to evaluate the construct at levels below the skill of the subjects, suggesting the need for items assessing higher levels of the construct. In the analysis of validity considering other measures, the total score of immediate recall and delayed recall correlated with the total of memory task of the Rey complex figure copy. The copy of the Visual Reproduction correlated with copy of Rey-Osterrieth Complex Figure Test (ROCF). The task of ROCF immediate recall of the total score and delayed recall correlated with total MMSE. Covariance analysis showed that education exercises influences on scores of the RV. So, after controlled the variable schooling, was evident that the controls performed better than patients with stroke on all Visual Reproduction subtest. The qualitative analysis via scaling contrast scores, shown that low performance of patients with stroke is due the fact they recognize the item very badly, the motor control, visuo-constructive ability and ability to pay attention to details is lowered. Its can occur, may be due apraxia, resulting in lower acquisition of the information, resulting in difficulties in non-verbal episodic memory. Our results showing that the Visual Reproduction subtest of the WMS-IV was considered culturally equivalent in terms of reliability and validity and is appropriate for culture of the subjects and patients evaluated in Ribeirão Preto, valid and reliable for use in Brazil. We emphasize the need of studies regarding to normative data for this subtest.
Miller, Teresa L. „Attention-defict/hyperactivity disorder : a survey of assessment practices by school psychologists /“. View online ; access limited to URI, 2005. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3188842.
Der volle Inhalt der QuelleYork, Jennifer. „Comparison of the Kaufman Brief Intelligence Test (K-BIT) and the Wechsler Scale for Children (WISC-IV) with referred students“. Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=622.
Der volle Inhalt der QuelleKemp, Ryan. „An investigation into the effects of socio-economic and education factors on WAIS-III performance in a stratified South African sample“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002511.
Der volle Inhalt der QuelleShafer, Micheal E. Neumann Craig Stephen. „Traumatic brain injury in children and adolescents an evaluation of the WISC-III four factor model and individual cluster profiles /“. [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9033.
Der volle Inhalt der QuelleBass, Catherine. „Comparability of the WPPSI-R and the Stanford-Binet: Fourth Edition“. Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500383/.
Der volle Inhalt der QuelleHuxford, Bonnie L. „Relationships between the California Verbal Learning Test - Children's Version and the Wechsler Intelligence Test for Children - Third Edition“. Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1191107.
Der volle Inhalt der QuelleDepartment of Educational Psychology
Antonetti, Robert C. „Determining the Validity of the Kaufman Assessment Battery for Children (K-ABC) with Learning Disabilities“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332423/.
Der volle Inhalt der QuelleHarris, Kristen M. „Neuropsychological Constructs Assessed by the Family Pictures Subtests“. NSUWorks, 2009. http://nsuworks.nova.edu/cps_stuetd/36.
Der volle Inhalt der QuelleMuirhead, Joanne. „An investigation of male and female cognitive ability on the WAIS-III“. Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002537.
Der volle Inhalt der QuelleZappia, Irene Antonia. „Cognitive performance of English and Spanish speaking Mexican-American children on the WISC-R and EIWN-R“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184315.
Der volle Inhalt der QuelleLouison, Korinne Gillian. „Assessing the cross-cultural validity of the Wechsler Intelligence Scale for Children (4th edition) for use in Trinidad and Tobago“. Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/18733/.
Der volle Inhalt der QuelleAdkins, Carrie M. „The correlation between Wechsler Adult Intelligence Scale III and Woodcock-Johnson III Cognitive Abilities and WJ III achievement for college students which is a better predictor of reading achievement? /“. Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=687.
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