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Tesis sobre el tema "Wechsler Intelligence Scale for Children"

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Publicado: 4 de junio de 2021

Última modificación: 1 de agosto de 2024

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1

Taylor, 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.

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2

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.

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3

Cummins, 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.

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The purpose of this study was to investigate the stability of Wechsler Intelligence Scale for Children-III (WISC-III) test scores in children with Learning Disabilities. Previous research has suggested that some children with Learning Disabilities do not demonstrate the same stability of performance, over time, on the Wechsler as many children in the general population.The sample utilized in this study consisted of 214 children who had been identified as having Learning Disabilities. WISC-III data was collected through archival review of education files.Test-retest stability for the WISC-III o

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4

Spencer, 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.

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The purpose of the present study was to investigate WISC-III Verbal short forms for school-age children identified as visually impaired. The rationale for use of WISC-III Verbal short forms is to provide a time saving and technically sound measure for the screening and/or periodical re-evaluation of children with visual impairments who may require special education services. The total sample consisted of the WISC-III test scores of 78 children identified with the handicapping condition of either partial sightedness or legal blindness, who had been given the regularly administered Verbal subtes

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5

Kuppers, 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.

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The purpose of this study was to compare the practice effects of "normal" students on the WISC-R Coding subtest to those of "learning disabled" students, to see if Coding can be used as a measure of "learning potential." In addition, data from the WISC-R Coding subtest were compared to subjects' scores from the four subtests of the British Columbia Quick Individual Educational Test (B.C.Q.U.I.E.T.). The WISC-R Coding subtest was administered to 38 students from two school districts, one urban and one rural; it was readministered approximately 24 hours later. Seventeen of the students were clas

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6

Avis, 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.

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The primary aim of this study was to develop age-related normative data for the WISC-R Digits Forward, Digits Backward, Digits Difference, Digit Supraspan, and Coding Incidental Recall (Immediate and 30' Delayed) tests for a non-clinical population of South African school children aged 6 and 7. The effects of sex, English versus Xhosa language, and white versus black race groups, were additional investigations. Subjects were randomly selected from three English speaking Grahamstown schools; level of education ranged from pre-school to Sub Standard B; English speaking subjects included predomin

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7

Ewing, 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/.

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It has been suggested that the use of standardized intelligence tests is biased against minorities. This study investigates the newly revised Wechsler Intelligence Scale for Children-III in which Wechsler states that the new scale has eliminated biased items. Comparisons of the scores on the WISC-R and the WISC-III of a clinical population of sixteen African American and eighteen Caucasian males, ages ten to sixteen, revealed significant differences between the two groups on the WISC-III. The minority scores decreased predictably from the WISC-R to the WISC-III, but the Caucasian scores increa

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8

Weinberg, 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.

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Anxiety and depressive disorders are among the most common mental health problems diagnosed in children and adolescents, and numerous theories explaining why children experience these debilitating disorders have been proposed. Established diagnostic criteria that differentiate anxious and depressive symptomatology characterize both groups of disorders as having an adverse effect on the child's academic and social functioning. While research has sought to examine the cognitive effects these disorders have on adults, there is relatively limited research on the cognitive effects in children and a

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9

Simione, 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.

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10

Martin, 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/.

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The purpose of this study was to investigate the effects of "game" and "test" instructions on the intelligence test performance of high- and low-test-anxious children. Eighty-one subjects diagnosed as learning disabled were given the Test Anxiety Scale for Children (TASC) to determine their level of test anxiety. Based on TASC scores, 44 subjects were classified as either fljgj- or low- test-anxious. These subjects were given the Wechsler Intelligence Scale for Children-Revised (WISC-R) using either game or test instructions to introduce the test. The resulting 10 and subtest configuration sco

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11

Kelly, 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.

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12

York, 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.

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13

Zappia, 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.

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The purpose of this study was to do a comparative analysis of the Wechsler Intelligence Scale for Children-Revised (WISC-R), a test of intelligence which is frequently used with Mexican American students, and its Spanish translation the Escala de Inteligencia Wechsler Para Ninos-Revisada (EIWN-R). The WISC-R was administered in English to 109 bilingual English proficient Mexican American students, and the EIWN-R was administered in Spanish to 109 other than English proficient or monolingual Spanish speakers. Language proficiency was determined according to students scores on the Language Asses

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14

Huxford, 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.

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This study looked at the relationship between the 27 indices on the California Verbal Learning Test - Children's Version (CVLT-C) and the 19 scores on the Wechsler Intelligence Test for Children - Third Edition (WISC-III). The sample consisted of 58 children, ages 6-16 from a clinical population. The subgroups with Attention Deficit Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and High Ability (HA) were compared to children with no clinical diagnosis (ND) on WISC-III Full Scale IQ, Verbal IQ, and Performance IQ; on CVLT-C Total Recall Trials 1-5; and on CVLC factors of Attention

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15

Bass, 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/.

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The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure diffe

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16

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.

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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains xi, 182 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 139-143).

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17

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.

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18

Maller, Susan Joyce. "Validity and item bias of the WISC-III with deaf children." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186756.

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The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is likely to become the most widely used test of intelligence with deaf children, based on the popularity of the previous versions of the test. Because the test was constructed for hearing children who use spoken English, the following major research questions were asked: (a) Does the WISC-III demonstrate adequate construct validity? and (b) Do specific items exhibit differential item functioning (DIF), and does the nature of the content of each item that exhibits DIF imply that the item is biased? The test was translated in

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19

Del, Vecchio Tony. "The relationship between the Wechsler intelligence scale for children-revised (WISC-R), a short form (WISC-RSH), and the wide range achievement test (WRAT) in learning disabled students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/724568.

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The purpose of this study was to determine if the Split-Half Short Form WISC-R correlates over time with the WISC-R and whether either of these two separately administered measures of intellectual ability were able to predict academic achievement in a sample of learning disabled students using the WRAT as the criterion variable.The subjects were 100 (71 males, 29 females) students, ages, 6 through 16, selected from a special education learning disabled school population. All the subjects were administered the WISC-R an average of three years prior to the administration of the WISC-RSH and the

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20

Shafer, 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.

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21

Perley-McField, Jo-Anne. "The appropriateness of selected subtests of the Stanford-Binet Intelligence Scale, Fourth Edition for hearing impaired children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29000.

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This study proposed to evaluate the appropriateness of selected subtests of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) for use with severely to profoundly hearing impaired children. The subjects used in this study were enrolled in a residential/day school for the deaf whose educational methodology was Total Communication. The subjects were tested on both the SB:FE nonverbal selected subtests and the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (WISC-R PIQ). To assess appropriateness, several procedures were employed comparing data gathered from

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22

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/.

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This study investigated the relation of the Kaufman Assessment Battery for Children (K-ABC) with the Wechsler Intelligence Scale for Children - Revised (WISC-R) for learning disabled (LD) children, the relation of K-ABC Achievement subtests with other achievement tests, and the relation of verbal and perceptual abilities assessment and the K-ABC. One hundred white, middle to above socioeconomic status (SES), LD students 6 to 12 1/2 years old were administered the K-ABC in addition to the test battery used to identify them. Findings indicated significant differences (2<-01) between WISC-R Full

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23

Runciman, Carey Lynn. "A comparative study of the performance of English and Xhosa speaking children on the Wechsler Intelligence Scale for Children-Revised (WISC-R)." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1007467.

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The purpose of this study was to compare the WISC-R subtest score scatter patterns and obtain preliminary normative data on the WISC-R Adjunctive tests (Digit Span Forward; Digit Span Backward; Digit Supraspan; Coding Immediate Recall and Coding Delayed Recall) on a non-clinical population of South African English (n= 15) and Xhosa (n= 12) speaking, standard six children, studying in English medium schools. Tests were administered to 27 subjects, both male (n=19) and female (n=8), with a mean age of 14.1 years (range = 13.3-15.3). The results show that White English speaking children outperfor

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24

Meis, 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.

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25

Bickell, Alexa. "WISC-IV test performance of grade 3 Xhosa-speaking children : an extension of a prior South African normative database." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5730.

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Introduction. A well-recognized problem exists when commonly employed tests developed in the United States (US) or United Kingdom (UK) are accepted unconditionally for use on local relatively disadvantaged populations, as these tests have questionable validity and therefore incur a high risk of misdiagnosis. Cross-cultural normative research has been conducted in South Africa on some of the Wechsler intelligence scales with respect to participants stratified for level and quality of education, age, race and language, including a study on the Wechsler Intelligence Scale for Children – Fourth Ed

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26

Welch, Jane A. "Predicting academic achievement of hearing impaired students using the Wechsler Performance Scale and the Planning, Attention, Simultaneous, and Successive (PASS) model of cognitive processing /." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1265301261.

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27

Ewing, Melissa L. (Melissa Lynn). "An Analysis of the Performance of a Clinical Sample of African American, Caucasian, and Hispanic Children on the WISC-III." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278700/.

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The goals of revision for the Wechsler Intelligence Scale for Children-Third Edition included enhancement of the factor structure, improvement of subtests, and revision of norms. The researchers reported that the very few items that were found to be biased were replaced. The WISC-III performance of a clinical sample of African American, Caucasian, and Hispanic children was analyzed to determine if the test bias was eliminated as claimed in the goals of the revision.

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28

Coyle, Edward L. (Edward Louis) 1965. "Precocious Ego Development in Physically Abused Children." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279373/.

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The Rorschach records and Wechsler Intelligence Scale scores of sixty-six children between the ages of 5 and 13 were compared. Subjects in each group were from one of three conditions: children who have documented histories of physical abuse, children referred for clinical intervention with no history of abuse, and a community sample of children with no documented history of abuse or psychological treatment. Data from the groups were analyzed to examine evidence of increased reliance on ego functions related to motor activity and concurrent deficits in other areas of ego function by subjects i

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29

Louison, 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/.

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More than ten years after its publication, there has been no prior attempt to investigate the validity of the WISC-IV (Wechsler, 2003) for use in Trinidad and Tobago (T&T). This thesis is the first to assess the fit of a cross-cultural interpretive model of WISC-IV (US) measured intelligence in T&T children. The primary objectives were to: ascertain the psychometric properties of the WISC-IV (US); determine how the WISC-IV (US) subtests are associated with specified antecedent environmental variables; examine the relationship between WISC-IV(US) global ability and academic achievement; assess

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30

Havey, James Michael. "The relationship among K-ABC and WISC-R scores obtained from learning disabilities referrals : a multiple regression analysis." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/441106.

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The purpose of this study was to investigate the relationship among the various scales of the Kaufman Assessment Battery for Children and the Wechsler Intelligence Scale for Children-Revised. Of particular interest was the degree to which the Wechsler Verbal and Performance IQ's contributed to the prediction of the K-ABC Mental Processing Composite and the K-ABC Achievement score respectively.The subjects were 51 students, aged 8-0 to 12-0, who had been referred for psychoeducational assessment because of suspected learning disabilities. They were evaluated with both the K-ABC and the WISC-R a

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31

Norman, Prater Kimberly. "A WISC-III short form and the Woodcock-Johnson III tests of cognitive abilities : correlations with gifted children." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292036.

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The overall purpose of this study was to investigate the nature of the relationship between a recently revised, multidimensional intelligence test (WJ III COG) and a short form of an older, well-established intelligence test (WISC-III) with intellectually gifted children. As such, this study examined the implications of using a theoretically and empirically sound choice (WJ III COG) as compared to a more practical alternative (i.e., WISC-III short form); it also explored the impact of different cut-off and eligibility criteria upon eligibility decisions. Participants were solicited from a grou

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32

Scott, Mary Ann Lugo. "A comparison of WISC-R and WISC-III IQ scores and special education placement in samples of Black and White mentally retarded and learning disabled students /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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33

Campbell, Krystal. "Correlations between the WISC-IV, SB: V, and the WJ-III Tests of Achievement which has a better relationship with reading achievement? /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=618.

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34

CONROY, 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.

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There has been much controversy concerning the comparability of the Wechsler Intelligence Scales for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Ability (WJTCA). Previous research has raised the issue of a mean score discrepancy between the tests when used with the learning disabled. This study analyzed and compared performances on these two tests by re-evaluated and newly referred LD students and newly referred non-LD students. In addition, subtypes of LD students were formed on the basis of achievement test scores. These students' test performances were also analyze

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35

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.

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This study identified a sample of children with specific learning disabilities according to Public Law 94-142 criteria. The primary purpose of the study was to examine whether sample member's intravariability of WISC-R subtest scaled scores was related to their reading achievement gain. A second purpose was to determine if any relationship existed between intelligence and reading achievement gain. Eighty-four Resource placed elementary students composed the study sample. They ranged from six to eleven years of age, and were primarily male caucasian. Since 1989, each sample member had been admi

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36

Pace, Deborah Faith. "An Analysis of Item Bias in the WISC-R with Kainaiwa Native Canadian Children." DigitalCommons@USU, 1995. https://digitalcommons.usu.edu/etd/6076.

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The present study examined the responses of 332 Kainai students ranging in age from 6 to 16 years to the Information, Arithmetic, and Picture Completion subtests of the Wechsler Intelligence Scale for Children-Revised (WISC-R) in order to determine the validity of these subtests as a measure of their intelligence. Two indices of validity were assessed: (a) subtest unidimensionality, and (b) order of item difficulty. With regard to the assumption of unidimensionality, examination of the data indicated low item-factor loadings on the Information, Arithmetic, and Picture Completion subtests. Exam

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37

Shaw, Lindsay Anne. "The Relationship Between the Wechsler Intelligence Scale for Children-Fourth Edition and the Woodcock-Johnson III Tests of Cognitive Abilities in a Clinically Referred Pediatric Population." NSUWorks, 2010. http://nsuworks.nova.edu/cps_stuetd/65.

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This research involves an investigation of the construct validity of the Wechsler Intelligence Scale for Children-; Fourth Edition (WISC-IV) when compared to the Woodcock-Johnson III Tests of Cognitive Abilities (WJ III COG) to provide evidence for the utility of using the WISC-IV in assessing cognitive abilities according to the Cattell-Horn-Carroll (CHC) theory. The study was conducted using archival data consisting of 92 children and adolescents between the ages of 6 years and 16 years, 11 months referred for a comprehensive neuropsychological evaluation at a university-affiliated assessmen

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38

Wheeler, Paula Theisler. "A Study of the Effect of a Child's Physical Attractiveness upon Verbal Scoring of the Wechsler Intelligence Scale for Children (Revised) and upon Personality Attributions." DigitalCommons@USU, 1985. https://digitalcommons.usu.edu/etd/5937.

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The purpose of this research was to investigate possible examiner bias in scoring the Verbal subtests of the Wechsler Intelligence Scale for Children (Revised) due to the level of facial attractiveness of the child. Sex of the child and sex of the research subject were also included as independent variables. No main effect for attractiveness or sex x attractiveness interactions were found. Thus, little evidence emerged to suggest attractiveness stereotyping effects in an intelligence testing context. However, female children received significantly higher Comprehension and total Verbal scores t

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39

Batchelor, Ervin S. "Neuropsychological aspects of arithmetic performance in children with learning disorders." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/558341.

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The present study investigated the neuropsychological predictors of auditory/verbal and visual/written arithmetic performance in a large sample of children with learning disorders. In addition, the efficacy of a cognitive based arithmetic problem solving model (Dinnel, Glover, & Halpain, in press; Dinnel, Glover, & Ronning, 1984) in accounting for neuropsychological functioning in arithmetic performance was considered. Subjects were from a small midwestern school district, and were identified as learning disabled in accord with state (i.e., Rule S-1) and federal guidelines (i.e., PL-94-142). S

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40

Schmitt, Ara J. Swerdlik Mark E. Wodrich David L. "The ability of theory based assessment to discriminate among children with brain impairments." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064501.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed March 14, 2006. Dissertation Committee: Mark E. Swerdlik (chair), David L. Wodrich (co-chair), Valeri Farmer-Dougan, Alvin House. Includes bibliographical references (leaves [106]-117) and abstract. Also available in print.

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41

Shafer, Micheal E. "Traumatic Brain Injury in Children and Adolescents: An Evaluation of the WISC-III Four Factor Model and Individual Cluster Profiles." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9033/.

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Traumatic brain injury (TBI) is the leading cause of death and disability among children and adolescents in the US. Children and adolescents who sustain moderate and severe head injuries are much more likely to evidence significant deficits in neuropsychological functioning when compared with children with mild head injuries. Information about the recovery process and functional sequelae associated with moderate and severe head injuries remains limited, despite clear indications that children who experience such injuries typically exhibit notable deficits in intellectual functioning, particula

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42

Hernandez, Colleen H. (Colleen Head). "Comparability of WPPSI-R and Slosson Tests as a Function of the Child's Ethnicity." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc501229/.

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The purpose of this study was two-fold. First, this study compared the performance of children on the WPPSI-R with their performance on the Slosson Intelligence Test. Secondly, this study explored the comparability of minority and non-minority students' scores on the WPPSI-R. Seventy five children between 3 and 7 years of age were administered the WPPSI-R and Slosson. Of this sample, 25 children were White, 25 children were Black, and 25 children were Mexican American. Low, but significant correlations were found between WPPSI-R and Slosson scores. The Vocabulary subscale of the WPPSI-R correl

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43

Harbeitner, Mary Hilado. "Differences in IQ Scores, Referral Source and Presenting Problem Between Boys and Girls Diagnosed ADD-H." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501014/.

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The purpose of this research was to investigate the possibility that there are sex differences between ADD-H boys and girls. ADD-H boys and girls were compared on the four variables of presenting problem, referral source, intelligence test performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and WISC-R subtest configuration. General demographics of the ADD-H boys and girls families were also examined. The subjects participating in this study were 39 girls and 41 boys from a large child outpatient facility in the Dallas/Fort Worth metroplex diagnosed as ADD-H between

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Williams, Bryan Thomas. "An investigation of the attitudes of juvenile delinquents toward vocational education and work in relation to intelligence, length of time spent in vocational education, length of incarceration, and age /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9412552.

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Van, der Merwe Adele. "A comparison of WISC-IV test performance for Afrikaans, English and Xhosa speaking South African grade 7 learners." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1002585.

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his study builds on South African cross-cultural research which demonstrated the importance of careful stratification of multicultural/multilingual normative samples for quality of education in respect of English and African language (predominantly Xhosa) speaking adults and children tested with the WAIS-III and WISC-IV, respectively. The aim of the present study was to produce an expanded set of preliminary comparative norms on the WISC-IV for white and coloured Afrikaans, white English and black Xhosa speaking Grade 7 children, aged 12 to 13 years, stratified for advantaged versus disadvanta

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Robinson, Gina Lea. "Test anxiety as a moderator in the prediction of school achievement from measured ability." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1071.

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Van, Tonder Phia. "WISC-IV performance of South African grade 7 English and Xhosa speaking children with advantaged versus disadvantaged education." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003920.

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Research reveals that the level as well as the quality of education plays a role in the determination of an individual's intellectual capacity. Substantial differences in quality of education for black and white individuals were experienced in South Africa due to Apartheid. Compared to the traditionally white Private and Model C schools, Township/ DET schools had limited resources, as well as a separate syllabus and examination system, a situation that has not improved substantially since democratisation in 1994. Research on black South African adults with the WAIS-III has confirmed significan

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48

Brulot, 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.

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Donnelly, 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.

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This study examined the effects of level and quality of education on WAIS-III Digit Symbol-Incidental Learning performance. The Pairing and Free Recall measures were administered to a South African sample (N = 68, age range 19-30), which was stratified for English and African language, level of education attained (Grade 12s and Graduates) and quality of education (advantaged and disadvantaged schooling). Results yielded no significant main or interaction effects between acculturation factors of level and quality of education. Normative guidelines of 13 or more pairs and 8 or more free recall s

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Rust, 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.

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The Wechsler Adult Intelligence Scale - 3rd Edition (WAIS-III) is the newest of the internationally recognised Wechsler family of intelligence tests. It has been improved in terms of its psychometric properties, neuropsychological assessment abilities and its content. This test is in the process of being standardised by the Human Sciences Research Council (HSRC) in South Africa. As the adapted South African version will be available shortly for use in the multicultural circumstances of South Africa, the application of the various aspects of this test needs to be investigated. This test is very

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