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Statistically linked to the WIAT and the The Perceptual Organization and WMS-III, providing more information Processing Speed factors do not emerge as about the interrelationships among a wider separate constructs for the 75 89 year old array of cognitive abilities. Co-norming age group. (K/L) also enables examiners to predict an examinee S/R achievement scores on the basis of his or her IQ. (K/L, S/R) Strong counterbalanced studies of the WAIS-III with the WAIS-R (N= 192) and the WISC-III (N=184). (G, K/L) The amount of data from validity studies in the WAIS-III Manual was greatly improved from what was available in the WAIS-R Manual. Multiple criterion-validity studies are presented (e.g., WAIS-III FS-IQ correlated .64 with Standard Progressive Matrices, .88 Stanford-Binet-IV Composite, and ranged from .53 to .81 with WIAT composites). (G, K/L, S/R) Construct validity was demonstrated with factor analysis studies. The four-factor structure was supported for all age groups except ages 75 89. In the oldest age group, many PO subtests loaded on the PS factor. (K/L)

FIGURE 9.36 This chart of Avalon Bay (symbol AVB) appears to be breaking beneath support and on its way to a major fall.

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Standardization The standardization sample was well Data on the mean IQ and Indexes for stratified for many key variables. various ethnic groups are not included in (G, K/L, S/R) the tables. (K/L) Oversampling was completed to conduct The 18 19 year olds performed very research on educational level and cognitive similarly to the 20 24 year olds, which abilities. An additional 437 individuals were raises questions about the norms for the tested so that at least 30 participants would youngest age groups. (K/L) be included in each educational level within each age group. (K/L) Oversampling was done for African American and Hispanic individuals to perform item bias analyses. An additional 200 individuals from these two ethnic groups were administered the WAIS-III without discontinue rules. (K/L) Care was taken to ensure that qualified examiners collected the standardization data; only examiners with extensive testing experience were recruited. (K/L) (Continues)

TABLE 7.13 (Continued)

[Fahlman 1989] SE Fahlman, it Fast Learning Variations on Back-Propagation: An Empirical Study, in DS Touretzky, GE Hinton, TJ Sejnowski (eds) Proceedings of the 1988 Connectionist Summer School, Morgan Kaufmann, 1988, pp 38 51..

Standardization The standardization sample for older (continued) individuals contained more women than men, consistent with Census data. (K/L) Range of FS-IQ was extended to 45 155 from 46 150. (G, K/L) Test The new four factor indexes allow the exaInterpretation miner to more easily interpret cognitive abilities underlying P-IQs and V-IQs. (G, K/L) The record form contains a new area for calculation of strengths and weaknesses, as well as discrepancy comparisons for the global scales. (G, K/L) The descriptive categories are conveniently listed right on the record form. (K/L) The comparison between the backward and forward span on Digit Span is encouraged by the record form. (K/L) The new supplemental measures for Digit Symbol-Coding allow easier evaluation of errors on Digit Symbol-Coding. DigitSymbol Pairing and Free Recall allow further examination of visual memory, and Digit-Symbol Copy allows examination of graphomotor speed without the element of matching the symbol to a digit. (K/L) The removal of the reference group (ages 20 34) to determine everyone s scaled scores eases profile interpretation across the age groups, and also within each individual s profile (because all subtests have a mean = 10 and SD=3 for each separate age group, which was not so on the WAIS-R). (K/L) The WAIS-III Technical Manual provides some interpretive guidelines for profile interpretation (pp. 181 216). For example, it discusses how to calculate discrepancy scores, how to use the supplementary tables, and how to compare scores on different indexes. (K/L) The WAIS-III Technical Manual provides guidelines for comparing the WAIS-III and the WMS-III or the WIAT (pp. 211 216). It reviews the simple difference method and the predicted-difference method for comparing ability with memory or achievement. (K/L, S/R)

The manual provides little research on minority assessment. When interpreting a profile of a minority individual, it is important to know how other members of minority group perform, on average, and that data is not available in the manual. (K/L) Caution needs to be exercised in interpreting profiles for gifted individuals because the highest possible scaled score is different for various tests at different ages (e.g., for age 20 34, Picture Arrangement is 17 and Block Design is 19). (K/L) Picture Arrangement may not offer a sufficient floor for low functioning individuals (e.g., raw score of 0 = scaled score of 5 for ages 85 89, a scaled score of 4 for 75 84, and scaled score of 3 for ages 65 74). Some reverse items should have been added. (K/L, S/R) Because the range of scaled scores is less than 19 on some subtests, there may be minor problems in profile analysis in some age groups at the lower and upper extremes of scores. (S/R) The four factors do not perfectly match the WISC-III factors, especially the Verbal Comprehension and Perceptual Organization Indexes, which include 3 subtests on the WAIS-III, one less than the corresponding WISC-III factors. (K/L) Three-subtest VC and PO provides limited measurement of these important constructs; no good rationale was provided for eliminating Comprehension and Picture Arrangement; Object Assembly (for ages 16 to 74) would have provided more continuity with WISC-III. (K/L)

(Continues)

TABLE 7.13 (Continued)

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