The purpose of this study was to examine the most frequent administration, clerical, and scoring errors made by graduate student examiners who administer the WIS-III. An additional goal was to document the effect of these errors on the IQ values and Index Scores. The graduate students' test protocols contained numerous administration, clerical, and scoring errors that influenced Full Scale IQs on two thirds of the protocols (average change was .83 points). When failure to record errors (failing to record responses on the test protocol) were omitted from the analysis, the subtests found most prone to error were Comprehension, Vocabulary and Similarities. Additionally, no improvement in test administration occurred over the course of several test administrations. Findings of this study have implications for the education and training of psychology graduate students enrolled in intelligence testing courses.
The present study examined peer nominations of pupils in Grades 3-6 (9-12-year-olds) for aggressive and victimization behaviors in relation to peer group sociometric status (popular, average, rejected) and number of mutual friends (reciprocal nominations). Rejected children, relative to other children, were perceived as higher both in aggression and in being victimized (both physically and verbally) and had the smallest number of mutual friends. In addition, the mutual friends of rejected status boys were perceived as higher in being victimized than were the friends of other children. Neither level of aggression nor level of victimization predicted number of mutual friendships. However, significant positive correlations for both aggressive and victimization behaviors were revealed between popular and average status children and their mutual friends, and these congruences were not found between rejected status children and their mutual friends. This research highlights the complexity and importance of evaluating the form and function of social behaviors within multiple levels of children's peer social relationships.
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