The Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children (WISC) were administered to one hundred and twenty 16-year-old students in counterbalanced order. About half of the 5s were of average intelligence (IQ = 80-119), one-fourth less than average (IQ below 80), and one-fourth above average (IQ above 120). Analyses of variance indicated significance for order of administration and intelligence level. Higher scores were produced by the WAIS in the less-than-average group, and by the WISC in the other groups. Intertest differences may be masked when groups of varying intelligence levels are combined in a reliability sample.This study was prompted by the repeated observations of special education teachers that the Wechsler Adult Intelligence Scale (WAIS) seemed to produce exaggerated estimates of intellectual potential. These same teachers did not report any comparable exaggerations from predictions made from the Wechsler Intelligence Scale for Children (WISC). A literature review revealed only three references dealing with the relationship between the WAIS and the WISC. Green (1965) administered the WISC to SO pupils just under age 16. Four months later, after his Ss reached the age of 16, the WAIS was administered. The principal finding reported was that the WAIS tended to produce scores that were 2-4 points higher than the WISC on the Verbal, Performance, and Full Scale IQs. The mean differences between the Performance and the Full Scale IQ of these two instruments proved to be significant. Correlations between the similar IQ scores varied from .86 to .92, and were all highly significant.Webb (1963) reported testing Negro educable retardates, with approximately two years intervening between test administrations, and found that the WAIS produced uniformly
Six chronic, regressed schizophrenic Ss who had been identified as “poor” generalizers in an earlier operant conditioning experiment designed to foster interaction behavior, e.g., other-oriented speech, were Ss. By partially reinstating the cues from the original operant conditioning situation, generalization of interaction behavior appeared in five of the six Ss.
279Previous studies ( 5 , i, of the effects of phenothiazine tranquilizers on schizophrenic patients have demonstrated that Perceptual Span scores are significantly reduced compared to control subjects. This result appears to complement our finding that perceptual acuity is positively correlated with sympathetic reactivity. Phenothiazines are known to depress the excitability of the posterior hypothalamus. Subjects retested after periods of medication presumably would be functioning in states of lower sympathetic excitability. Consequently, perceptual span acuity would also tend to be reduced. SUMMARYEighty recently hospitalized schizophrenic subjects were assessed for their sympathetic nervous system reactivity by the mecholyl test and then given a Perceptual Span Test. Subjects were categorized into greater and lesser sympathetic excitability groups and compared for success in reaching a Perceptual Span Test criterion. Seventy-three percent of greater reactivity subjects achieved this standard as contrasted to only eight percent of the lesser reactive patients. Significant linear correlations of +.52 and +.30 were obtained for mecholyl test pulse rate sympathetic indices and perceptual acuity. The above relationships however were not found for chronic long term hospitalized schizophrenic patients.Etiology of Schizophrenia. New 5. PEARL, D. Some cognitive, psychomotor and perceptual effects of phenothiazine drugs. Paper read at the V.
82 female student nurses were asked to choose their three most preferred polygons from 12 presented to them. Half the Ss were instructed that the top row, which contained the simplest shapes, are preferred by creative people. The other half of the Ss were instructed that the bottom row, which contained the complex shapes, are preferred by creative people. Each S also stated whether or not she perceived of herself as creative. Their sets significantly affected choices, with Ss choosing the simple or complex polygons in accord with the kind they were told creative Ss choose. Perceived creativity tended to be related to choice of complex polygons, but this trend did not reach statistical significance.
SUMMARTSignificant differences among high HY and PT scorers were obtained in both content selection and latency in a verbal task. However, the different personality groups did not respond differentially to two sets of instructions of varying specificity as used in this study. These results point to the inherent differences in response sets associated with personality variables and suggest the need of assessing these differences in any experimental task in which verbal learning is examined as a function of diagnostic categories, or other personality variables. 4. JACKSON, D. N., and MESSICK, S. Content and style in personality assessment. Psychol. Bull., 5. LEVENTHAL, A. M. The effects of diagnostic category and reinforcers on learning without awwe-61-72. verbal behavior.
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