A total of 51 Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV) protocols, administered by graduate students in training, were examined to obtain data describing the frequency of examiner errors and the impact of errors on resultant test scores. Present results were generally consistent with previous research examining graduate students' errors on the previous two editions of the WISC. Students committed errors on 98% of the protocols examined and averaged 25.8 errors per protocol. The most common errors were failure to query verbal responses, assigning too many points to an answer, and failure to record an examinee's response on the test protocol. Errors resulted in inaccurate test composite scores, with the Full Scale IQ and Verbal Comprehension Index most frequently affected. Error rates did not improve significantly over the course of three practice administrations.

This study examines the relationship between a computerized neuropsychological assessment battery, the Automated Neuropsychological Assessment Metrics (ANAM) and a widely used ability measure, Woodcock-Johnson III Tests of Cognitive Ability (WJ-III). Results indicated substantial relationship between the ANAM throughput (accuracy/response time) scores and the WJ-III Cognitive Efficiency cluster. An unexpectedly strong relationship was evident between accuracy scores on the ANAM Logical Reasoning scale and the WJ-III General Intellectual Ability score, purporting to measure the g factor. The findings support the viability of the ANAM as a time- and cost-effective tool for appraisal of cognitive function.

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Two multi-instrument investigations in a university clinic/lab provided an opportunity to explore the impact of reducing the number of response alternatives in a scale measuring vocational personality traits. In a simulation study, a standard computer-based administration provided a numeric scale for each item ranging from 0 to 10. The tests were then rescored to simulate the effect of only three choices. For the follow-up study, two versions of the scale were created, one with two response options and the other with six response options, and were randomly assigned to participants. Typical relationships were evident between the vocational personality traits and scores on standard measures of core personality traits with negligible impact from reducing the number of response alternatives. Neither the ability of the participants nor the self-reported distress had a measurable impact on the utility of the results with the reduction in response alternatives.