Short forms of the WAIS and WISC vocabulary subtest

Jastak, Joseph; Jastak, S. R.

doi:10.1002/1097-4679(196404)20:2<167::aid-jclp2270200202>3.0.co;2-9

Cited by 98 publications

(61 citation statements)

References 6 publications

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“…These children were predominantly white, and of lower to middle socioeconomic background. As part of a psychoeducational evaluation, all subjects were given the WISC-R (Wechsler, 1974), the WRAT (Jastak & Jastak, 1978), and the Beery and Koppitz tasks. All tests were administered by two certified school psychologists, and high interscorer reliability for the visual-motor tests was determined by use of a third trained examiner who rescored all protocols.…”

Section: Subjects and Proceduresmentioning

confidence: 85%

Comparison of the relationship between two measures of visual-motor coordination and academic achievement

Wright¹,

DeMers

1982

Psychol. Schs.

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Scores from Koppitz' scoring system for the Bender-Gestalt and Beery's Developmental Test of Visual-Motor Integration for a groupof 86 elementary students referred for psychoeducational evaluation were correlated with Wide Range Achievement Test scores, controlling for WISC-R IQ. Although zero-order correlations of the visualmotor measures with achievement were of moderate magnitude (.33 to .48) and were all statistically significant @<.OI), first-order partial correlations were of lower magnitude (. 13 to .22) and half failed to reach statistical significance @>.05). It was suggested that visual-motor ability may not offer a unique contribution to the prediction of achievement.

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Section: Subjects and Proceduresmentioning

confidence: 85%

Comparison of the relationship between two measures of visual-motor coordination and academic achievement

Wright¹,

DeMers

1982

Psychol. Schs.

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“…Intellectual ability was measured using a Wechsler Intelligence Scale for Children-Revised (WISC-R) (1974) or a Wechsler Preschool and Primary Scale of Intelligence (WPPSI) (1967). Academic testing in reading recognition and arithmetic was with the Wide Range Achievement Test (WRAT) (Jastak & Jastak, 1978). Personality factors-personal and social adjustment-were assessed with a self-report measure, the California Test of Personality (CTP) (Thorpe, Clark, & Tiegs, 1953).…”

Section: Methodsmentioning

confidence: 99%

Nonpromotion: A pseudoscientific solution

Niklason

1984

Psychol. Schs.

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The practice of retaining or holding students back a grade is gaining in popularity. A comprehensive review of the literature over the past 16 years supports that view and uncovers great discrepancies between educators' beliefs and confirmable evidence regarding retentions. This article describes actual retention practices in two Utah school districts and compares the children recommended for retention with a control group. These two groups were found to be significantly different in intellectual ability, academic achievement, and adjustment characteristics. In order to measure the effects of nonpromotion, the retained children's growth was compared to the growth of academically similar-functioning children who were recommended for retention but were promoted. These recommended-for-retention children were retested one year after the retention decision was made. Retention was not found to benefit the children academically or in personal or social adjustment.

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“…The Geriatric Depression Scale (GDS; Sheikh & Yesavage, 1986) scores revealed no clinical signs of depression (range = 2-4). Scores on a short form of the Wechsler Adult Intelligence Scale (WAIS) vocabulary test (Jastak & Jastak, 1965) implied deficits in general intellectual functioning and verbal ability (range = 1-18). Digit span estimates were based on the Wechsler Adult Intelligence Scale (WAIS-R; Wechsler, 1981).…”

Section: Participantsmentioning

confidence: 99%

Spaced Retrieval Enhances Memory for a Name-Face-Occupation Association in Older Adults With Probable Alzheimer's Disease

Cherry

Walvoord

Hawley

2010

VGNT

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The authors trained 4 older adults with probable Alzheimer's disease to recall a name-face-occupation association using the spaced retrieval technique. Six training sessions were administered over a 2-week period. On each trial, participants selected a target photograph and stated the target name and occupation at increasingly longer retention intervals, contingent upon successful recall. Two transfer tasks were included to determine whether the trained association transferred to the person whose picture served as the training stimulus. Results yielded a positive effect of spaced retrieval on memory for the trained association. Analyses of errors revealed that participants remembered the target person's occupation more often than his or her name. There was modest evidence of transfer of the name-face-occupation association to the actual person. Implications of these data for memory remediation and quality of life in cognitively impaired older adults are considered.

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Short forms of the WAIS and WISC vocabulary subtest

Cited by 98 publications

References 6 publications

Comparison of the relationship between two measures of visual-motor coordination and academic achievement

Comparison of the relationship between two measures of visual-motor coordination and academic achievement

Nonpromotion: A pseudoscientific solution

Spaced Retrieval Enhances Memory for a Name-Face-Occupation Association in Older Adults With Probable Alzheimer's Disease

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