Subtestes semelhanças, vocabulário e compreensão do WISC-III: pontuação objetiva ou subjetiva?

Figueiredo, Vera Lúcia Marques de; Araújo, Jaciana Marlova Gonçalves; Dias, Taise Costa; Busetti, Marcela Vargas

doi:10.1590/s0102-79722010000300005

Cited by 4 publications

(4 citation statements)

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“…Consequently, a number of delimiters were defined. The following exclusion criteria were applied to form a final pool of studies on examiner errors committed when a standard Wechsler battery was administered to an examinee, which characterizes applied practice: (a) studies of examiner errors on a single subtest or small group of subtests that did not combine to form a standard test battery (e.g., an examination of errors on the Similarities, Vocabulary, and Comprehension subtests only; Linger, Ray, Zachar, Underhill, & LoBello, 2007), (b) studies that used fabricated protocols (e.g., Hopwood & Richard, 2005), (c) studies in which the same protocols were scored by multiple raters (e.g., Brazelton, Jackson, Buckhalt, Shapiro, & Byrd, 2003; Oakland, Lee, & Axelrad, 1975), (d) studies reported solely in a foreign language (e.g., Figueiredo, Araújo, Dias, & Busetti, 2010), (e) studies in which some type of imputation procedure was applied to missing data prior to analyses (e.g., Faust, 2011), (f) studies in which graduate student examiner errors between a “business as usual” control group and an experimental condition not traditionally present in graduate coursework on intelligence testing (e.g., computer-assisted instruction, Hall, 1999; all protocols double-checked by graduate assistant prior to examination, Kuentzel, Hetterscheidt, & Barnett, 2011) were compared, and (g) studies that reported data in an unusable format (e.g., errors defined by scores on a test administration and scoring competency test, Blakely, Fantuzzo, & Moon, 1987). It should be noted that the aforementioned exclusion criteria are not mutually exclusive and some studies met more than one criterion (e.g., Bradley, Hanna, and Lucas, 1980) required all participants to score the same two fabricated protocols and subsequently recorded their errors).…”

Section: Methodsmentioning

confidence: 99%

Evaluating the prevalence and impact of examiner errors on the Wechsler scales of intelligence: A meta-analysis.

Styck¹,

Walsh²

2016

Psychological Assessment

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The purpose of the present investigation was to conduct a meta-analysis of the literature on examiner errors for the Wechsler scales of intelligence. Results indicate that a mean of 99.7% of protocols contained at least 1 examiner error when studies that included a failure to record examinee responses as an error were combined and a mean of 41.2% of protocols contained at least 1 examiner error when studies that ignored errors of omission were combined. Furthermore, graduate student examiners were significantly more likely to make at least 1 error on Wechsler intelligence test protocols than psychologists. However, psychologists made significantly more errors per protocol than graduate student examiners regardless of the inclusion or exclusion of failure to record examinee responses as errors. On average, 73.1% of Full-Scale IQ (FSIQ) scores changed as a result of examiner errors, whereas 15.8%-77.3% of scores on the Verbal Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index (WMI), and Processing Speed Index changed as a result of examiner errors. In addition, results suggest that examiners tend to overestimate FSIQ scores and underestimate VCI scores. However, no strong pattern emerged for the PRI and WMI. It can be concluded that examiner errors occur frequently and impact index and FSIQ scores. Consequently, current estimates for the standard error of measurement of popular IQ tests may not adequately capture the variance due to the examiner.

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Section: Methodsmentioning

confidence: 99%

Evaluating the prevalence and impact of examiner errors on the Wechsler scales of intelligence: A meta-analysis.

Styck¹,

Walsh²

2016

Psychological Assessment

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“…Figuras) (CRUZ-RODRIGUES et al, 2014), superior à média(10) preconizada pelo manual.Um estudo argentino, envolvendo adolescentes e o uso de tecnologia de informação e comunicação -TIC -, percebeu que a média no subteste Semelhanças do WISC-III foi 10, mas as pontuações mais altas pertenciam aos indivíduos "menos expostos" às TIC (RAYNAUDO; BORGOBELLO, 2016). Um estudo português, envolvendo adolescentes institucionalizados com comportamento antissocial, obteve no WISC uma média de 8,88 e no WISC-III, 2,95 (MATOSO, 2014).O subteste Semelhanças é corrigido de forma quantitativa: acerto, acerto parcial e erro.Neste estudo, foi considerado apenas o total obtido pelo adolescente no subteste.…”

unclassified

Categorização Na Adolescência: Uma Análise Do Subteste Semelhanças Do Wisc-Iii

Schöen¹,

Marteleto²,

Fonseca³

2022

Processos Neuropsicológicos: Uma Abordagem Do Desenvolvimento - Volume 2

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“…Para a correção contamos com três juízes, uma vez em que, segundo Figueiredo et al (2010), o WISC-III se configura como um teste que conta para a maioria de seus itens com uma correção objetiva, no entanto no teste de Vocabulário os itens podem exigir julgamento subjetivo do examinador.…”

Section: Discussionunclassified

Conhecimentos e habilidades morfológicas e de vocabulário na Educação Infantil e primeiros anos do Ensino Fundamental

Migot¹

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In the last few years, knowledge about the morphological dimension of language began to be investigated by Cognitive Psychology concerning its role in the learning of written language as an important element in the structuration of word meanings. This dimension focuses on the morphemes, the smallest units of meaning in language and, on the rules for the formation of words. Some studies in Brazil have confirmed that the child in early literacy process has some implicit morphological knowledge, even before becoming aware of its existence and it contributes, independently of phonological awareness, to reading and writing. The aim of this study was to assess morphological abilities in oral language in children from Kindergarten (Infantil II) and Elementary school (1st year and 2nd year), its relation with expressive vocabulary. Two assumptions underpin this study. The first concerns the existence of implicit morphological skills prior to the literacy process, considering the implicit knowledge as perceived regularities in oral language, which predispose the explicit learning of linguistic knowledge. Another hypothesis is based on the fact that the increase of the vocabulary is directly related to the increase in such abilities and vice versa. We carried out a crosscutting study, with 24 students from Infant II, 19 students in the 1st year and 21 students of 2nd year school of public schools in the city of São Paulo. Data collection involved the application of expressive Vocabulary test (ABFW Part B-Vocabulary) by which we evaluate both the words known as the lexical substitution strategies; Neologism Production Task for the purpose of evaluating the production of new words, being expected to use of prefixing and suffixing's strategies, and a Word Definition Task with the purpose of evaluating the definition of complex words (prefixed and suffixed), as well as the use of strategies definition according to the degree of approximation of meanings. The results were analyzed in terms of the effect of grade / age on the variables, referring to vocabulary and morphology, as well as the correlations between them, depending on the school year. The main results found give evidence of expansion of morphological knowledge in all school years studied, as well as increasing the expressive vocabulary. In the Word Definition Task and in the Neologism Production Task, participants fared better in handling items involving suffix. We observed that the knowledge of derivational morphology and vocabulary are significantly and positively correlated. We advanced in the study of how these variables are related in an increasingly stronger as the expansion of the school experience and how the children use their language skills in a productive way.

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Subtestes semelhanças, vocabulário e compreensão do WISC-III: pontuação objetiva ou subjetiva?

Cited by 4 publications

References 3 publications

Evaluating the prevalence and impact of examiner errors on the Wechsler scales of intelligence: A meta-analysis.

Evaluating the prevalence and impact of examiner errors on the Wechsler scales of intelligence: A meta-analysis.

Categorização Na Adolescência: Uma Análise Do Subteste Semelhanças Do Wisc-Iii

Conhecimentos e habilidades morfológicas e de vocabulário na Educação Infantil e primeiros anos do Ensino Fundamental

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