The WISC-III in Context

Prifitera, Aurelio; Weiss, Lawrence G.; Saklofske, Donald H.

doi:10.1016/b978-012564930-8/50002-4

Cited by 98 publications

(76 citation statements)

References 20 publications

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“…This was not surprising, given that the WAIS has recently been criticized as underestimating the general intellectual abilities of those with dyslexia (Dumont & Willis, 2001a, 2001bPrifitera, Weiss, & Saklofske, 1998). In fact, Harrison, Delisle, and Parker (in press) recently demonstrated that the General Abilities Index (Tulsky, Saklofske, Wilkins, & Weiss, 2001) returns significantly higher scores for individuals with dyslexia than does the FSIQ of the WAIS-III, supporting the view that impairments in working memory and/or processing speed lead to an underestimation of global intellectual ability in this group.…”

Section: Resultsmentioning

confidence: 88%

Identifying students feigning dyslexia: preliminary findings and strategies for detection

Harrison

Edwards²,

Parker³

2008

Dyslexia

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When conducting psychological evaluations, clinicians typically assume that individuals being evaluated are putting forth maximal effort and are not exaggerating or magnifying symptom complaints. Recent research, however, suggests that students undergoing post-secondary-level assessments to document learning difficulties may not always put forth their best effort, and may even be motivated to exaggerate or magnify symptoms. This paper presents evidence indicating that symptom exaggeration in this context is not only possible, but is indistinguishable from valid symptomatology when it occurs. We argue that symptom validity assessment should be included in all higher-education assessments for dyslexia and other specific learning disorders, and suggest some preliminary strategies for detection.

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Section: Resultsmentioning

confidence: 88%

Identifying students feigning dyslexia: preliminary findings and strategies for detection

Harrison

Edwards²,

Parker³

2008

Dyslexia

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“…Students with slow processing speed may have problems with rate of learning, comprehension of new information, speed of performance, and mental fatigue (Prifitera, Weiss, & Saklofske, 1998). According to Kaufman (1994), the PSI is "related to clinical, personality, behavioral, and neurological variables" (p. 209).…”

Section: Processing Speedmentioning

confidence: 99%

Processing speed in children with clinical disorders

2005

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“…and Weiss (1998) for the WISC-III and then extended to the WISC-IV by Weiss, Saklofske, Prifitera, and Holdnack (2006). The GAI describes general cognitive functioning, including some subtests with a high loading on g factor and excluding the specific contribution of PS and WM.…”

Section: Implications For the Assessment Of Intelligence And The Casementioning

confidence: 99%

The Crucial Role of Working Memory in Intellectual Functioning

Cornoldi

Giofrè

2014

European Psychologist

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Cognitive psychology offers an important contribution to the understanding of the mechanisms underlying intelligence. In this paper, we synthesize the research showing that, among the different cognitive mechanisms associated with intelligence, working memory has a particularly high explanatory power, especially when considered in its active component involving not only the maintenance (as in short-term memory) but also the manipulation of information. The paper considers two main implications of this finding for the applied and clinical fields. For a start, we examined how intelligence tests take into consideration working memory. Secondly, we considered the highly debated literature on the effects of working memory training on intellectual performance. Theoretical and applied implications for the relationship between WM and intelligence are discussed.

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The WISC-III in Context

Cited by 98 publications

References 20 publications

Identifying students feigning dyslexia: preliminary findings and strategies for detection

Identifying students feigning dyslexia: preliminary findings and strategies for detection

Processing speed in children with clinical disorders

The Crucial Role of Working Memory in Intellectual Functioning

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