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Background Autism spectrum disorders (ASD) are disorders of neurodevelopmental origin characterized by social reciprocity deficits, communication deficits, and unusual restricted and repetitive behaviors. In some of these people, measured IQ (Intelligence Quotient) can be normal or even superior or low. Material and Methods This is a Retrospective study in autistic children. We have analyzed with autistic disorder, 47 patients had savant skills and 1 patients of MR (Mental Retardation) had savant skills. China- Wechsler Young Children Scale of Intelligence (C-WYCSI) and China-Wechsler Intelligence Scale for Children(C-WISC) were used for calculating IQ levels in different age groups. Results Asperger’s syndrome (AS) children had higher verbal IQ (VIQ) and full scale IQ (FSIQ) compared to autism and high functional autism (HFA) children with statistical difference. Autism children had lower VIQ, performance IQ and FSIQ compared to HFA and AS children with statistical significance. AS children had higher values in C-WISC and CWYCSI compared to autism children. Conclusion Children with Asperger’s syndrome have higher full IQ and Sub test IQ compared with autism and HFA children. Journal of Nobel Medical College Volume 5, Number 1, Issue 8, January-July 2016, 9-13

Background: Informed consent forms and clinical study participation explanations contain many specialized words including medical terms that are difficult to understand. The difficulty is particularly obvious for children with developmental disorders who show attention or similar problems. This study quantitatively evaluated the decision-making ability of these children using the Wechsler Intelligence Scale for Children-III (WISC-III) as a preliminary study for a multi-faceted investigation that would also use physiological indices. Methods: Participants were 11 children with Attention Deficit/Hyperactivity Disorder (AD/HD). The WISC-III was used for quantitative evaluation of their decision-making ability. Results of intelligence quotients (IQs), group indices, and subtest scores were analyzed. Results: The mean Performance IQ was four points lower than the mean Verbal IQ. The mean score for the Processing Speed index was lower by more than one standard deviation (SD). The mean scores for the Coding and Object Assembly subtests were lower by more than two SDs. Conclusion: The WISC-III results for IQ and group indices suggested the efficacy of auditory explanations. In addition, the subtest results suggested the necessity to pay sufficient attention to risk-benefit weighting in explanations. These findings suggested that the decision-making ability of children with AD/HD could be assessed using the WISC-III.

Objective: The present study compared results on the Wechsler Adult Intelligence Scale-Revised (WAIS-R) among adult patients with attention-deficit/hyperactivity disorder (AD/HD) and those with Asperger’s disorder (AD). Method: WAIS-R results were compared between 16 adults with AD/HD (8 men and 8 women; mean age, 33.81 years; mean full-scale IQ, 101.5) and 15 adults with AD (12 men and 3 women; mean age, 30.93 years; mean full-scale IQ, 104.6). Results: Verbal IQ was significantly higher than performance IQ in the AD group. Among various subtests, scores were the highest for similarities in the AD/HD group and for block design in the AD group. Picture completion test scores were the lowest scores obtained in both groups. A comparison of subtest scores between the AD/HD and AD groups showed scores for information to be significantly higher in the AD group than in the AD/HD group. Conclusions: Our results suggest that there are no differences in verbal IQ, performance IQ, and full-scale IQ scores (except for scores on the information subtest) among adult patients with AD/HD compared with adult patients with AD.

Background: Assessing disparity in IQ is important in selecting an occupation and thus helping people lead a productive life. In Turner syndrome patients, this shall be more important as assessment of verbal IQ- and performance IQ disparity could be used in helping them select an occupation so that productivity and quality of life is not grossly compromised. Methods: Based on karyotyping, 30 patients with turner syndrome and 30 patients with primary amenorrhoea due to other aetiologies were selected for the study. Cytogenetic analysis was done for every case using G-banding technique. Assessment of intellectual functions was done using Wechsler Adult Intelligence Scale (WAIS). Results: Mean value of PIQ of X0 (turner) was 74.67 and that of XX (other amenorrhoea patients) was 90.30. Mean value of VIQ of X0 (turner) was 93.67 and that of XX (other amenorrhoea patients) was 93.60. Mean value of VIQ and PIQ disparity of X0 (turner) was 18.67 and that of XX (other amenorrhoea patients) was 3. Conclusions: Turner syndrome patients have high VIQ-PIQ disparity when compared to other primary amenorrhoea patients.

Intelligence, as measured by standardized psychological tests, has been shown to be highly heritable, though identifying specific genes influencing general intelligence has proven difficult. We conducted genome-wide linkage analyses to identify chromosomal regions containing genes influencing intelligence, as measured by WAIS full-scale IQ (FSIQ), performance IQ (PIQ) and verbal IQ (VIQ). Non-parametric multipoint linkage analyses were conducted with Merlin-regress software, using a sample of 1,111 genotyped and phenotyped individuals from 201 families, ascertained as part of the Collaborative Study on the Genetics of Alcoholism (COGA). The strongest evidence of linkage was obtained for FSIQ on chromosome 6 (LOD=3.28, 12 cM) near the marker D6S1006. This region was also implicated with suggestive linkage in a recently published genome screen of IQ in Australian and Dutch twin pairs, and it has been implicated in linkage studies of developmental dyslexia. Our findings provide further support that chromosome 6p contains gene(s) affecting intelligence.

The Flynn effect has been widely researched in Western and European nations, while it has been comparatively understudied in Asian countries. This study examines possible Flynn effects in China from 1985 to 86 and to 2011–12. Results are reported for an IQ increase among 12 year olds on the Full Scale IQ WISC-R (Wechsler Intelligence Scale for Children-Revised) of 6.19 IQ points, a gain on the Performance IQ of 6.55 IQ points, and a gain on the Verbal IQ of 1.91 IQ points.

Nineteen psychologists and 19 graduate students scored two Wechsler Adult Intelligence Scale-Third Edition patient protocols. Mean IQs and indexes were similar across groups, but the ranges for Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ) on one protocol were 25, 22, and 11 points, respectively. For both protocols taken together, percentages of agreement with the “actual” IQs for psychologists were only 26.3 for VIQ, 36.8 for PIQ, and 42.1 for FSIQ. For students, percentages were 15.8 for VIQ, 23.7 for PIQ, and 31.6 for FSIQ. The percentages of FSIQs that fell within ± 1 standard error of measurement of the actual IQs were 89.5 for psychologists and 76.3 for students. Scoring error also had a negative impact on index scores. Both groups were confident about their scoring accuracy.

Psychometric, anatomical and functional brain studies suggest that individuals differ in the way that they perceive and analyze information and strategically control and execute movements. Inter-individual differences are also observed in neural correlates of specific and general cognitive ability. As a result, some individuals perceive and adapt to environmental conditions and perform motor activities better than others. The aim of this study was to identify a common factor that predicts adaptation of a reaching movement to a visual perturbation and suppression of movement-related brain activity (mu rhythms).Twenty-eight participants participated in two different experiments designed to evaluate visuomotor adaptation and mu suppression ability. Performance intelligence quotient (IQ) was assessed using the revised Wechsler Adult Intelligence Scale. Performance IQ predicted adaptation index of visuomotor performance (r=0.43, p=0.02) and suppression of mu rhythms (r=-0.59; p0.001). Participants with high performance IQ were faster at adapting to a visuomotor perturbation and better at suppressing mu activity than participants with low performance IQ.We found a possible link between performance IQ and mu suppression, and performance IQ and the initial rate of adaptation. Individuals with high performance IQ were better in suppressing mu rhythms and were quicker at associating motor command and required movement than individuals with low performance IQ.

This study describes the results of the assessment of 51 children with congenital hemiplegia, 28 right and 23 left hemiplegics, on the Wechsler Intelligence Scales (WISC-R). These two groups were compared to a Control group of thirty non-hemiplegic children who were chosen to match the subjects on age at testing, full scale IQ, socioeconomic status and sex distribution. Hemiplegic subjects showed significantly greater differences between Verbal and Performance IQ scores compared to Controls, while the scores on the Object Assembly subscale and the Performance IQ compared to Controls. The left-right maturation gradient of the two hemispheres as a possible explanation for the unexpected results in the right hemiplegics is discussed, although lack of differences between the hemiplegic groups may be the more striking feature. Children with congenital hemiplegia may have fewer cognitive deficits due to early reorganization of lateralized cerebral functions, or the WISC-R may not be sensitive enough to...

Analysis of relative subtest strengths and weaknesses is a familiar procedure used in the interpretation of Wechsler Scale data. The WAIS-II test manual provides some tables to facilitate this process but does not include a table for subtest analysis when six Performance Scale subtests are administered. Six Performance Scale subtests must be administered if examiners are to obtain both the Performance IQ and the Processing Speed index score. In addition, the WAIS-I1I manual does not include tables for use when certain optional subtests are substituted for subtests that are spoiled during test administration. Three tables are provided in this article for such circumstances. They may be used for determining both the significance and infrequency of differences between individual subtest scaled scores and the mean Verbal or Performance subtest score.

Fifty preadolescents and adolescents (33 with scholastic concerns and 17 with central nervous system disorders) were assessed with a battery that included the Wechsler Intelligence Scale for Children-Third Edition (WISC-III), the Kaufman Adolescent and Adult Intelligence Test (KAIT) Fluid subtests, and individually administered achievement tests. The KAIT Fluid IQ (FIQ) demonstrated acceptable concurrent validity with WISC-III IQ and with various achievement subtests, although an anticipated stronger association with Performance IQ than with Verbal IQ did not occur. Among subjects with scholastic concerns, KAIT FIQ was higher than WISC-III Full Scale IQ (100.6 vs. 90.3), and when KAIT FIQ was used as a predictor of achievement, more students with severe IQ/achievement discrepancies were identified (KAIT = 58%; WISC-III = 30%). Subjects with CNS disorders scored more poorly than their counterparts with scholastic concerns on the KAIT Fluid subtests but not on the WISC-III.

Differences between Verbal and Performance IQ estimates required at the 95% and 99% levels of significance are reported for the Ward (1990) seven-subtest short form of the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Precision ranges are also provided for the Verbal, Performance, and Full Scale IQs at the same levels of confidence. IQ differences and precision ranges are given for each of the nine age groups in the standardization sample as is the average for the entire group. All calculations are based on the standard errors of measurement for the short form reported by Axelrod, Woodard, Schretlen, and Benedict (1996).

Summay.-WISC-R IQs and WISC-111 IQs of 65 urban, exceptional students who underwent a 3-yr. reevaluation were compared. Primary questions concerned (a) mean Merences in scores between respective WISC-R and WISC-ILI scales and subtests and (b) the relationships among scores on WISC-R and WISC-III scales and subrests. Analysis indicated that mean scores on the WISC-111 scales were significantly lower than those on the WSC-R scales. Among the subtests, WISC-I11 IQs were signi£icantly lower than WISGR IQs on Similarities, Comprehension, and Coding. Intercorrelations computed benveen all Wechsler scales' IQs indicated substantial conceptual overlap (Full Scale IQ = .88, Verbal IQ = .86, Performance IQ = .82). The utility of che WISC-LIT in the placement process was supported; however, the changes on che WISC-III scales and subtests are such that caution must be exercised in the reclassification of exceptional students. Identification of exceptional students is predicated on the assumption that intelltgence is a highly stable construct. While this assumption has received a considerable amount of support in the general population (Stavrou, 1990; Wechsler, 1991), it is less well-documented for exceptional children. These children may demonstrate significant variabhty in test performance and present erratic test profiles (Bolen, Achinger, Hall, & Webster, 1995; Webster, 1988). Currently, there are relatively few published studies using the WISC-I11 which have examined long-term changes in IQ between initial evaluation and reevaluation of exceptional students. These studies demonstrated the expected decrement in mean WISC-I11 IQs; however, not all decrements were significant. Newby, Recht, Caldwell, and Schaefer (1993) tested 26 dyslexic children with the WISC-R and retested them with the WISC-111 two years later. They obtained significantly lower WISC-I11 scores on Verbal and Full Scale IQs. Differences in WISC-R and WISC-111 scores with a mixed sample of 84 regular and exceptional students were assessed by Graf and Hinton (1994). After a 3-year interval, WISC-I11 Performance IQs and Full Scale IQs were significantly lower than the comparable WISC-R scale scores. Citing outcomes from 22 studies of varying duration, Weiss (1995) re

The present study compared IQs and Verbal-Performance IQ discrepancies estimated from two seven-subtest short forms of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) in a sample of 100 subjects referred for neuropsychological assessment. The short forms of Warrington, James, and Maciejewski (1986) and Ward (1990) yielded similar correlation coefficients and absolute error rates with respect to WAIS-R IQs, although the Warrington short form requires more time to administer and score. Both short forms were able to detect significant Verbal-Performance IQ discrepancies 70% of the time. However, they incorrectly yielded significant discrepancies for approximately 25% of the sample who did not have significant differences on the full WAIS-R. The results do not support reporting and interpreting significant Verbal-Performance IQ discrepancies estimated from these short forms.

The difference (D) between a person's Verbal IQ (VIQ) and Performance IQ (PIQ) has for some time been considered clinically meaningful ( Kaufman, 1976 , 1979 ; Matarazzo, 1990 , 1991 ; Matarazzo & Herman, 1985 ; Sattler, 1982 ; Wechsler, 1984 ). Particularly useful is information about the degree to which a difference (D) between scores is “abnormal” (i.e., deviant in a standardization group) as opposed to simply “reliable” (i.e., indicative of a true score difference) ( Mittenberg, Thompson, & Schwartz, 1991 ; Silverstein, 1981 ; Payne & Jones, 1957 ). Payne and Jones (1957) proposed a formula to identify “abnormal” differences, which has been used extensively in the literature, and which has generally yielded good approximations to empirically determined “abnormal” differences ( Silverstein, 1985 ; Matarazzo & Herman, 1985 ). However applications of this formula have not taken into account the dependence (demonstrated by Kaufman, 1976 , 1979 , and Matarazzo & Herman, 1985 ) of Ds on Full Scale IQs (FSIQs). This has led to overestimation of “abnormality” of Ds of high FSIQ children, and underestimation of “abnormality” of Ds of low FSIQ children. This article presents a formula for identification of abnormal WISC-R Ds, which overcomes these problems, by explicitly taking into account the dependence of Ds on FSIQs.

The Wechsler Adult Intelligence Scale-Revised (WAIS-R) Verbal IQ-Performance IQ (VIQ-PIQ) discrepancy and a number of indices of intersubtest scatter were examined in 25 subjects with a history of traumatic brain injury (TBI) and magnetic resonance imagining (MRI) evidence of structural brain abnormality. Abnormal VIQ-PIQ differences and scatter index values were identified by referring to published normal base rates. Only 16% of the subjects were identified as abnormal on any one of these WAIS-R measures, which suggests these measures are largely insensitive to the presence of structural brain abnormality in TBI.

This study evaluated the scoring systems of Goodenough and Harris (1963) and Koppitz (1968) for using human figure drawings to assess the intellectual abilities of children. Drawing scores of 125 children, aged 5 to 15, were compared to their performance on the Wechsler Intelligence Scale for Children-Revised (WISC-R), while the drawing scores of a separate group of 74 children, aged 5 to 12, were compared to their performance on the Stanford-Binet Intelligence Scale, Form L-M. While Both drawing systems correlated significantly with the WISC-R as well as the Stanford-Binet, the longer and more detailed Goodenough-Harris had a significantly higher correlation with Performance IQ on the WISC-R than did the Koppitz. Neither drawing system had a pattern of significantly different validity coefficients for children of varying ages or IQ levels.

The neurodiagnostic value of Wechsler Adult Intelligence Scale-Revised (WAIS-R) Verbal-Performance IQ (VIQ-PIQ) discrepancies was evaluated in a brain-damaged sample. The VIQ-PIQ differences of 260 neurologically impaired patients was compared to the WAIS-R standardization sample. The average VIQ-PIQ discrepancy of the patients was significantly larger than the mean IQ difference for normals. Comparison of the number of subjects whose VIQ-PIQ discrepancy equaled or exceeded 95% of the controls revealed no differences for the total sample and for individuals with low average or average intelligence. Conversely, the frequency of abnormal VIQ-PIQ differences was significantly greater among patients with Full Scale IQs ⩽ 79. The occurrence of an abnormal VIQ-PIQ discrepancy in persons with IQs ⩽ 79 should serve as a stimulus for further assessment.

This paper provides tables of critical values for determining statistically significant discrepancies between Wechsler Verbal/Performance IQ and WIAT subtest and composite scores based on a predicted-achievement method. It is recommended that these tables be used when a statistically significant and diagnostically meaningful Verbal IQ-Performance IQ discrepancy exists rendering either of these IQs a better estimate of a student's ability than the Full Scale IQ. Issues regarding the use of discrepancy formulas in the assessment and diagnosis of learning disabilities are discussed, and basic considerations for using the critical values tables are provided.

Examined Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) profiles of 52 children ages 4½ to 5½, years with Full Scale IQ scores between 127 and 150 for possible ceiling effects. Results show that the [VPPSI-R's ceiling is adequate for assessing the general intellectual ability of all but the very highest functioning children in the age range studied. However, approaching the test's ceiling appears to restrict indices of intraindividual variability such as subtest "scatter" and the difference between Verbal IQ and Performance IQ. Implications for clinicians who assess exceptionally bright preschool children are discussed.

Mackenzie and Bingham [(1985) Australian Journal of Psychology, 37, 257–268] used a variation of the 2-line Inspection Time (IT) task shifting the stimulus position between trials to prevent focussing of attention and obtained 71% thresholds which correlated -0.50 with WAIS Performance IQ. Nettelbeck [(1987) Speed of information-processing and intelligence. Norwood, NJ: Ablex] estimated the mean 97.5% threshold for Mackenzie and Bingham's subjects was 262 msec where other Inspection Time studies obtain estimated 97.5% thresholds of around 100 msec, and suggested the higher mean threshold estimate might be due to the changes in stimulus position. This experiment investigates whether the higher thresholds obtained by Mackenzie and his associates are due to the changes in stimuli used. Fifty non-retarded adults served as subjects for: M, stimuli which changed position as in Mackenzie and Bingham (1985); S, stimuli similar to M presented in fixed position; and N, stimuli more similar to the conventional 2-line stimuli in contrast and mask width. There were no significant differences between the 3 stimuli in their mean thresholds or in their correlations with progressive matrices (mean r = -0.61). The mean 79% threshold of 90 msec converts to an estimated 97.5% threshold of 216 msec. It follows that changing stimulus position (M vs S) or stimulus contrast or mask width (S vs N) are not responsible for the higher estimated 97.5% thresholds. The present study has obtained for the whole sample a correlation between mean IT and intelligence, -0.61, which is significantly higher than Hunt's [(1980) British Journal of Psychology, 71, 449–474] 0.3 barrier. Correcting possible skew in IT by log transform produces a correlation of -0.64, and there is no evidence that the correlation is substantially lower for subjects of above average IQ, after correcting for restriction of range r = -0.55.

The issue of Verbal-Performance IQ discrepancy has been investigated with the Wechsler Preschool and Primary Scale of Intelligence (Wechsler, 1967) and, given the recent revision of this scale (WPPSIR; Wechsler, 1989), determining the average expectable scatter would be useful for the clinician. The present study examined the incidence of VIQ-PIQ discrepancies and subtest variation by ability level in the standardization sample of the WPPSIR. Cumulative frequency distributions were constructed for the overall sample of 1,700 children and for five ability levels ( VIQ was 11.54 points (SD = 9.10) and the average VIQ > PIQ was 10.69 (SD = 7.87). The average difference tended to increase with ability level. Subtest scatter also was examined and found to increase with ability level. These results are consistent with previous studies on both the WPPSI and the WISC-R.

SummaryResults are reported for mean IQs on the WAIS-R in Sudan in 1987 and 2007. There was a gain of 4·05 Full Scale IQ points over the 20-year period, representing a gain of 2·05 IQ points a decade. The Verbal IQ showed a loss of 1·65 IQ points, while the Performance IQ showed a gain of 7·2 IQ points. These results are broadly consistent with those in economically developed countries in showing that mean IQ on the WAIS-R has increased in Sudan, and the Performance IQ has increased more than the Verbal IQ.

According to the WAIS-III Administration and Scoring Manual, Object Assembly (OA) may be substituted for any spoiled Performance subtest. This assertion has not been evaluated in a clinical sample. The present investigation reports differences that resulted in Performance IQ (PIQ) and Full Scale IQ (FSIQ) when OA replaced each of the Performance subtests. Participants were 47 referrals for neuropsychological assessment (age M = 45.98 years, SD = 9.82; education M = 13.82 years, SD = 2.78). Results indicated that OA may replace any Performance subtest without seriously altering the summary scores. Differences between the standard IQs and OA-based composites were < 2 points for PIQ and < 1 point for FSIQ. More than 90% of the OA-based composites fell within the 90% confidence limits of the corresponding IQ.

Principal axis factor analyses of the Rorschach Comprehensive System (CS) in a clinical sample of 152 adolescents yielded three clearly defined factors: Synthesized Complexity (de-fined by Zf, DQ+, and F%), Productivity (defined by R, D, and Dd), and Form Quality (de-fined by X+%, F+%, and X-%). Variables on the Synthesized Complexity and Form Quality factors were generally correlated with Wechsler Full Scale IQ, Verbal IQ, and Performance IQ scores. Overall, the factors in this adolescent sample replicated factors identified in earlier studies with adults. Implications for clinical practice are discussed.

This study examined the relationship between the Peabody Picture Vocabulary Test-Third Edition (PPVT-III) and Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) using 40 adults who ranged in age from 18 to 41 (mean age of 22 years). Participants were administered the PPVT-III and WAIS-III in counterbalanced fashion to control for order effects. Results revealed that the PPVT-III score was related to the WAIS-III Verbal IQ (VIQ) and Full Scale IQ (FSIQ) scores but unrelated to the Performance IQ (PIQ) score. In addition, analyses indicated that, while there were no significant differences between the PPVT-III score and WAIS-III mean FSIQ and PIQ scores, the PPVT-III mean score was significantly lower than the WAIS-III VIQ. Further analysis indicated that the PPVT-III adequately estimated WAIS-III FSIQ and VIQ scores for participants who were classified as Average or High Average on the WAIS-III. However, for participants in the Superior range, the PPVT-III tended to underestimate FSIQ and VIQ scores by approximately 10 points.

An investigation of the Ward 7-subtest short form of the Wechsler Adult Intelligence Scale-III (WAIS-III) in a neuropsychological clinic sample finds that the short form retains equivalent psychometric properties to those previously reported for the same short form of the Wechsler Adult Intelligence Scale-Revised (WAIS-R). The correlations found for the 7-subtest form of the WAIS-III were .95 for Performance IQ, .97 for Verbal IQ, and .98 for Full Scale IQ. The 7-subtest short form of the WAIS-III was also found to perform similarly to its WAIS-R counterpart on other markers of test accuracy. These results support the continued use of the Ward 7-subtest short form of the WAIS-III in a neuropsychological population.

The ability of the National Adult Reading Test (NART; Nelson & Willison, 1991) and the revised NART (NART-R; Crawford, 1990) to estimate IQ was examined in a healthy sample (N = 47) using the Wechsler Adult Intelligence Scale-Revised (WAIS-R) scores as the criterion. Mean estimated IQs from the NART-R were not significantly different from the WAIS-R Full Scale and Performance IQ, but the NART-R significantly overestimated Verbal IQ by 2.5 points. Nelson & Willison's (1991) NART equations significantly overestimated Full Scale and Verbal IQ by 5.3 and 5.5 IQ points respectively. The NART-R had significantly higher correlations with Full Scale and Verbal IQ than the NART.

This study examined the clinical effects of cognitive impairment on the course of patients who have a major psychiatric disorder. Surprisingly, a statistical split between Verbal and Performance IQ on the Wechsler Adult Intelligence Scale-Revised is not a marker for greater psychiatric morbidity.

Sir, Anderson et al. (2009) refuted the Kennard Principle, which states that the immature brain is more plastic and less vulnerable to insult than a mature brain (Montour-Proulx et al. , 2004); however, there are important errors in Table 5 of their paper. The IQ data for their six age subgroups do not tally with the total group figures in the last column of Table 5. In each of these six subgroups, the IQ figure in the last row is intermediate between the first two rows, so clearly must be the full scale IQ, and not performance IQ as stated (V, P and FS refer to verbal, performance and full scale IQs on the Wechsler Intelligence Scales). One would then assume, as is usually reported, that the first subgroup row is verbal IQ, the second performance IQ and the third full scale IQ. However, there are two major problems with this reading: 1. the mean figure for full scale IQ for the whole group (last column in Table 5), intermediate between verbal IQ and performance IQ, is now in row 1 and not row 3. The mean total group figures as printed do not correspond to subgroup row order from Table 5 (FS/V/P), to the more usual proposed order (V/P/FS), or to that expected from the previous literature (FS/P/V). 2. In all six subgroups, verbal IQs would be lower than performance IQs. For those aged 3–6 years at lesion, verbal IQ would be 94 and performance IQ 100; for age 7–9 years, verbal IQ would be 94 and performance IQ 102; for 10–16 years, verbal IQ would be 95 and performance IQ100. For the total group of 160 children, the figures in Table 5 claim a mean verbal IQ of 86 (see also p. 49) and performance IQ of 91. It was …

Retest reliability of the Wechsler Preschool and Primary Scale of Intelligence test scores was performed in Iran using 30 subjects in a time interval of 5 to 6 wk. The results of this analysis suggest that this restandardization of the WPPSI provides a consistent measure of intelligence for application in Iran. Reliability coefficients of .83, .90, and .88 were found for Verbal IQ, Performance IQ, and Full Scale IQ, respectively.

The majority of patients with DiGeorge / velocardiofacial syndrome have a 22q11.2 microdeletion, demonstrable by fluorescent in-situ hybridization. As part of a prospective study of patients with such deletions, Wechsler IQ measures were administered to 13 subjects (8 female, 5 male; age range 3y1m-20y10m). Full-scale IQ (FS-IQ) averaged 74.8 ± 9.8 (mean ± standard deviation), with 4/13 subjects scoring in the low-average or average ranges. A significant discrepancy was found between mean Verbal IQ (V-IQ) and Performance IQ (P-IQ) scores (82.8 ± 12.1 vs. 70.5 ± 9.2, Wilcoxon signed rank test, z=2.76, p P-IQ profile, and this discrepancy was statistically significant in 7 subjects.

The Seashore Rhythm Tests, Form A and Form B, and the Timbre Test, Form A were administered to 90 strongly right-handed subjects placed in one of three WAIS Verbal-Performance IQ discrepancy groups. Some dissociation of performance on these tests was expected. As predicted, for the Rhythm Test Form A the High Performance group obtained significantly lower scores than the Equal group, which in turn had reliably lower scores than the High Verbal group. Converse predictions of group differences on Rhythm Test Form B were not confirmed. However, the predicted superiority of the High Performance group over the High Verbal group on Timbre Test Form A was found though the Equal group performed as well as the High Performance group. Thirty per cent of the High Performance group obtained scores on Rhythm Test Form A below the clinical cutoff of this test as opposed to only 6% of the Equal group and 0% of the High Verbal group.

The relationship between the Kaufman Assessment Battery for Children (K‐ABC) and neuropsychological performance in neurologically impaired children was examined in an attempt to interpret K‐ABC findings in terms of a hemispheric specialization model. For comparison, the relationship between the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) and hemispheric functioning was also examined. Hemispheric functioning was determined by mean performance level on several neuropsychological measures of presumed lateralized function. Results lend some support to a hemispheric model for interpreting K‐ABC Simultaneous Processing (SIM) and Sequential Processing (SEQ) scores. The correlation between SIM and right‐hemisphere (RH) functioning was significantly stronger than that between WISC‐R Performance IQ and RH functioning; the correlation between SEQ and left‐hemisphere (LH) functioning, however, was weaker than that between WISC‐R Verbal IQ and LH functioning.

Comparisons of the WISC-R and WAIS-R were made in a sample of male delinquents (N = 80) to determine whether they would show differences in the degree to which the P greater than V sign occurred on them. A larger split between mean Verbal and mean Performance IQ was found on the WISC-R than on the WAIS-R. Frequency analyses revealed no differences in the number of persons who showed the P greater than V sign on each test. Age and the P greater than V sign were not related significantly. Results suggest that the WISC-R and WAIS-R may not be equivalent measures of this sign, and caution should be exercised in applying results of research on the WISC and WAIS to the revisions of those tests.

The present investigation was undertaken to systematically evaluate the use of the Peabody Picture Vocabulary Test-Revised (PPVT-R) as a general screening instrument for intellectual functioning with school aged children. The sample included 208 children, aged 6 years to 11 years 11 months, who were referred for evaluation. The PPVT-R correlated positively and significantly with the Wechsler Intelligence Scale for Children-Revised (WISC-R) Full Scale IQ (. 78), Verbal IQ(.79) and Performance IQ(.68). However, the mean PPVT-R standard score significantly underestimated the three mean WISC-R IQs. A cross-tabulation matrix revealed that 51% of the cases were correctly classified by the PPVT-R. Additionally, mean score comparisons within the discrete classification levels revealed that the PPVT-R underestimated the WISC-R Full Scale and Verbal IQs within the lower ability ranges, and overestimated the IQs within the upper ability ranges. Based upon these findings caution is advised when using the PPVT-R as a general screening instrument for intellectual functioning.

The WAIS was administered twice, in immediate succession, in standardized fashion, to 35 undergraduate male introductory psychology students. The effects of having just immediately completed the test were reflected in the amount of change in scores from test to retest. On the average, the Verbal IQs increased by 3.1 IQ points and the Performance IQs increased by 14.2 IQ points. Full Scale IQ increased by an average of 8.3 IQ points on retest. Subtests most susceptible to gain on immediate retest were Object Assembly, Picture Arrangement, Digit Symbol, Arithmetic, and Block Design, all of which are timed. Verbal subtests were less affected by prior testing than were Performance subtests. Test-retest reliability coefficients for the Verbal IQ, Performance IQ, and Full Scale IQ were .86, .86, and .88, respectively. Subtest reliabilities ranged from a low of .61 for Object Assembly to a high of .91 for Vocabulary. Retest effects were discussed in terms of previous findings, relevant variables, and the need for further systematic research.

Compared two sets of summary scores for the Wechsler Intelligence Scale for Children-Revised (WISC-R). The traditional scores used to summarize information about WISC-R performance (i.e., Verbal IQ (VIQ), Performance IQ (PIQ) and discrepancy between VIQ and PIQ) were compared to scores based on the three factors identified by Kaufman (1975) (i.e., Verbal Comprehension (VC), Perceptual Organization (PO) and Freedom from Distractibility (FD). Ss were 260 psychiatric outpatients who were administered the WISC-R during a 4-year period. The independent variables were sex and DSM II diagnosis. There were significant main effects for diagnosis for the VC and FD scales. There was a significant interaction for VIQ and nonsignificant results for the VIQ-PIQ discrepancy score. The groups did not differ in perceptual organization skills as assessed by PO and PIQ. Delinquents performed particularly poorly on the VC scale; hyperactive children had the highest VC score and relatively low scores on the FD factor; learning disabled children had low VC and FD scores. These findings suggest that the scores based on Kaufman's factors provided important clinical summary information that was not available from the traditional scores.

When Performance IQ is higher than Verbal IQ, the pattern is identified as Wechsler's classic "P > V" sign for delinquency. Despite a previous hypothesis that a too-low V might be the active element in the P > V sign, the data suggested that the three components-- (a) lower V than average, (b) higher P than average, and (c) the degree of imbalance between V and P-may each uniquely contribute to the P > V sign. The P > V sign may now be seen as only one of two possible types of intellectual imbalance. Imbalance in either direction, that is, either Verbal IQ or Performance IQ higher than the other, may constitute a stress factor similar to that of a lower overall IQ in predisposing boys to delinquency. Keywords: Juvenile justice Language: en

Administered the WAIS to 76 male college students on two occasions with a retest interval of either 1 week, 1 month, 2 months, or 4 months. Essentially all Verbal, Performance, and Full Scale IQs increased significantly on the retest. Increases in Verbal IQ for the four time intervals were 4.7, 1.8, 2.3, and .8 IQ points, respectively; the latter was the only nonsignificant gain found. The Performance IQ increased by 11.4, 9.8, 8.7, and 8.0 points for each subsequent time period, and the Full Scale IQ increased by 8.0, 5.7, 5.4, and 4.2 points for each respective time period. Test-retest correlations for the four intervals ranged from .91 to .72 for the Verbal IQ, .87 to .79 for the Performance IQ, and .94 to .74 for the Full Scale IQ. The results were pitted against similar test-retest studies, and clinical and research implications were discussed.

This study investigated the Luria-Nebraska Intellectual Processes Scale (IPS) as a predictor of Wechsler Adult Intelligence Scale (WAIS) IQs among alcoholic inpatients. Strong correlations were found between the IPS and WAIS Verbal IQ and Full Scale IQ; however, the correlation with Performance IQ was only -.41. IQ estimates based on Prifitera and Ryan's (1981) regression equations derived on psychiatric inpatients differed significantly from obtained IQs in the current alcoholic sample. The importance of adequately assessing Performance IQ among patients with alcohol-related problems is discussed.

Two tables are presented which can be used to evaluate differences in test-retest scores for the WAIS Full Scale, Verbal, and Performance IQ measures. The tables were prepared using Payne & Jones' (1957) method of predicting the retest score by means of simple linear regression and testing the significance of the discrepancy between obtained and predicted retest scores.

A discussion on the distinction between statistically significant Verbal-Performance IQ discrepancies and the frequencies with which such differences occur in the WAIS-R standardization sample is presented. An example is provided to aid in the determination of Wechsler Verbal-Performance IQ frequency data, and comparisons are made between statistically derived and empirically observed WAIS-R Verbal-Performance IQ frequencies. Implications for placing additional emphasis upon evaluating Verbal versus Performance IQ frequencies are delineated.

Forty-eight multiple sclerosis patients were rated on the Kurtzke Disability Status Examination and tested on the Wechsler Adult Intelligence Scale. Their disability status scores, ranging from 1 to 9, with a mean of 3.98, correlated significantly only with duration of illness (r = .33, significant at the.05 level). Severity of disability was not significantly correlated with age of patient, age at onset of multiple sclerosis symptoms, Verbal IQ, Performance IQ, or Full Scale IQ. Wechsler Adult Intelligence Scale mean subtest scores ranged from average to bright normal. Scores on Performance subtests with a large motor component were lower than on Verbal subtests measuring verbal overlearned information, abstract reasoning, and vocabulary.

The relationship between Inspection Time (a perceptual discrimination task designed to estimate the rate at which a subject processes sensory input) and the Wechsler Adult Intelligence Scale (WAIS) was assessed in a sample of 29 university students. Sixteen of the subjects (“strategy users”) independently developed a strategy for performing the task, based on apparent movement cues. The remaining 13 (“non-users”) did not develop the strategy and could not easily be trained in its use. Strategy users had slightly faster Inspection Times than non-users, but were not significantly different from the non-users on the WAIS or any of the subtests. However, the two groups differed substantially in the relationship of Inspection Time to IQ. In the strategy users, Inspection Time was not significantly related to IQ or to any of the WAIS subtests. In the non-users, Inspection Time was highly correlated with Performance IQ and with scores on two of the subtests. Methodological implications of the difference...

The original analysis of data on 100 consecutive school age children referred for evaluation of school difficulties showed no differences in IQ among the children with depression and those without depression. Reanalysis of those data shows that a significant number of the depressed children (but not the nondepressed children) have a 15-IQ point Wechsler Performance IQ deficit. This supports the contention that a major subgroup of depressed individuals have right cerebral-hemisphere dysfunction.

WAIS Verbal and Performance IQ scores were obtained from medical records of 500 psychiatric inpatients recently admitted to a large university hospital. With a subsample of the original 500 patients for whom there was diagnostic agreement between two independent clinicians, a multivariate analysis of variance was carried out to determine the extent to which the Verbal and Performance scores discriminated among eight diagnostic categories into which patients were classified. In the multivariate ANOVA, statistical techniques were employed to control for concomitant background variation that otherwise might have been confounded with true diagnostic group differences in Verbal and Performance IQ. Although mentally retarded and organic brain syndrome patients could be distinguished significantly from other diagnostic groups on the basis of their lower total IQ scores, the data did not support the persistent clinical belief that functional psychiatric disorders differed in the WAIS measurement space.