Andrew L. Dickson

The relationship between intellectual ability and adult performance on the trail making test and the symbol digit modalities test

Subjects between the ages of 18 and 30 were divided in groups based on their Satz-Mogel Wechsler Adult Intelligence Scale-Revised Full Scale IQs: (a) Borderline (70 to 79); (b) Low Average (80 to 89); (c) Average (90 to 109); (d) High Average (110 to 119); (e) Superior (120 to 129). Each subject was administered the Trail Making Test (Forms A and B) and the written version of the Symbol Digit Modalities Test. A significant effect for IQ emerged. The low ability subjects were, in the main, significantly different from the higher ability subjects. No gender differences were found.

Relationship between contrived in vivo and role-play assertive behavior.

Used a 2 (High or Low Assertive) x 2 (Role-Play or Contrived In Vivo) design to investigate the external validity of role-play (N = 32). The Conflict Resolution Inventory was used as the selection device. Results indicated a positive relationship between self-report scores and role-play behavior. They also indicated that self-report scores were not predictive of behavior in the contrived in vivo condition; moreover, assertion was enhanced in the role-play condition, while the converse occurred in the contrived in vivo condition. The results indicate that generalizations to more naturalistic settings based upon role-play or self-report scores must be made with caution.

LOCUS OF CONTROL AND ASSERTION

Two separate replications were conducted to (a) examine the relationship among three popular assertions and (b) to test the hypothesis that subjects classified as internal subjects on Rotters I-E scale would score higher than external subjects on the assertion inventories. Subjects were undergraduates in psychology classes. Moderate to high correlations among the inventories were obtained, and internality was related to assertion.

Alternate forms of selective reminding for children

Abstract Two alternate forms of Selective Reminding were constructed according to criteria suggested by Kraemer, Peabody, Tinklenberg, and Yesavage (1983). The new forms, as well as the four-footed-animal version, were administered to 55 children aged 9- to 12-years-old from middle and lower socioeconomic groups. The two new forms were equivalent on two dependent measures of the Selective Reminding test. The results suggest that the two new alternate forms are equivalent and reliable for clinical use.

The verbal selective reminding test: Preliminary data for healthy elderly

The verbal selective reminding test was administered to sixty independent living well-educated, healthy elderly, aged 65-75. All subjects met exclusion criteria which were designed to ensure that the results were not secondary to deficits in attention, verbal fluency and intellectual function. On selective reminding, the females did significantly better than the males on most dependent measures. Males and females showed a significant decrease from last trial recall to recall following a fifteen minute delay.

The relationship between intellectual function and performance on the Wechsler memory Scale

Abstract Eighty-five subjects between the ages of 18 and 30 years were divided into six groups based on their IQ scores on the Satz–Mogel (1962) Wechsler Intelligence Scale for Adults-Revised Full Scale. Their performances on the Wechsler Memory Scale (Wechsler, 1945), Revised Wechsler Memory Scale (Russell, 1975), and on recognition and copy tasks were compared. With the exception of the Orientation subtest, significant group differences emerged. Newman-Keuls and trend analyses revealed that subtest performance improved with level of intellectual functioning, although the rate of improvement was not steady. Subtest scores quickly reached their ceilings. In addition, performance on complex subtests was more affected by intellectual ability than performance on subtests that lacked complexity. In addition, IQ–memory quotient (MQ) discrepancy scores were not consistent across IQ groups. The usefulness of MQ and the IQ–MQ discrepancy is questioned.

The relationship between intellectual function and adult performance on the Benton Visual Retention Test.

The focus of the investigation was the relationship between intellectual function, as measured by the Satz-Mogel WAIS-R, and performance on the Benton Visual Retention Test. One hundred and twenty subjects, aged 18 to 30 years, were divided, 20 each, by IQ level into groups ranging from Mentally Retarded to Superior. Subjects provided both Number Correct and Error Score performances under conditions of immediate (Administration A, Form C), 15 s delay (Administration D, Form D), 30 m delay (Form E-card 2, 6, and 10), and copy (Administration C, Form C). Significant group differences were evident at all three conditions, primarily at the lower IQ ranges. Performances of the Average, High Average, and Superior IQ groups differed little, suggesting a ceiling effect. Significant decrements is performance under 30 m delay were evident only within the Low Average, Average and Superior IQ groups. Finally, normative performances under Administration C (Copy, Form C) and a quantitative assessment of errors (Administrations A and D) were reported.

The AAMD Adaptive Behavior Scale Norm Referenced for Deaf-Blind Individuals: Application and Implication

Part One of the AAMD Adaptive Behavior Scale was completed for 77 deaf-blind individuals between the ages of 3 and 21 years. The completed Scales were grouped by age into five categories. Domain and Item means and standard deviations were computed for the total group and for the five age groups. Norm-referenced tables, based on age, were constructed along the format displayed in the 1975 version of the AAMD ABS Manual. Individual Items means were analyzed to discern Item effect on Domain Scores. Results indicated that the ABS does identify multi-dimensional aspects of the daily behaviors exhibited by a deaf-blind population. The large disparity found between Domain Scores of the deaf-blind sample and the AAMD normative sample, however, disallows a valid comparative interpretation for this population. The utility of the ABS was shown to be greatly enhanced when norm-reference, age functioning levels were computed for this multihandicapped population. Further implications for use of the ABS are discussed.

A Comparison of Three Response-Elimination Procedures Following Vr Training with Institutionalized, Moderately Retarded Individuals

The present experiment attempted to assess the relative response-eliminating efficacy of extinction training, omission training, and graduated omission training following VR training with 30 institutionalized, moderately retarded males. The results indicated that graduated omission training led to significantly greater and more rapid response deceleration than either extinction training or omission training. In addition, extinction training was significantly more efficient in eliminating responding than omission training. The latter finding was not in accord with a majority of previous investigations. It was suggested that the presentation of reinforcement during omission training served as a discriminative stimulus for response resumption.

California psychological inventory profiles of peer-nominated assertives, unassertives, and aggressives

Examined the California Psychological Inventory (CPI) profiles of peer-nominated assertives , unassertives , and aggressives . Eighty males from two social fraternities peer-nominated assertives , unassertives and aggressives . The nomination procedure yielded 12 nominees per group. A profile analysis of the CPI indicated that assertives and aggressives were significantly more similar than were assertives and unassertives , and unassertives and aggressives . Results of a subscale analysis indicated that assertives and aggressives were significantly higher on Dominance, Capacity for Status, Sociability, and Social Presence than Unassertives , but were not significantly different from each other on these subscales. Also, assertives were significantly higher on Socialization, Self-Control, and Achievement via Conformance than were aggressives . Finally, assertives were significantly higher on Achievement via Conformance than were unassertives and aggressives . Implications are discussed.