Michael C. Holen

Objective Analysis of Achievement-Aptitude Discrepancies in LD Classification

A critical review of the literature dealing with quantification of aptitude-achievement differences revealed that methods developed to date are fraught with numerous and grave inadequacies. Based upon this evaluation of past methods, this article outlines and discusses criteria of new and more adequate procedures. Finally, step-by-step procedures that can be routinely followed are presented.

Student Self-Prediction of Academic Achievement

AbstractIncreased use of student judgment of achievement for grading purposes presupposes student ability to supplement or supplant traditional systems based on test data. This assumption was tested using 159 college juniors and seniors who supplied high school and college grade averages, prerequisite course grade and a prediction of their performance on an objectively scored course examination. Predicted performance correlated as highly with actual performance as did college average (.52) and significantly higher than other predictors. A restricted to full regression model comparison indicated student prediction added a dimension to the predictability of actual performance (F = 22.2, p .001) not accounted for by other education predictors.

Estimating major sources of measurement error in individual intelligences scales: Taking our heads out of the sand

Abstract Four ubiquitous major sources of measurement error for individual intelligence scales were identified and discussed. It was argued that where these sources cannot be directly investigated, they should be estimated rather than ignored. The typical magnitude of error arising from each of content sampling, time sampling, scoring, and administration was estimated; their composite was found to produce a far larger standard error of measurement than manuals of individual intelligence tests typically report. Implications for practitioners are discussed.

Assessment of memory functioning among an aging sample

To provide additional basic normative data and an enhanced understanding of memory functioning of older individuals, 100 subjects equally divided into 5-yr age intervals from 60 to beyond 80, evenly split by sex and socioeconomic status, and balanced for racial composition were tested on 19 memory measures commonly used in clinical and neuropsychological assessment. While analyses indicated that 10 measures were significantly related to age, performance was quite stable from 60–74 years, dropping primarily at the oldest age intervals. No significant age-related differences were found on the remaining 9 measures, and in all instances considerable variability was evident. The study provides evidence against stereotypes that our population as a whole shows a generalized or severe memory decline with advancing age. Clearly, no one should hastily assume limitations in memory which would routinely disqualify older individuals in work, independent living, and decision-making. Recommendations are made for practicing clinicians who must choose instruments appropriate for normal and abnormal subjects.

MMPI SCORES OF FEMALE VICTIMS

Samples of MMPIs of women who were victims of abuse or manifested a Posttraumatic Stress Disorder were drawn from two private practice settings, one urban and one in a small town. Each PTSD sample included 21 persons. For comparison, two contrast samples of 15 persons each were drawn from the same populations. A cut-off point of T = 65 for PK yielded a 69% hit rate for classifying PTSD and contrast subjects. Since scores on PS and PK were so highly correlated, no independent analyses were warranted. Although the PTSD group yielded a more elevated mean profile, there were no characteristic 2-point codes. Therefore, PK is more useful in identifying Posttraumatic Stress Disorder than either profile elevation or configuration.

TEST OF SOCIAL INFERENCE FOR RETARDED ADOLESCENTS: MEASURING SOCIAL-CUE PERCEPTION

The Test of Social Inference is a 35-item individually administered, pictorial instrument designed to test the ability of retarded adolescents to interpret social cues appropriately. Very high interexaminer and high retest correlations were obtained though retest gains were common. Equivalent short forms have been developed. An examination of 1335 Ss in 9 geographical locations showed the test to be unbiased with respect to race and place of residence and uncorrelated with chronological age. Slight sex differences were found favoring males. Discrimination between public school-EMR Ss, institutionalized-EMR Ss, and non-retarded Ss on the basis of test scores was evident. The test correlated moderately with IQ but proved somewhat more highly related to a variety of social behavioral and psychological criteria than to IQ.

Profile validity standards for MMPI and MMPI-2 F scales.

Although numerous indices of validity have been developed for the MMPI and MMPI–2, interest in the F scale and its variants continues, especially among practicing clinicians. The use of the binomial for assessing standards for random answering and possibly for judgments of malingering offers another approach for the interpretation of F-scale scores. The theoretical binomial distribution and Monte Carlo data are in accord. Cut-off scores of 24 for the MMPI and 23 for the MMPI–2 suggest random responses, and scores of 40 and 37, respectively, suggest clinical interpretation rather than randomness of responding.

Chance performance in the absence of norms for neuropsychological tests-a clinical note

Some widely used neuropsychological tests have few normative data for interpretation. Chance bases for performance are a neglected baseline. Below-chance performance also may be diagnostic, e.g., malingering.

QUICK TEST SCORES AMONG PERSONS OVER SIXTY

The Quick Test was included as a descriptor variable in a larger study. This study presented normative data on 100 normal subjects ages 69–96 yr. Quick Test IQs do not appear to need age correction until 80 or more years. Approximately 10 points correction appears to equate this category with lower age categories.

Work values in vocational interest exploration

Abstract Work values as an exploratory construct in vocational choice supplemental to inventoried and expressed vocational interest was examined using 42 ninth graders. Data on Kuder Preference Record-Vocational scores, expressed vocational interest, and work values were converted to comparable bases using Hollands environmental model. Analysis of regression comparing a full model using an three variables to a restricted model deleting work values established work values as a significant, independently explanatory variable [ F (1,39) = 4.45, p