Scott A. Loe

Automated Neuropsychological Assessment Metrics (Anam) and Woodcock-Johnson III Tests of Cognitive Ability: A Concurrent Validity Study

This study examines the relationship between a computerized neuropsychological assessment battery, the Automated Neuropsychological Assessment Metrics (ANAM) and a widely used ability measure, Woodcock-Johnson III Tests of Cognitive Ability (WJ-III). Results indicated substantial relationship between the ANAM throughput (accuracy/response time) scores and the WJ-III Cognitive Efficiency cluster. An unexpectedly strong relationship was evident between accuracy scores on the ANAM Logical Reasoning scale and the WJ-III General Intellectual Ability score, purporting to measure the g factor. The findings support the viability of the ANAM as a time- and cost-effective tool for appraisal of cognitive function.

Optimal Number of Questionnaire Response Categories: More May Not Be Better

Two multi-instrument investigations in a university clinic/lab provided an opportunity to explore the impact of reducing the number of response alternatives in a scale measuring vocational personality traits. In a simulation study, a standard computer-based administration provided a numeric scale for each item ranging from 0 to 10. The tests were then rescored to simulate the effect of only three choices. For the follow-up study, two versions of the scale were created, one with two response options and the other with six response options, and were randomly assigned to participants. Typical relationships were evident between the vocational personality traits and scores on standard measures of core personality traits with negligible impact from reducing the number of response alternatives. Neither the ability of the participants nor the self-reported distress had a measurable impact on the utility of the results with the reduction in response alternatives.

Convergent Validity of the Reynolds Intellectual Assessment Scales (RIAS) Using the Woodcock—Johnson Tests of Cognitive Ability, Third Edition (WJ-III) With University Students

Validity studies with the Reynolds Intellectual Ability scales (RIAS) indicated that RIAS composite intelligence index (CIX) and verbal intelligence index (VIX) scores have moderate-to-high correlation with comparable scores on other instruments. The authors of the RIAS described the VIX scale as a measure of crystallized ability and the nonverbal index (NIX) as a measure of fluid ability, but no studies were available comparing the VIX and NIX scores with an established measure of these abilities, nor studies specifically addressing the utility of the RIAS with a university population. The study examined RIAS scores of university students in comparison to scores on the Woodcock—Johnson Tests of Cognitive Ability (third edition; WJ-III). Consistent with previous studies, there were moderate-to-high correlations between the CIX and VIX scores and corresponding scores on the WJ-III. A substantially lower correlation was evident between the NIX and WJ-III fluid ability scores.

Do Dispositional Characteristics Influence Reading? Examining the Impact of Personality on Reading Fluency

Previous research demonstrates specific relationships between personality traits and general academic performance. In addition, research studies have demonstrated relationships among personality and variables related to reading fluency (i.e. speed, accuracy, automaticity, and prosody). However, little investigation has examined specific links between personality and reading fluency. The researchers hypothesized that there is a direct relationship between personality and reading fluency when accounting for cognitive ability. Findings indicate that the personality trait of openness is a positive predictor of reading fluency ability even when accounting for variance associated with cognitive ability.