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NOTE: Data are adapted from Tables 3.6, 3.7, 3.8, and 3.9 of the WAIS-III and WMS-III Technical Manual (Psychological Corporation, 1997).
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overall values do not tell the whole story because of clear-cut age changes that are evident in the data, with practice effects found to be smaller, in general, for the two older samples. Traditionally, practice effects are much larger on the Performance than Verbal Scale. For the WISC-III (Wechsler, 1991, Tables 5.3, 5.4, and 5.5), the average gain score on V-IQ was 2 to 21 2 points versus 12 to 121 2 points on P-IQ, a net change of 10 points in a person s V-P IQ discrepancy. On the WAIS-R (Wechsler, 1981, Table 11), for ages 25 34 and 45 54, gains were about 3 points on V-IQ, and about 81 2 points on P-IQ, a net change of 51 2 points in the V-P IQ discrepancy. WAIS-III data are quite similar to WAIS-R data for the two youngest ages tested, 16 29 and 30 54, but the P-IQ gain reduces to 5.7 points at ages 55 74 and to only 3.7 points at ages 75 89 (see Table 6.5). These age effects were not observed on the WAIS-R because the oldest sample tested in the retest study was 45 54 years. However, the full picture indicates that the sometimes huge practice effect on Wechsler s Performance
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subtests is modest for ages 55 and above, and even resembles the magnitude usually associated with the Verbal Scale for ages 75 and above. The net result is that the V-P IQ difference, on a retest, is an interpretive concern primarily for ages 16 54 years, when an average gain (in favor of P-IQ) due to practice is 5 6 points. However, this net gain is only about 31 2 points for ages 55 74, and 1 to 1 1 2 point for ages 75 89 (see Table 6.5). The smaller practice effect on the Performance Scale for the oldest age group is undoubtedly related to the higher stability coefficient for P-IQ at ages 75 89 (.93) relative to ages 16 29 (.88). The differential between the gains in the Verbal and Performance scales is certainly related to the lower reliability of most Performance than most Verbal subtests and the concomitant lower reliability of the Performance than Verbal IQ; the less stable a score, the greater the changes from test to retest. However, the fact that the changes in Performance IQ from test to retest tend to be gains far more often than losses is undoubtedly due to the relative unfamiliarity of the
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INTEGRATION AND APPLICATION OF WAIS-III RESEARCH
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Performance items. Verbal tasks tend to be similar to the kinds of problems presented in school or magazines such as Readers Digest, and even for adults who are far removed from school such verbal-oriented items will be familiar. In contrast, Performance items are far less related to the real world and everyday situations and require a little getting used to. This orientation to the task and learning what is expected occurs during the first testing session; an additional habituation period is not needed on a retest, allowing examinees to proceed more quickly (always a benefit on the Wechsler Performance Scales) and with more assurance (a benefit on any test). In the case of Object Assembly, improvement may be related as well to recall of specific puzzles. Stability of the WAIS-III Subtests Test-retest reliability coefficients, based on the same samples discussed previously for the IQs and indexes (Psychological Corporation, 1997, Tables 3.6 3.9) ranged in their mean values from .69 for Picture Arrangement to .94 for Information. For Verbal subtests, the mean of the means was .85, substantially higher than the mean of .78 for Performance subtests. LetterNumber Sequencing (.75), Object Assembly (.76), Matrix Reasoning (.77), Picture Completion (.79), and Symbol Search (.79) all had mean coefficients below .80. In contrast, the following tasks had means of .85 or higher: Vocabulary (.91), Arithmetic (.86), and Digit Symbol-Coding (.86). Table 6.6 was prepared from the WAIS-III/ WMS-III Technical Manual to show at a glance which subtests are the most subject to the influence of practice. The three WAIS-III subtests producing the largest gains from test to retest are Picture Completion, Object Assembly, and Picture Arrangement, all of which are on the Performance Scale. However, the subtest data do not conform to a simple V-P split; the task showing the smallest gain is also a Performance subtest (Matrix Reasoning), followed by Vocabulary and Comprehension. There doesn t appear to be a simple explanation for the rank ordering of tests that show the smallest and largest practice
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effects. Matrix Reasoning is perhaps the most pure measure of fluid reasoning, and reexposure to this novel task does not appear to help subjects. Although Block Design has a fluid component as well, it is also strongly impacted by speed, and on second exposure subjects may be able to respond more quickly, thereby gaining in their score. Many, but not all, of the subtests with the strongest split-half reliabilities are among those with the smallest practice effects (4 out of 5), and 2 of the 3 subtests with the lowest split-half reliabilities are among those with the largest practice effects. However, there isn t a clearly delineated relationship between split-half reliability and practice effects that provides a clear explanation for the pattern of gains on WAIS-III subtests. Once again, gains on some subtests were a function of age. Among Verbal subtests, only Digit Span showed an age effect; for ages 16 74, the gain was 0.4 0.5 scaled-score points, but for ages 75 89, there was no practice effect at all ( 0.1). Most Performance subtests had a larger practice effect for ages 16 54 than for the two older groups (Matrix Reasoning is an exception). Picture Completion, for example, produced a gain of 2.3 2.4 points for ages 16 54, versus values of 1.6 and 0.9 for ages 55 74 and 75 89, respectively. Block Design showed a substantial gain of 0.7 1.0 for the youngest two ages, compared to a negligible gain (0.2 0.3) for the older two samples. Matarazzo s Research on WAIS and WAIS-R Stability Matarazzo and his colleagues, as noted previously, conducted investigations on WAIS and WAIS-R stability, and also entered into debates with other researchers regarding the impact of stability data on research findings. Many of these issues generalize to some extent for the WAIS-III, and all pertain to test interpretation. STABILITY OF THE WAIS. With the WAIS, Matarazzo et al. (1980) reviewed 11 retest studies with intervals ranging from 1 week to 13 years, sample sizes ranging from 10 to 120, and mean
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