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A close conceptual and historical relative of the Gf Gc model of intelligence is Baltes s (1999)
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PART IV
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INTERPRETATION OF THE WAIS-III PROFILE
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Osgood s Psycholinguistic Approach and the InformationProcessing Approach
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Kirk, McCarthy, and Kirk (1968) developed the Illinois Test of Psycholinguistic Abilities (IPA) based on Osgood s theory of communication. Although the ITPA was constructed to measure a child s language abilities, most of its component tasks are quite similar to the kinds of subtests that are included in Wechsler s intelligence batteries. Despite the ITPA s focus on children and language, the Osgood approach represents a useful way of regrouping WAIS-III subtests for adolescents and adults, especially when integrating the psycholinguistic model with Silver s (1993) information-processing model. (The latter model is discussed in 1 and depicted in Figure 1.2; as explained in the first chapter, its use for test interpretation is fundamental to the intelligent testing philosophy.) The psycholinguistic model has three dimensions of cognitive abilities: channels of communication, levels of organization, and psycholinguistic processes. The major channels of communication, the routes through which the content of communication flows (Kirk et al., 1968, p. 7), are auditory vocal and visual motor. These are assessed quite well on the WAIS-III; all Verbal subtests are processed within the auditory vocal channel, and all Performance tasks (with the possible exception of Picture Completion and Matrix Reasoning) are processed within the visual motor channel. Picture Completion and Matrix Reasoning, for a person who verbalizes the response, are best categorized as visual vocal subtests. Interpreting the WAIS-III from the vantage point of channels of communication recognizes that all WAIS-III tasks are a measure of communication ability as well as intelligence. If a person has a defective channel, perhaps because of a brain-related sensory motor deficiency, either the Verbal or the Performance IQ will not be a valid measure of intelligence for that individual. Osgood s levels of organization, the degree to which habits of communication are organized
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within the individual (Kirk et al., 1968, p. 7), include representational and automatic. The former requires high-level, complex thinking, demanding the utilization of symbols and their meaning; in contrast, the automatic level requires less voluntary behavior and involves overlearned, highly organized habits. Automatic processing is involved in such activities as visual and auditory closure, speed of perception, ability to reproduce a sequence seen or heard, rote learning, synthesizing isolated sounds into a word, and utilizing the redundancies of experience (Kirk et al., 1968, p. 7). Whereas one might immediately assume that any task included on a test of intelligence would, by definition, be at the representational level of organization, that is not quite the case. Certainly, most subtests are representational in nature. However, Digits Forward is clearly an automatic task, even though Digits Backward is representational. In addition, both Picture Completion and Digit Symbol-Coding have components of both automatic and representational tasks, and are best categorized as being at both levels of organization. Not infrequently, an individual will earn relatively high scores on Picture Completion and Digit Symbol-Coding while the remainder of the Performance scale is depressed. This pattern may well be associated with a person who, despite limited intelligence, has highly developed automatic processing skills. One might anticipate that person to have an average to good forward span (6 digits or more) as well. Within each channel of communication, regardless of the level of organization, an individual must apply certain processes to the acquisition and use of the language: reception (recognizing and comprehending what is seen or heard); association (also called organization; mediating the information received by interpreting, organizing, or otherwise mentally manipulating the symbols); and expression (making a response, either vocally, gesturally, or manipulatively). All cognitive tasks have aspects of all three processes, although automatic-level tasks have little association or mediation. The ITPA includes representational subtests that stress a single process within either the audi-
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