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Cognitive and Behavioral Analysis of Picture Completion ABILITIES SHARED WITH OTHER SUBTESTS
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Factor Analysis: Two-, three-, and four-factor solutions: Perceptual Organization Four-factor solution for ages 75 89: Processing Speed Bannatyne: Horn: CHC: Spatial Broad Visualization (Gv) Broad: Visual Processing (Gv) Crystallized Intelligence (Gc) Narrow: General Information Mechanics Visual motor (or vocal) channel of communication Automatic and representational levels of organization Visual reception Visual organization (without essential motor activity) Concentration Remote memory Visual memory
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Baltes: Osgood:
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Secondary Oblimin Factor Loading: Ages 35 54: Processing Speed = .21 Ages 55 74: Verbal Comprehension factor = .23 Ages 75 89: Verbal Comprehension factor = .22 Most related to: Object Assembly (r = .52), and Block Design (r = .52) Least related to: Digit Span (r = .30) Aging Analysis of Picture Completion Mean scaled score across the adult age range (controlling for education at ages 20 89):
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Age Group 16 17 18 19 20 24 25 29 30 34 35 44 45 54 55 64 65 69 70 74 75 79 80 84 85 89 Picture Completion Mean 9.9 9.9 10.1 10.4 9.7 9.8 9.8 9.1 8.6 7.8 7.5 6.8 6.8
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zarre scheme, all suggest distortion of reality (Zimmerman & Woo-Sam, 1973, p. 134). The basically simple task of finding missing parts of common pictures is usually considered enjoyable and nonthreatening. The 20-second time limit is ample for most nonretarded and nonbrain-damaged individuals. A person s response rate is worth noting; quick, incorrect answers suggest impulsivity, while failure to respond within the limit (especially to easy items) is of potential diagnostic value. Confabulatory responses (stating that something not in the picture is missing, e.g., the person in the boat without an oarlock) are diagnostic of psychopathology when they occur several times during the subtest or are bizarre ( Her husband is missing for the woman without a shadow; adapted from illustrations based on WAIS Picture Completion items; Matarazzo, 1972, p. 493). People who insist Nothing is missing for several items may be negative, hostile, or even phobic. Success reflects not only alertness and attention to details but an aspect of reality testing that may figure only marginally in other subtests...[,] the kind of reality testing with which psychotic patients have so much difficulty (Hymowitz et al., 1983, p. 594); consistent with this clinical hypothesis is schizophrenics relatively weak Picture Completion score (Crookes, 1984; Wechsler, 1944), a decrement not found for patients suffering from depression or personality disorders (Crookes, 1984). Neuropsychological Analysis of Picture Completion Extremely resilient to the impact of brain damage. Good indicator of premorbid intelligence, especially for patients with left hemisphere lesions with limited ability to formulate the kinds of complex spoken responses needed for tests calling for a verbal response (Lezak, 1995, p. 636).
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Aging patterns on the WAIS-R Picture Completion subtest showed declining mean scaled scores across the age span, with a high mean scaled score of 10.3 at ages 20 24 and a low mean scaled score of 7.4 at ages 70 74. Clinical Analysis of Picture Completion Personality integration is sometimes revealed by Picture Completion performance: The pointing out of tiny gaps in the lines of the sketch, the inability to identify simple objects, or the tendency to designate them in some bi-
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Patients with visual agnosia may completely fail to identify the stimulus. Note whether individuals consistently fail items where the missing part is embedded within the figure, but have no difficulty when the important feature belongs to the contour (Milberg et al., 1986, p. 73).
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INFLUENCES AFFECTING DIGIT SYMBOL-CODING SUBTEST SCORES Anxiety Compulsive concern for accuracy and detail Distractibility Learning disabilities ( ACID profile) Persistence Working under time pressure
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Factor Analysis: Two-factor solutions: Perceptual Organization Three-factor solutions: Working Memory Four-factor solutions: Processing Speed Bannatyne: Horn: CHC: Baltes: Osgood: Sequential Broad Speediness (Gs) Broad: Processing Speed (Gs) Narrow: Rate-of-test-taking Mechanics Visual motor channel of communication Automatic and representational levels of organization Manual expression Visual motor coordination Concentration Visual motor speed Visual memory Convergent-production of symbolic content (units and implications) Evaluation of symbolic units Encoding information for further cognitive processing Facility with numbers Learning ability Reproduction of models; sequential (linear, left-brain) processing Visual perception of abstract stimuli (designs/symbols) Visual sequencing
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UNIQUE ABILITIES OR TRAITS MEASURED BY DIGIT SYMBOL-CODING Ability to follow directions Clerical speed and accuracy Paper-and-pencil skill Psychomotor speed Visual short-term memory
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Empirical Analysis of Digit Symbol-Coding g loading: r = .59 (2nd worst measure) Reliability: test-retest = .86 Subtest specificity/Error variance: 38% vs. 16% (ample specificity) Practice effect: Large for ages 16 54 (gain of 1.1 1.2 scaled-score points); Moderate for ages 55 89 (gains of 0.6 0.8) Primary Oblimin Factor Loading: Ages 16 74: Processing Speed factor = .71 Ages 75 89: Processing Speed factor = .52 Secondary Oblimin Factor Loading: Ages 75 89: Working Memory factor = .39 Most related to: Symbol Search (r =.65) Least related to: Object Assembly (r = .33) Aging Analysis of Digit Symbol-Coding Mean scaled score across the adult age range (controlling for education at ages 20 89):
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