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Digit Symbol-Coding and Symbol Search comprise the Processing Speed Index (PSI). Although the name of the index suggests that interpretation of the PSI may be linked to processing speed, scores on this index may also denote good or poor fine motor coordination, motivation, visual memory, planning ability, or working memory; in addition poor scores are sometimes due to reflectivity or compulsiveness (Table 11.13). To a considerable degree, Symbol Search taps mental speed, whereas Digit Symbol-Coding primarily measures psychomotor speed. Thus, to interpret the PSI, you need to discern whether mental or psychomotor speed is impacting the score (or whether both are contributing factors). Careful observation can provide information on motor coordination. For instance, take note of how an adolescent or adult holds the pencil during the PSI tasks. An awkward grip on the pencil or pencil strokes that are not fluid can be indicators of poor visual motor coordination. Observation of visual motor coordination during other subtests such as Block Design and Picture Arrangement, when a client is required to manipulate objects, also provides valuable supportive information. Visual perceptual problems may also affect performance on the PSI. Such
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TABLE 11.13
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Possible PSI interpretations
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NOTE: From Essentials of WAIS-III assessment (p. 139), by A. S. Kaufman & E. O. Lichtenberger, 1999, New York: Wiley.
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difficulties may be evident in the quality of adults drawing on The Digit Symbol-Coding subtest, in the nature of their errors on Block Design and Object Assembly items, and possible figure ground problems or distortions on Picture Completion items. One of the supplemental Digit Symbol-Coding tasks, Digit-Symbol Copy, helps determine whether perceptual accuracy and speed are impacting a person s score (while ruling out the effect of memory). Additional variables may also affect PSI scores, such as level of motivation, anxiety, perfectionism, and other noncognitive factors. For example, an individual s reluctance to try his or her best to work quickly (perhaps for fear of failing) can negatively affect PSI scores. Also, some people compulsively draw each symbol in Digit SymbolCoding or draw a perfect diagonal through the Symbol Search boxes. Anxiety may disrupt a person s ability to remain focused on the PSI tasks, which may reduce PSI scores as well. Planning ability and memory are two other variables to consider when interpreting PSI. Planning ability is especially apparent during Symbol Search, which requires efficient handling of two abstract symbols simultaneously and resembles the planning subtests on the Cognitive Abilities Scale (CAS; Naglieri & Das, 1997). Adults with strong planning ability (e.g., high Picture Arrangement) might score significantly higher on Symbol Search than on Digit SymbolCoding. However, if planning skills are deficient, the reverse pattern may occur. A strong visual short-term memory can enhance the PSI score, and a poor one can hurt it, because both component subtests depend to a considerable extent on the ability to retain abstract visual stimuli for brief periods of time. On both Symbol Search and Digit Symbol-Coding, if adults can accurately remember the symbol, and not have to refer back to the key or the Target group, they will perform more efficiently. The supplemental Digit-Symbol Incidental Learning procedures (Pairing and Free Recall) provide invaluable information for determining how well a person has memorized the digit-symbol pairs and the sym-
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bols themselves. Administer these optional procedures routinely because the obtained scores can be compared to the national norms to permit meaningful interpretation of the results (cumulative percentage associated with raw scores can be obtained from WAIS-III Administration and Scoring Manual, Table A.11).
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Two of the interpretive systems presented in 10 Bannatyne categories and Horn s fluid crystallized approach are quite popular and potentially valuable for generating meaningful hypotheses about an individual s cognitive functioning. The Bannatyne categories have reached the crest of their popularity during the past 15 or 20 years. They have been shown in study after study to yield characteristic WISC, WISC-R, and WISC-III profiles for reading- and learning-disabled children (Kaufman, 1979b, 1994a; Prifitera & Dersh, 1993; Rugel, 1974); the value of Bannatyne s system for adolescent and adult learning-disabled individuals (Salvia, Gajar, Gajria, & Salvia, 1988) has convinced us of its contributions to the WAIS-III. In addition, Horn s (1989) distinction adaption, refinement, and expansion of the original Horn-Cattell fluid crystallized dichotomy has received wide attention in both clinical and theoretical circles, and is especially important for the assessment of intelligence across the adult life span using the WAIS-III (see 5). We present these systems as supplements to the nine-step approach described in this chapter and the next, not as a replacement for it. Hence, the WAIS-III IQs and factor indexes should always
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