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Age education gradients on WAIS-R subtests WAIS-III % Variance: Age Educ. Gradient +21 (1) +20 +14 (2) +13 (3) +07 (4) +05 (5) +04 +03 06 (6) 18 (7) 23 (8) 24 (9) 26 (10) 30 (11) WAIS-R WAIS
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Wechsler Subtest Digit Symbol Symbol Search Object Assembly Picture Arrangement Block Design Picture Completion Matrix Reasoning L-N Sequencing Digit Span Arithmetic Similarities Comprehension Information Vocabulary
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Age 35 33 20 25 18 14 21 15 04 01 03 <01 02 01
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Educ. 14 13 06 12 11 09 17 12 10 19 26 24 28 31
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Age Educ. Age Educ. Gradient Gradient +0.3 (2) +1.5 (1) 3.2 (3) 7.1 (5) -6.8 (4) 18.2 (6) 26.2 (8) 25.8 (7) 29.9 (9) 33.7 (10) 36.2 (11) +7 (2) +5 (3) +8 (1) 5 (4) 6 (5) 11 (6) 24 (7) 28 (8) 29 (9) 39 (10) 40 (11)
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NOTE: Educ. = Education; L-N = Letter-Number; age education gradient equals age variance minus education variance. Positive values denote the more age-related subtests, while negative values indicate the tasks more heavily dependent on education. Subtests are listed in order of gradients for the 14 WAIS-III subtests. Numbers in parentheses denote the rank order of the age education gradients for the 11 subtests common to the three Wechsler adult scales. WAIS-III data are from Heaton et al. (in preparation). WAIS-R data are from Kaufman et al. (1989) and Kaufman (1990). WAIS data are from Heaton et al. (1986); values are estimated from Heaton et al. s (1986) Figure 3.
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14 scaled scores in one study (Kaufman, 2000a) and on the three IQs in a second study (Kaufman, 2001). The WAIS-III sample was subdivided into 13 separate subsamples between ages 16 17 and 85 89. Each of the 11 subsamples from 16 17 through 75 79 was composed of 200 individuals; ages 80 84 had N = 150 and ages 85 89 had N = 100. The number of males and females was equal through age group 55 64, but matched Census proportions at ages 65+, when females are more numerous. The sample was also stratified on the variables of race/ethnicity, geographic region, and educational attainment (Psychological Corporation, 1997, pp. 19 39). For the WAIS and WAIS-R, scaled scores for all adults were based on a reference group of
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adults ages 20 to 34 years. Though that method left much to be desired for clinical purposes (e.g., the means and SDs for subtests varied from age to age and from subtest to subtest within each age group), the use of a reference group facilitated aging research by providing a yardstick for age-to-age comparisons. The WAIS-III manuals (Psychological Corporation, 1997; Wechsler, 1997) do not directly provide data for comparing age groups; however, The Psychological Corporation generously provided mean scaled scores, for each age, on the 14 WAIS-III subtests, based on the reference group of 400 adults ages 20 to 34 years. These data permitted direct comparisons across the 16- to 89-year age range on all subtests, Factor Indexes, and IQs.
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140 PART II INDIVIDUAL DIFFERENCES ON AGE, SOCIOECONOMIC STATUS, AND OTHER KEY VARIABLES However, comparisons of mean scores by age, even on the common metric of reference-group scaled scores, is confounded by cohort effects. The one cohort effect that is large and pervasive is educational attainment, as discussed previously and illustrated in Tables 5.1 and 5.2. Fortunately, this cohort variable is capable of being controlled because the WAIS-III (like the WAIS-R) was stratified by education and each person s years of formal schooling were obtained as part of the standardization process. In order to equate the age groups on education, as was done by Kaufman et al. (1989) for the WAIS-R, it was necessary to know the mean test scores earned by adults in each of the five educational categories (i.e., 0 8, 9 11, 12, 13 15, and 16+ years of schooling) for every WAIS-III age group. Again, these age X education data were kindly provided by The Psychological Corporation. For the WAIS-R, ages 25 34 was selected as the target age group because that group was the most educated. From Table 5.2, it is evident that the most educated WAIS-III group is ages 35 44, with 56% having at least one year of college and 4% with less than 9 years of schooling. Nonetheless, to be comparable to the procedure used in the WAIS-R study, Kaufman (2000, 2001) equated educational attainment to the education level of ages 25 34 (the midpoints of the educational attainment percents for ages 25 29 and 30 34; Psychological Corporation, 1997, Table 2.6). This equating procedure was used for IQs, Indexes, and scaled scores for each age group between 20 24 and 85 89 years. Scores for ages 16 19 years were not equated for educational attainment because only parents education was provided and many of these older adolescents had not yet completed their formal education; nonetheless, mean WAIS-III scores for ages 16 19 years were obtained based on the reference group to permit a rough comparison to adults ages 20 to 89. Though the WAIS-III standardization sample represents a normal sample, this sample is, nonetheless, unusual because of the many exclusionary criteria that were applied. When selecting the sample for testing, The Psychological Corporation (1997, Table 2.1) excluded three categories of adults: (1) individuals with sensory or motor deficits that might compromise the validity of the obtained test scores (e.g., color-blindness, uncorrected hearing loss); (2) individuals undergoing current treatment for alcohol or drug dependency, those who consumed more than three alcoholic beverages more than two nights per week, and those currently taking certain medications (e.g., anti-depressants); and (3) adults with a known or possible neuropsychological disorder, those who see a doctor or other professional for memory problems or problems with thinking, and those with related problems (e.g., suffering a head injury that required hospitalization for more than 24 hours, or having a medical or psychiatric condition that could affect cognitive functioning, such as epilepsy or Alzheimer s dementia). The standardization sample, therefore, may be normal, but it is not typical. The third exclusionary category, in particular, is age-related; both the number and severity of cognitive/neurological pathologies accelerate in old age (Rabbitt, Bent, & McInnes, 1997). More older than younger individuals, therefore, will have been excluded from the WAIS-III standardization sample, an important fact to consider when interpreting the aging-IQ data. The sample of adults ages 80 84, for example, is undoubtedly higher functioning than a random sample of 80to 84-year-olds in the population. Any cognitive deficits with increasing age are probably lowerbound estimates of the actual deficits within the population. Yet, the liberal exclusion of adults with suspected or known thinking impairments has an upside for aging research: Any observed declines in cognitive function are likely to be real declines, not artifacts of the inclusion of increasing numbers of cognitively impaired adults with increasing age. KEY FINDINGS. Horn s (1989) and Baltes s (1997) notions of maintained and vulnerable abilities during the adult aging process are supported by the results of both the cross-sectional and longitudinal analysis of WAIS-III data, much more
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