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Showing 1 to 15 of 17 results Save | Export
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Sparks, Richard L.; Lovett, Benjamin J. – Learning Disability Quarterly, 2014
This study examined the supporting documentation submitted by students with learning disability (LD) diagnoses. The participants were 210 students who were enrolled in a college support program for students with disabilities at a private liberal arts college. Findings showed that although most students submitted a psychoeducational evaluation,…
Descriptors: Learning Disabilities, Higher Education, Documentation, Educational Diagnosis
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Cordoni, Barbara K.; And Others – Journal of Learning Disabilities, 1981
Consistent with earlier research using the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised, the Information, Digit Span, and Digit Symbol (i.e., Coding) subtests contribute substantially and independently to group differentiation. A. Bannatyne's Sequential factor also discriminates between these groups. (Author)
Descriptors: College Students, Higher Education, Intelligence Tests, Learning
Thomas, Felicia – 1985
This investigation examined the effects of mediation and Intelligence Quotient (IQ) scores on conceptual learning for black college students. It was predicted that higher IQ scoring subjects would not outperform lower IQ scoring subjects under nonmediated learning conditions but would significantly outperform lower IQ scoring subjects under…
Descriptors: Achievement Tests, Black Students, College Students, Concept Formation
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Salvia, John; And Others – Journal of Learning Disabilities, 1988
Among findings of a comparison of 74 learning disabled college freshmen and non-handicapped peers on the Wechsler Adult Intelligence Scale--Revised, were no significant differences between verbal and performance scale discrepancies, more variable subtest performances by LD students, and lower mean scores by LD students. (Author/DB)
Descriptors: College Students, Higher Education, Intelligence Tests, Learning Disabilities
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Slate, John R.; And Others – Learning Disability Quarterly, 1990
Scores of 38 learning-disabled college students on the revised Wechsler Adult Intelligence Scale (WAIS-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were compared. Results indicated significant correlations between the tests, though subjects tended to obtain higher scores on the WISC-R than on the WAIS-R. (Author/DB)
Descriptors: College Students, Higher Education, Intelligence Quotient, Intelligence Tests
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Ofiesh, Nicole S. – Journal of Postsecondary Education and Disability, 2000
Examined whether processing speed tests can predict the benefits of extended test time for college students with learning disabilities. Found that the Visual Matching and Cross Out tests from the Woodcock-Johnson Tests of Cognitive Ability-Revised were significantly correlated with the benefit of extended test time, while the Digit Symbol subtest…
Descriptors: Cognitive Tests, College Students, Higher Education, Learning Disabilities
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Patterson, Mike; And Others – Educational and Psychological Measurement, 1995
Protocols (n=149) of the Wechsler Adult Intelligence Scale-Revised that were completed by 22 graduate students were analyzed to determine the effectiveness of practice administrations in developing examiner competence. Even completing 10 administrations did not reduce errors students made, suggesting that careful training is required. (SLD)
Descriptors: Competence, Graduate Students, Higher Education, Intelligence Tests
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Slate, John R.; And Others – Learning Disability Quarterly, 1991
Investigation of the stability of Wechsler Adult Intelligence Scale Revised scores of 25 college students over a 4-year period found that global and subtest scores were highly stable. Subtest scores tended to be higher on the retest, but global scores were not despite four years of educational experiences between test administrations. (Author/DB)
Descriptors: College Students, Higher Education, Intelligence Tests, Learning Disabilities
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Salthouse, Timothy A. – Intelligence, 1987
Three experiments investigated the possibility that adult age differences on block design tasks originate because of reduced efficiency with increased age in the cognitive processes associated with block manipulation. Older adults were substantially slower and less efficient than younger adults in performing tasks with minimized design…
Descriptors: Adults, Age Differences, Cognitive Processes, Cognitive Tests
Kilian, Lawrence J. – 1978
In this study, cognitive processes hypothesized to be relevant to the digit symbol task of the Wechsler Adult Intelligence Scale (WAIS) were examined. Fifty-two undergraduate education students were divided into four groups to receive four different treatments. All the students took the digit symbol test, followed immediately by a test of their…
Descriptors: Associative Learning, Cognitive Processes, Higher Education, Intelligence
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Royer, Fred L. – Intelligence, 1978
Three forms of a symbol-digit substitution task were administered to 62 female and 96 male college students. Results support the theory that the superior performance of women over men on the Digit-Symbol Substituion subtest of the Wechsler scales is due to their greater ability to encode symbols verbally. (Author/JAC)
Descriptors: Cognitive Style, Higher Education, Intelligence, Learning Processes
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Stewart, Donald W. – Guidance & Counselling, 1994
Many postsecondary students who request academic accommodations for learning disabilities actually show no documentable learning disability but a discrepancy between their intellectual ability and their achievement aspirations (i.e., a "yearning disability") rather than a discrepancy between their ability and achievement (i.e., a…
Descriptors: Academic Ability, Academic Achievement, Academic Aspiration, Educational Testing
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Leonard, Faith C. – Learning Disabilities Research and Practice, 1991
Data from the Wechsler Adult Intelligence Scale-Revised (WAIS-R), grade point average (GPA) after 2 semesters of full-time enrollment, and selected student characteristics were compared for 49 learning-disabled college students. WAIS-R results were not generally predictive of academic success, although Comprehension and Similarities subtests…
Descriptors: Academic Achievement, College Students, Higher Education, Intelligence Quotient
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Maller, Susan J.; McDermott, Paul A. – School Psychology Review, 1997
Examines WAIS-R profiles of 194 college students diagnosed with learning disabilities (LD) to assess where they yield unique and interpretable profiles. Results show nearly 94% match profiles found in the WASI-R standardization sample. Also, shapes fail to explain a significant proportion of variation in student academic skills. (Author/JDM)
Descriptors: Academic Achievement, Academic Aptitude, Analysis of Variance, Cluster Analysis
Slemon, Jill C.; Shafrir, Uri – 1997
Predicted and actual scores on subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Wide Range Achievement Test-Revised (WRAT-R) were obtained from 40 normally achieving postsecondary students (NA) and 92 adult students with learning disabilities (LD). LD students had major deficits in reading-related areas. It was…
Descriptors: Academic Achievement, Achievement Tests, Adults, Analysis of Variance
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