Objective: The identification of reliable predictors of course in major depressive disorder (MDD) has been difficult. Evidence suggests that the co-occurrence of personality pathology is associated with longer time to MDD remission. Interpersonal pathoplasticity, the mutually influencing nonetiological relationship between psychopathology and…

College Ss were twice administered both on IQ test and a test opinion scale in counterbalanced orders. The Ss received differential feedback before the second administration. Feedback significantly affected subsequent retest IQ test scores and opinion scale scores. It was concluded that when the testing is viewed as a complex interaction of…

Examined the standard error for short forms of Wechsler's scales with deviant subjects (N=2000). Demonstrated that the standard error of estimate of a short form for the standardization sample is an excellent approximation to the standard error of a predicted IQ for a new, even markedly deviant, subject. (LLL)

Under positive referral conditions testers obtained higher IQ scores, rated the child more favorably on Factors Affecting Test Performance and made more favorable recommendations than under negative referral conditions, thus supporting the hypothesis that the referral agent does influence the testing situation. (Author)

Analyzed the total number of years of schooling completed against the Verbal IQ (VIQ), Performance IQ (PIQ), and Full Scale IQ (FSIQ) of the 1,880 individuals who were used to standardize the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Analysis revealed a progressive increase in mean FSIQ with increasing education. (JAC)

Determined the factoral strucuture of the Wechsler Adult Intelligence Scale-Revised in a clinical sample (N=85) receiving vocational counseling and compared this structure to that reported by Silverstein (1982) for the normative group. Results showed a high rate of consistency with those reported by Silverstein. (LLL)

Developed and tested a short form of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) in 107 subjects. Results showed that when statistical corrections are made for item overlap between the two forms, the resulting correlation drops to .90 and that similar results were obtained in a cross-validation study. (LLL)

Examines the consequences of regarding Deviation Quotients (DQs) as estimates of Full Scale IQs. Offers a new formula and shows the increase in error to be negligible for short forms with typical validities, which supports linear scaling as an acceptable alternative to linear regression. (LLL)

Addresses the question of abnormality when comparing a subject's score on each subtest with that subject's average subtest score on one of Weschler's scales. Suggests comparing each subtest score with the Verbal or Performance average rather than with the overall average. Provides tables estimating differences of standardization samples. (BH)

This study found that the verbal and nonverbal behaviors of examiners during testing may have affects on the intelligence performance of adult subjects. (EK)

Used the demographic variables of age, race, sex, education, occupation, region of residence, urban versus rural residence, and handedness in the prediction of premorbid IQs for the 1981 revised Wechsler Adult Intelligence Scale (N=1,880). Results indicated that the regression equations aid in accurate estimation of premorbid IQ. (LLL)

The purpose of the present study was to construct a short form of the WPPSI, composed of four tests. There is a need for a short form which should be particularly valuable to those who must evaluate the intelligence of large numbers of young children and who therefore face practical problems concerning administration time. (Author)

Evaluated learning status of 95 diabetic children and 97 matched controls. Results indicated that diabetic boys had significantly lower Freedom from Distractibility scores compared with scores of diabetic girls and controls, and lower Perceptual Organization scores compared with scores of control boys. Diabetic children experienced more learning…

This study found that both motor abilities and learning abilities are involved in the determination of Animal House performance. (EK)

Results of this study indicated that positive feedback was more accepted than the negative feedback. Females as compared to males evidenced less desire for further feedback after receiving negative feedback, while the reverse was true after receiving positive feedback. Personality feedback as compared to intellectual feedback generated a stronger…