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Harrison, Allyson G.; Rosenblum, Yoni; Currie, Shannon – Assessment, 2010
Methods of identifying poor test-related motivation using the Wechsler Adult Intelligence Scale Digit Span subtest are based on identification of performance patterns that are implausible if the test taker is investing full effort. No studies to date, however, have examined the specificity of such measures, particularly when evaluating persons…
Descriptors: Intelligence Tests, Motivation, Testing Problems, Performance
Ridley, Nicole J.; Homewood, Judi; Walters, Jenny – Autism: The International Journal of Research and Practice, 2011
Cerebellar dysfunction and impaired cognitive flexibility are key features of autism spectrum disorders (ASD). However, despite the increasing interest in subclinical autism, no research has yet examined the relationship between these signs and autistic traits in the wider population. This study used the Autism-Spectrum Quotient (AQ) questionnaire…
Descriptors: Autism, Cognitive Ability, Symptoms (Individual Disorders), Neurological Impairments
Harrison, Allyson G.; Edwards, Melanie J.; Parker, Kevin C. H. – Dyslexia, 2008
When conducting psychological evaluations, clinicians typically assume that individuals being evaluated are putting forth maximal effort and are not exaggerating or magnifying symptom complaints. Recent research, however, suggests that students undergoing post-secondary-level assessments to document learning difficulties may not always put forth…
Descriptors: Learning Problems, Dyslexia, Symptoms (Individual Disorders), Deception
Peer reviewedKratochwill, Thomas R.; Brody, Gene H. – Journal of Consulting and Clinical Psychology, 1976
Subjects were randomly assigned to one of three groups: standard WAIS administration; a praise condition with praise for each correct WAIS response; and a self-monitoring condition with direct feedback on response accuracy. Results indicated that specific feedback is effective in inducing IQ test performance change in normal adults. (NG)
Descriptors: Behavior Change, College Students, Feedback, Intelligence Tests
Peer reviewedVernon, Philip A. – Intelligence, 1986
Ruchalla, Schalt, and Vogel (1985) reported a negative correlation between the g-loadness of intelligence subtests and the extent to which the subtests correlated with reaction times. Possible methodological problems with Ruchalla et al. are described, and results of two other studies pertinent to the issue are discussed. (Author/LMO)
Descriptors: College Students, Correlation, Higher Education, Intelligence Tests
PDF pending restorationCrank, Joe N.; Deshler, Donald D. – Online Submission, 2001
This article documents the eligibility procedures and student assessment result of a project for identifying university students with learning disabilities. Many legal issues are relevant in the classification of young adults with disabilities, including the use of standardized procedures for establishing disability status which are meant to…
Descriptors: Eligibility, Learning Disabilities, College Students, Disability Identification
Peer reviewedTerrell, Francis; And Others – Journal of Consulting and Clinical Psychology, 1981
Identified groups with high and low levels of mistrust of Whites. Half of the participants in each group were then administered the WAIS by a white examiner. The remaining were tested by a Black examiner. The Black examiner-high mistrust group scored significantly higher than the White examiner-high mistrust group. (Author)
Descriptors: Blacks, College Students, Comparative Analysis, Examiners
Steyaert, James P.; Snyder, John F. – 1983
Performance on the Digit Span (DSP) and Digit Symbol (DSY) subtests of the Wechsler Adult Intelligence Scale (WAIS) have been said to be vulnerable to the effects of anxiety, seating arrangements, and sex of subject. To determine the effects of these variables on anxiety and test performance on the WAIS-R DSP and DSY subtests, 40 male and 40…
Descriptors: College Students, Higher Education, Intelligence Tests, Performance Factors
Prevatt, Frances; Proctor, Briley – Learning Disabilities: A Multidisciplinary Journal, 2003
Two hundred four (204) college students who had difficulties in both foreign language and math (FLD/MD), only math difficulties (MD), or only foreign language difficulties (FLD) were studied. Analysis of prevalence of presenting problems indicated that FLD and FLD/MD are relatively uncommon, compared to MD. Comparisons among the three groups…
Descriptors: College Students, Learning Problems, Phonology, Second Language Learning

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