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Bilingualism and high Performance IQ, 330 332 Binet-4 Technical Manual, 106 107 Binet-Simon scales, 4, 6 Bipolar disorder and high Verbal IQ, 338 339 lithium therapy, 338 339, 489 490 Block Design subtest of WAIS-III, 13 14, 34, 35, 68, 91, 98, 100 101, 182, 401 403, 430 431, 461, 478, 480 Bonferroni adjustment, 599 Bonn Longitudinal study, 182 Borderline IQ range, 414 Brain damage, 244 316 acute versus chronic lesions, 267 269 bilateral, 254 257 case report illustrating discrepancies between Verbal IQ and Performance IQ, 308 314 frontal lobe lesions, 266 267 gender differences and lateralized lesions, 276 293 left-brain, 245 254, 258, 260 262, 269 276, 282, 304 305 lesions caused by stroke, head injury, and tumors, 259 263, 278, 288 parietal lobe lesions, 266 posterior lesions, 266 267 right-brain, 245 254, 258, 260 262, 269 276, 282, 305 306 subtest patterns for left- and rightbrain damage, 269 276 temporal lobe epilepsy, 263 266 unilateral, 245 254, 258, 260 262, 269 296, 304 307 VP-IQ discrepancies in assessing, 275 276 Brief tests, 92 93, 629 662. See also Short forms General Abilities Measure for Adults (GAMA), 652 654 history of, 629 633 Kaufman Brief Intelligence Test (KBIT), 92 93, 103 104, 105, 107, 121 123, 150, 153, 160, 618, 633, 638 640, 645 647, 657 Kaufman Functional Academic Skills Test (K-FAST), 98, 108, 150, 153 157, 160, 618, 656, 657 660 Kaufman Short Neuropsychological Assessment Procedure (K-SNAP), 98, 100, 105, 150, 153, 157, 160, 618, 655 657 Matrix Analogies Test (MAT), 654 655 Peabody Picture Vocabulary Test (PPVT), 630 631, 650 652

Vocabulary and concomitant urging of examiners to administer it routinely, Vocabulary soon became a regular W-B I component When the W-B II was developed, 33 of the 42 W-B I words were included in that battery s Vocabulary subtest Because many W-B I words were, therefore, included in the WISC when the W-B II was revised and restandardized to become the Wechsler children s scale in 1949, Wechsler (1955) decided to include an all-new Vocabulary subtest when the W-B I was converted to the WAIS This lack of overlap between the W-B I Vocabulary subtest and the task of the same name on the WAIS, WAIS-R, and WAIS-III is of some concern regarding the continuity of measurement from the W-B I to its successors Wechsler himself (1958) noted: The WAIS list contains a larger percentage of action words (verbs).

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The only thing that can be said so far about this difference is that while responses given to verbs are easier to score, those elicited by substantives are frequently more significant diagnostically (pp 84 85) This difference in diagnostic significance is potentially important because Wechsler (1958) found Vocabulary so valuable, in part because of its qualitative aspects: The type of word on which a subject passes or fails is always of some significance (p 85), yielding information about reasoning ability, degree of abstraction, cultural milieu, educational background, coherence of thought processes, and the like Nonetheless, Wechsler was careful to ensure that the various qualitative aspects of Vocabulary performance had a minimal impact on quantitative score What counts is the number of words that he knows Any recognized meaning is acceptable, and there is no penalty for inelegance of language.

So long as the subject shows that he knows what a word means, he is credited with a passing score (1958, p 85) Arithmetic Wechsler (1958) included a test of arithmetical reasoning in an adult intelligence battery because such tests correlate highly with general intelligence; are easily created and standardized; are.

deemed by most adults as worthy of a grownup (p 69); have been used as a rough and ready measure of intelligence (p 69) prior to the advent of psychometrics; and have long been recognized as a sign of mental alertness (p 69) Such tests are flawed by the impact on test scores of attention span, temporary emotional reactions, and of educational and occupational attainment As Wechsler notes: Clerks, engineers and businessmen usually do well on arithmetic tests, while housewives, day laborers, and illiterates are often penalized by them (p 69) However, he believed that the advantages of an arithmetical reasoning test far outweighed the negative aspects He pointed out that adults may be embarrassed by their inability to do certain problems, but they almost never look upon the questions as unfair or inconsequential (p 69).

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He took much care in developing the specific set of items for the W-B I and the WAIS and believed that his particular approach to constructing the Arithmetic subtest was instrumental in the task s appeal to adults Wechsler constructed items dealing with everyday, practical situations such that the solutions generally require computational skills taught in grade school or acquired in the course of day-to-day transactions (p 70), and the responses avoid verbalization or reading difficulties (p 69) Whereas the WISC-R and W-B I involve the reading of a few problems by the subject, all items on the WAIS, WAIS-R, and WAIS-III are read aloud by the examiner.

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Bonus points for quick, perfect performance are not given to children on the WISC-R, but Wechsler considered the ability to respond rapidly to relatively difficult arithmetic problems to be a pertinent aspect of adult intelligence; bonus points are given to two items on the W-B I Arithmetic subtest, to four items on the WAIS task, to five items on WAIS-R Arithmetic, and to two items on WAIS-III Arithmetic Comprehension Measures of general comprehension were plentiful in tests prior to the W-B I, appearing in the original Binet scale and its revisions, and in group examinations like the Army Alpha and the.

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