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This chapter, the first of three on subtest profile interpretation, sets the table for profile analysis by providing specific information about each of the 14 subtests regarding the abilities it assesses and its clinical and neuropsychological significance. First, several methods of grouping Wechsler s subtests are described; then, each task is analyzed from the various perspectives. From factor analysis, two-factor solutions conform to Wechsler s division of the subtests into Verbal and Performance Scales; four-factor solutions produce the Verbal Comprehension, Perceptual Organization, Working Memory, and Processing Speed factors. Bannatyne s system, commonly used with the WISC-III for learning disabilities assessment, applies to the WAIS-III as well. The four Bannatyne categories, which overlap to some extent, are Verbal Conceptualization, Spatial Ability, Sequential Ability, and Acquired Knowledge. Horn s extended fluid crystallized model of intelligence also adds to clinicians understanding of the major dimensions assessed by the WAIS-III. The crystallized grouping is identical to the Verbal Comprehension trio in addition to Comprehension and Picture Arrangement, while the fluid category merges two Verbal subtests (Arithmetic, Similarities) with four Performance tasks (Matrix Reasoning, Block Design, Object Assembly, and Picture Arrangement). In addition, Horn s system comprises a Short-Term Memory category (Digit Span, Arithmetic, Letter-Number

If a part from tool 1 were selected with the rst pick, 49 items would remain, 9 from tool 1 and 40 from tool 2, and they would be equally likely to be picked. Therefore, the probability that a part from tool 2 would be selected with the second pick given this rst pick is P1E2 E1 2 40 49.

[CAS] [CERTa] [CERTb]

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In this manner, other probabilities can also be simpli ed. For example, let the event E consist of the outcomes with the rst selected part from tool 1 and the second part from tool 2. To determine the probability of E, consider each step. The probability that a part from tool 1 is selected with the rst pick is P1E1 2 10 50. The conditional probability that a part from tool 2 is selected with the second pick, given that a part from tool 1 is selected rst is P1E2 E1 2 40 49. Therefore, P1E2 P 1E2 0 E1 2P1E1 2 40 49 10 50 0.163

Sequencing) and a trio of subtests measuring speed (Digit Symbol-Coding, Symbol Search, and Object Assembly). CHC theory, a recent blend of Carroll s and Horn s theories, is also presented as a clinically valuable way of interpreting WAIS-III subtests in terms of their broad and narrow abilities. Osgood s theory of communication offers several ways of categorizing the WAIS-III subtests: auditory vocal (Verbal) versus visual motor (Performance) channels of communication; representational versus automatic levels of organization; and receptive, associative, and expressive psycholinguistic processes; when merged with Silver s information-processing model, an additional process storage is added. Whereas all WAIS-III subtests are categorized at the representational level of (high-level, complex) organization, five tasks have automatic (overlearned) components: Digit Span, Letter-Number Sequencing, Picture Completion, Digit SymbolCoding, and Symbol Search. Eight WAIS-III subtests fit nicely into the combined psycholinguistic/information-processing scheme, with four of these subtests measuring one process apiece within the auditory vocal channel and four measuring one process apiece within the visual motor channel. Rapaport s clinical model stretches back nearly a half century, yet it still retains much that is useful for contemporary test interpretation. Some psychoanalytic interpretive techniques take Rapaport s methods to an extreme, but his basic division of subtests into five areas of cognition and behavior is valuable. Rapaport s categories include memory, concept formation (verbal and nonverbal), visual organization (without

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essential motor activity), visual motor coordination, and orienting responses (attention, concentration, and anticipation). Dean has assembled an eclectic approach to interpretation that subsumes many of the categories from other interpretive systems while adding some additional and interesting groupings. One category, General Ability, includes numerous tasks, while the others are groupings such as Abstract Thought (Similarities, Block Design, Matrix Reasoning), Remote Memory (Information, Picture Completion), and Social Comprehension (Comprehension, Picture Arrangement). Finally, Guilford s three-dimensional model of intelligence (operations or processes, contents, and products) offers novel ways of categorizing WAIS-III subtests that sometimes hold the key for competent profile analysis. In the subtest-by-subtest analysis of each of the 14 WAIS-III tasks, the cognitive components and behavioral influences affecting test performance are derived primarily from the various systems just described. In addition, the following analyses are conducted systematically for the 14 subtests: (1) Aging, based on mean scaled scores earned by different adult age groups, controlled for differences in educational attainment at ages 20 89; (2) Clinical, with inferences derived primarily from leading authorities on the clinical assessment of intelligence; (3) Neuropsychological, based on leading authorities on neuropsychological assessment; and (4) Empirical, involving traditional considerations (e.g., reliability), plus the partitioning of each subtest s variance into the portions accounted for by each of the three factors, the portion that is separate from the major factors, and the portion that is due to errors.

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CERT Coordination Center: http://www.cert.org/ US-CERT Vulnerability Note Field Descriptions, Carnegie Mellon University, 2004

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