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The continuity of the constructs measured by the W-B I, WAIS, WAIS-R, and WAIS-III has been documented amply by the techniques of internal consistency, factor analysis, and correlational analysis. The method of inferring construct validity from developmental changes in mean scores, however, suggested the continuity of constructs for adults aged 20 and above, but not for 16- to 19-year-olds. WAIS-R and WAIS-III IQs correlate extremely highly with each other, indicating excellent continuity of measurement of Wechsler s major constructs; further, WAIS-R/WAIS-III correlations are adequate for 9 of the 11 overlapping subtests, all but Picture Completion and Picture Arrangement. Wechsler modified his system for classifying IQs on the W-B I, WAIS, WAIS-R, and WAIS-III although such changes do not affect the continuity of measurement from one battery to another. The IQs yielded by the WAIS-III are 1.2 to 4.8 points lower than the corresponding values on the WAIS-R. This finding seems to reflect real changes in the ability levels of the generations, with present-day individuals scoring better than adults in the past (hence, producing steep WAIS-III norms). These IQ changes indicate the need to restandardize tests fairly frequently, but they do not imply a lack of consistency in the constructs measured by the WAIS-R and WAIS-III. Overall, these comparisons support the continuity of measurement from the W-B I to the WAIS to the WAIS-R to the WAIS-III. In general, one may legitimately generalize research results from the older scales to the WAIS-III. There are important exceptions, however (e.g., factor analysis, in view of the four-factor structure for the 14-subtest WAIS-III), and clinicians need to understand the distinction between generalizations made for groups versus those made for individuals.

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Individual Differences for Adolescents and Adults on Gender, Ethnicity, Urban Rural Residence, and Socioeconomic Status

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Large, nationwide, carefully stratified standardization samples almost always represent the best samples of normal individuals obtained at one point in time on that test. Such samples serve the vital function of providing a representative normative group for determining an individual s accurate profile of IQs and scaled scores, but they can also serve the equally important function of understanding individual differences on key background variables like occupational group, urban versus rural residence, and race. Subsequent studies with new samples can also address these issues (and occasionally do), but such investigations are usually conducted with nonrandom samples of individuals who are referred for intellectual assessment for diverse reasons, or with essentially random samples of normal subjects who are typically small in number and who reside in the same geographic region. The sections that follow explore IQ, standardscore, and scaled-score differences for people who differ on the kinds of crucial background 96 variables that serve to stratify the samples of intelligence tests. We explore the relationships of IQs and other scores to the variables of gender, race, urban versus rural residence, occupational group, and education level, focusing on data obtained on individually administered clinical tests of intelligence for adolescents and adults, most notably the WAIS-III, WAIS-R, Stanford-Binet IV, and Kaufman tests (e.g., Kaufman Adolescent and Adult Intelligence Test or KAIT).

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After you have created a basic Yelp account, you need to login to Yelp through the developer portal shown in Figure 9-25, or at wwwyelpcom/ login return_url=%2Fdevelopers%2Fgetting_started%2Fapi_access 3 After you successfully log into the developers portal, you need to navigate to the API access section shown in Figure 9-26 or at wwwyelpcom/developers/getting_ started/api_access When you sign up for API access, you are asked for the URL of your Web site and how you plan to use the API After you are granted access, you receive a few e-mails from Yelp with instructions on how to use the API, and so on After you have set up your application, you need to show it to the account manager at Yelp that you have been assigned to have it approved for production usage.

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Gender differences on the WAIS-III at ages 20 89 years were examined by Heaton, Manly, Taylor, and Tulsky (2001) by computing age-corrected and education-corrected z scores on each WAIS-III IQ, index, and scaled score in a sample of 2,250

individuals collected during WAIS-III standardization (2,028 standardization cases plus 222 cases from an education oversampling ). Males scored higher by about 5 points on V-IQ, 1 2 point on P-IQ, and 3 points on FS-IQ. On the indexes, men outscored the women by about 31 2 points on both the VCI and WMI and about 21 2 points on the POI; in contrast, women surpassed men by about 51 2 points on the PSI. All of these differences correspond to relatively small effect sizes, all below 0.4 SD; the largest difference observed was the female superiority of 0.37 SD on PSI, which is a direct function of their better performance on both PSI subtests, as discussed in the next section. The small differences in favor of males on the WAIS-III IQs resemble WAIS-R data obtained for the total standardization sample of 1,880 adults, ages 16 74 years (Reynolds et al., 1987), and for a sample of 230 above-average, middleto upper-middle class adults ages 16 71 (mean age = 35 years; mean FS-IQ = 110) tested by Arcenaux, Cheramie, and Smith (1996). Within the standardization sample, males scored higher than females by 2.2 points on V-IQ and FS-IQ and 1.4 points on P-IQ (Reynolds et al., 1987). For the above-average adult sample, males again outTABLE 4.1

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c# remove text from pdf

c# remove text from pdf

c# remove text from pdf

itextsharp remove text from pdf c#

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