This article was downloaded by: [University of Sussex Library] On: 06 February 2015, At: 02:57 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Journal of Personality Assessment Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/hjpa20
Personality Dimensions in Two Types of Learning-Disabled Children: A Rorschach Study Marvin W. Acklin Published online: 22 Jun 2011.
To cite this article: Marvin W. Acklin (1990) Personality Dimensions in Two Types of Learning-Disabled Children: A Rorschach Study, Journal of Personality Assessment, 54:1-2, 67-77 To link to this article: http://dx.doi.org/10.1080/00223891.1990.9673975
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
Personalitv Dimensions in Two Types
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
~ & s c h a c hStudy
. . in ?he 63 years since its d e v e b p x n t . , the Rcrschach Inkk,lot-Tes: has remznea one oE the most wide!^ used :o& in personaiiry assessment. The tes: rrc;.ide: data about a broad range ofpersonality tZ&s and dimensions. Children referred for a n assessment of academic difficuities often receive LD evaluations and standard psychdogicaI tests, inciuding t h e rtorschach. A i3Zpur.T search of& PSYINFQ data base :n&cered slnlv nne arricle In t h c ch:id A r k a l iiteratnrr esarnirring the relationship beween LD and the Rcrschach (Champie::, Doughtiet Johnson, & McCreary, !QW. Little is k n c a n , .consec;urntl\-, a b 3 ~ ' ; the egects of LD o n Rcrschach response pattern:. There is subst2ntiai research evidence to jusr:fv t h e caregorization of tP chiiciren :nto two broad sui7~ypesbased or,:heir respecrive visual-percepruai a n t auditoryhguistic impairments iKourke, 1985). Eoth visusl an2 linguistic aFilirks are imviveil in Rmschach response patterat (?vlursrt.in, i9651.This raises
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
the probability that LE children giver: the Rorschach may be judged as ernotiondy disturbed based on central processing deficits rather thsri e n o tiorre1 distarbance. The Impact of iabeing and misdiagnosis: par:icrrlarly in the case of children. warrants carefill consideratior, of this issue (Werner, 1982). -4 bener understanding ofthe role o i LD and LD sribrypea or, Rorsc:?,achresponse patterns should contribute to more accurate an8 ethical assessment of children with academic di5icuXties. Additionally, it may throw light cn the cornpiex reistionship between LB problems and emotional disturbance. .1. he primary purpose of this study was ro investigate whether two groups of ED children, classified according to their patterns of neuropsychaiogicai abilities, differed from each ~ t h e rand frox normals in patterns of response a n rhe Rorsc.hach KeS. Subjects in this st.ady were ciassified into groups using a weli-researched and empiricaily validated procedure based on the nwropsychological assessment of iBs (Rocrice, Bierrich, & Young, i973; Rourke & Telegdy, i?'i!: Rourke, Yoil~g,& Eleudrng, i971). The Wechsler htelligence Scale for Chiidren-Ra,ised (WISC-R; Wechsier, 'Q;r14)is the mos: commonly utilized measure of inrelrjgence in children 6 tc. 16 years 0; age. The WISC-R provides normatively scaled sco-es for l i subtests n,hich tap cwa b x a d domains of intcliecrual frinctioning: verbai skiiis and performance skiils. Based c n the work of Xourke 2nd hi. CO-workers,ch3iire~. whose scores on the k'erbai Intelligence Quotient (Via! are !O or more po:n:s above their scores on the Performance lntelrigencr Quorlen: ( P I Q ccnstiture a "spacial disorder" kCI subtype. These children experience their major academic d;c-',..,:~ui:ies ' in mechanical arithmetic, while exhhiting ad\wxed ievels oi word recognition and spelling. They exhibit problems in visuo-spatia! organizarior, and syathesis hcluding visual discrixinatkm and i7:ssal memory functions), in corajunction with bilateral psychomotor deficiencies and tactile-percep~~ai dii, ficuities. They have great difficulty in generating and deaiing with nonveroai or orherwise ncvel and.'or complex concepts (Rourke & Strang, I983j. They tend to process print in a rigid, programmatic fashion, and :hex reading comprehen.sion scores are often much :ewer than their word-recogc:rior: scores. This pzttern of rest performance typifies clziidren with 'honverhai learning disabiiit.iesSand k re9ec.r~impairment of abilities chouph: to be subserved primarily by the right cerebral hemisphere (Ozols & Rour.'ke, 1985; Rwxke, 1982;Rourke & Strang, i 983). Children whose WISC-R PI@ exceed their \:lQs by IC! poirpcscanstitute a ''I Language disorder" LD subr~~pe,Children in :h:s group have poor psycholinguis:ic skills in conjuncrion with well-deveinped abilities in visrrospatial anaksis, organization, an3 synthesis. O n acadexic measures, their outstanding deficiencies appear ic readirzg, spelling, verbal memory and auency, and audicor\i--linguistic.processing. Thei: speech and language are immature and impoverished, snd :heir reading is slow and labored. This pattern of performance on neuropsychoiogical measures reflects an inpairmen: thought tc be
.
RORSCHACH AVD LD
69
subserved primarily by the left cerebral hemisphere, within a context of relativeir weltdeveloped abilities that depend on intac: righ:-hemisphere y s tems (Oaols & R o u ~ k e ,i985; Rourke & Finlayson, I??: Rourke & Srrang, 1 There has been a strong suspicion that the incidence oiemorionai-behavioral , . disturbance in LD children is disproportionateiy high (Sattie;, i 9 8 2 ~In addition to the emerging rypology ic the abiiities of LD children, recer,t research has attempted to establish a valid tvpoiogv o i socioemotional adjustment \@etcher, 1985).A coherent and meaningful pattern o i personaliry characreristics oi LD chiidren, however, has not emerged from :he research literature. Porter and Rolrrke i1985) mamtzincd that LD chiidrer. face an interpersonal environment markedly different from :hat of their n o n - t D peers. They are perceived as less pleasan: by teachers, parents, and peers, and are recipients of more negative communications from teachers. LD ciiidren have been io~7:jndt o experience difficulty il; perceiving and undemandang affective states in others (Pickar, 1956). Strsng and Rourite i19851 found that chikirez with arithmetic disabilities were markedIy deficient in the nonverbal aspects of interpersonal communicat:on ie.g., i w m l l ~attending co and correcrly Inferprering faciai expressions), circumstances chat make :hem high!! \ruinerable to adaprive faiiure. A fearure of previous research has beer, the ciassificarion of LD children into undifferentiated groups, assummg homogeneity on borb perceptual abiixies and socioemocionaI adjustment. The assumption of LD homogeneity characterizes the one extant Rorschach study o i L D children (Champion et ai., 1.384) u-hich found LD children to differ from normais or: measures of percepxtl accuracy, responsiveness to emotion-iaden stimuli, and level o / seli-esteem. Eased on the work of Rourke and his co-workers and the one previous stud;. o n Rorschach response patrerns in LD children tChampion et a!.. 195+j), the foliowing hypotheses were investigate&
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
era?.
Piyp~thesisi . It was hypothesized that the two groups of LD children wouki, reflecring their respecrive classificatior: of visual and Einguistic abilities, differ from each other o n Rorschach indices, percentages, and ratios sensitive to series of :r,formation processmg (e.g., organizational activity), cognitjve mediation keg., perceptual accuracy and conventionality\, and interpersonal perceptlorn ie.g., sensitivity to affective stimuli and self-esteem; Exner, 1986). PI?;poti-'esi: 2. It was predicted that bo:h groups of LD chiidref; woitld significantip di8er from a comparison group of nonciinicai children on Rorschach variables refiec~ingimpairments in i~forrnationprocessing. cogn:::ve mediation, and interpersonal perception, i-fypotk~sis 3. Ts assess d18erences between the two groaps in Level ai socioemotional adjustment, Xorschach direcciocality da:a indicative of basic
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
personality dinensions and traits ie.g., basic coping style, stress tolerance, scanning efficiency, and perceptual accuracy) for the two kD groups were compared. H ~ ~ o t h e s 4. i s Tc! farther isolate persona!iry differences, Rorschach personaliry indices and directionaliry dzta for the two LD grornps were compared with the comparison group of nonc'licicai children.
Subjects The partrcrpams in t h s study were seiecred from the assessment protocols of 6i chridren referred for outpetmx pspchologrcal evai.iaraons becaae of academc c i ~ f f ~ d t ~The e s . twc sampies of LD chrldren were srmdar in age (43 to 12 vears), WSC-R Fall Scale intelligence Quotlenr (FSIQ, 85 to i 15), and ethnmty. AIE the LD chrldren were White. Chkdrer: whose academic difficuit~eswere artrhcrted to peripheral sensorr defacxs, sabnomal :nteIl~gence.pr:marp ematmnal d~sorder,socmcu'iturzi deprwatmn, and non-Whte e i h ~ orrgrns ~i were excl~ded, The spatrai-drsorder group (R = i 7) was conposed of those ch-.rldrenwhose W1SC-K VEQ scores exceeded :herr KQ scores by :O OT more pants. The group was composed of h a l e subjects 1,5376) and 8 fenaie subjects (49%). The hnguage-dlsorder group ( n = 24) was compose6 of those ckrldren whose 'WISC-8 PHR sccree exceecieci :hex VEQ scores bv :c? or more points. The language-d~sordergroup was composed ~i 25 make subjects (03iYt! and 9 female subjects Q79c:. The r u c groups drd not J~fferw t h respect to d~stributronsof sex. X?(;, N = 41) = 2.37, ms Table 1 presencs descrlp~vestatistics for age and B'ISC-R data. Anaiysis of variance rndiczrec! no sex ddferences betweel; the cwo LD gro.ips or, 'XlSC-R subrests. IQs, and rr.:e!iigence factors. Tc control the fadvwrse error rare, a more conservatxe aipha ievel was set for rejectior, of rhe nil11 hypothesis, p < .OQI (Hsvs. 1988). Rorschach erchiva: data for a nonclrn~calcornparrson group ci 9- to :&yearoHds (n = 143) were litilized for comparison with the LL)children. The original data were randomly drawn from a large sample of normal school chiidren (X = 1872) and are presented in A RorscRcrch W~rkbogk,jbr :he Compreherrsiue System (Exner, 1985). The compariscn group data was derived by smxning and averaging Rorschach descriptive datz for the four age groups ir: Exner's sample (9-to 12-year-aids). No data for demographics or inteilectusi abilities were availabk for this grasp, though it is assumeci, due to the geographicai and stratified sampling method, t h t the zrchivaI sample is Sroadly represenrarive of nonpatiect American schooi children 0.E. Exner, persona: zommunicatior;, September 13, 198'7).
71
RORSCHACH ASW LD
TABLE 1
Descnpt~veStatistics and S~gruf~cance Tests for Demographic and lntell~genceTest Data TWL?Groups of LD C!~ddren Spatlai
ihriuble
hA
Duo&
53
L ~ , v I I I .7~ 1~ sc m w \I
SC
r
.4ge FSQ
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
\.:$'A PIQ
I!?ibaiPerformance spiic WISC-R \'erbai Subtests Infomarion Camprehenstor. Arichmeac Sirnilar~tier \'ocabslary Digii Span WSC-R Performance subtests Picture Campietion 3icture -4rrangemen: Biock Desgr. a!-lect Assernhiv Coding
WSC-R Inteiiigence iac:ora Vrrbai tConprehens~oc Perceptual Chgar.ization Freeciom From Distrac:--/
..>>
.-
77
2.54
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Journal of Personality Assessment Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/hjpa20
Personality Dimensions in Two Types of Learning-Disabled Children: A Rorschach Study Marvin W. Acklin Published online: 22 Jun 2011.
To cite this article: Marvin W. Acklin (1990) Personality Dimensions in Two Types of Learning-Disabled Children: A Rorschach Study, Journal of Personality Assessment, 54:1-2, 67-77 To link to this article: http://dx.doi.org/10.1080/00223891.1990.9673975
PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions
Personalitv Dimensions in Two Types
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
~ & s c h a c hStudy
. . in ?he 63 years since its d e v e b p x n t . , the Rcrschach Inkk,lot-Tes: has remznea one oE the most wide!^ used :o& in personaiiry assessment. The tes: rrc;.ide: data about a broad range ofpersonality tZ&s and dimensions. Children referred for a n assessment of academic difficuities often receive LD evaluations and standard psychdogicaI tests, inciuding t h e rtorschach. A i3Zpur.T search of& PSYINFQ data base :n&cered slnlv nne arricle In t h c ch:id A r k a l iiteratnrr esarnirring the relationship beween LD and the Rcrschach (Champie::, Doughtiet Johnson, & McCreary, !QW. Little is k n c a n , .consec;urntl\-, a b 3 ~ ' ; the egects of LD o n Rcrschach response pattern:. There is subst2ntiai research evidence to jusr:fv t h e caregorization of tP chiiciren :nto two broad sui7~ypesbased or,:heir respecrive visual-percepruai a n t auditoryhguistic impairments iKourke, 1985). Eoth visusl an2 linguistic aFilirks are imviveil in Rmschach response patterat (?vlursrt.in, i9651.This raises
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
the probability that LE children giver: the Rorschach may be judged as ernotiondy disturbed based on central processing deficits rather thsri e n o tiorre1 distarbance. The Impact of iabeing and misdiagnosis: par:icrrlarly in the case of children. warrants carefill consideratior, of this issue (Werner, 1982). -4 bener understanding ofthe role o i LD and LD sribrypea or, Rorsc:?,achresponse patterns should contribute to more accurate an8 ethical assessment of children with academic di5icuXties. Additionally, it may throw light cn the cornpiex reistionship between LB problems and emotional disturbance. .1. he primary purpose of this study was ro investigate whether two groups of ED children, classified according to their patterns of neuropsychaiogicai abilities, differed from each ~ t h e rand frox normals in patterns of response a n rhe Rorsc.hach KeS. Subjects in this st.ady were ciassified into groups using a weli-researched and empiricaily validated procedure based on the nwropsychological assessment of iBs (Rocrice, Bierrich, & Young, i973; Rourke & Telegdy, i?'i!: Rourke, Yoil~g,& Eleudrng, i971). The Wechsler htelligence Scale for Chiidren-Ra,ised (WISC-R; Wechsier, 'Q;r14)is the mos: commonly utilized measure of inrelrjgence in children 6 tc. 16 years 0; age. The WISC-R provides normatively scaled sco-es for l i subtests n,hich tap cwa b x a d domains of intcliecrual frinctioning: verbai skiiis and performance skiils. Based c n the work of Xourke 2nd hi. CO-workers,ch3iire~. whose scores on the k'erbai Intelligence Quotient (Via! are !O or more po:n:s above their scores on the Performance lntelrigencr Quorlen: ( P I Q ccnstiture a "spacial disorder" kCI subtype. These children experience their major academic d;c-',..,:~ui:ies ' in mechanical arithmetic, while exhhiting ad\wxed ievels oi word recognition and spelling. They exhibit problems in visuo-spatia! organizarior, and syathesis hcluding visual discrixinatkm and i7:ssal memory functions), in corajunction with bilateral psychomotor deficiencies and tactile-percep~~ai dii, ficuities. They have great difficulty in generating and deaiing with nonveroai or orherwise ncvel and.'or complex concepts (Rourke & Strang, I983j. They tend to process print in a rigid, programmatic fashion, and :hex reading comprehen.sion scores are often much :ewer than their word-recogc:rior: scores. This pzttern of rest performance typifies clziidren with 'honverhai learning disabiiit.iesSand k re9ec.r~impairment of abilities chouph: to be subserved primarily by the right cerebral hemisphere (Ozols & Rour.'ke, 1985; Rwxke, 1982;Rourke & Strang, i 983). Children whose WISC-R PI@ exceed their \:lQs by IC! poirpcscanstitute a ''I Language disorder" LD subr~~pe,Children in :h:s group have poor psycholinguis:ic skills in conjuncrion with well-deveinped abilities in visrrospatial anaksis, organization, an3 synthesis. O n acadexic measures, their outstanding deficiencies appear ic readirzg, spelling, verbal memory and auency, and audicor\i--linguistic.processing. Thei: speech and language are immature and impoverished, snd :heir reading is slow and labored. This pattern of performance on neuropsychoiogical measures reflects an inpairmen: thought tc be
.
RORSCHACH AVD LD
69
subserved primarily by the left cerebral hemisphere, within a context of relativeir weltdeveloped abilities that depend on intac: righ:-hemisphere y s tems (Oaols & R o u ~ k e ,i985; Rourke & Finlayson, I??: Rourke & Srrang, 1 There has been a strong suspicion that the incidence oiemorionai-behavioral , . disturbance in LD children is disproportionateiy high (Sattie;, i 9 8 2 ~In addition to the emerging rypology ic the abiiities of LD children, recer,t research has attempted to establish a valid tvpoiogv o i socioemotional adjustment \@etcher, 1985).A coherent and meaningful pattern o i personaliry characreristics oi LD chiidren, however, has not emerged from :he research literature. Porter and Rolrrke i1985) mamtzincd that LD chiidrer. face an interpersonal environment markedly different from :hat of their n o n - t D peers. They are perceived as less pleasan: by teachers, parents, and peers, and are recipients of more negative communications from teachers. LD ciiidren have been io~7:jndt o experience difficulty il; perceiving and undemandang affective states in others (Pickar, 1956). Strsng and Rourite i19851 found that chikirez with arithmetic disabilities were markedIy deficient in the nonverbal aspects of interpersonal communicat:on ie.g., i w m l l ~attending co and correcrly Inferprering faciai expressions), circumstances chat make :hem high!! \ruinerable to adaprive faiiure. A fearure of previous research has beer, the ciassificarion of LD children into undifferentiated groups, assummg homogeneity on borb perceptual abiixies and socioemocionaI adjustment. The assumption of LD homogeneity characterizes the one extant Rorschach study o i L D children (Champion et ai., 1.384) u-hich found LD children to differ from normais or: measures of percepxtl accuracy, responsiveness to emotion-iaden stimuli, and level o / seli-esteem. Eased on the work of Rourke and his co-workers and the one previous stud;. o n Rorschach response patrerns in LD children tChampion et a!.. 195+j), the foliowing hypotheses were investigate&
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
era?.
Piyp~thesisi . It was hypothesized that the two groups of LD children wouki, reflecring their respecrive classificatior: of visual and Einguistic abilities, differ from each other o n Rorschach indices, percentages, and ratios sensitive to series of :r,formation processmg (e.g., organizational activity), cognitjve mediation keg., perceptual accuracy and conventionality\, and interpersonal perceptlorn ie.g., sensitivity to affective stimuli and self-esteem; Exner, 1986). PI?;poti-'esi: 2. It was predicted that bo:h groups of LD chiidref; woitld significantip di8er from a comparison group of nonciinicai children on Rorschach variables refiec~ingimpairments in i~forrnationprocessing. cogn:::ve mediation, and interpersonal perception, i-fypotk~sis 3. Ts assess d18erences between the two groaps in Level ai socioemotional adjustment, Xorschach direcciocality da:a indicative of basic
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
personality dinensions and traits ie.g., basic coping style, stress tolerance, scanning efficiency, and perceptual accuracy) for the two kD groups were compared. H ~ ~ o t h e s 4. i s Tc! farther isolate persona!iry differences, Rorschach personaliry indices and directionaliry dzta for the two LD grornps were compared with the comparison group of nonc'licicai children.
Subjects The partrcrpams in t h s study were seiecred from the assessment protocols of 6i chridren referred for outpetmx pspchologrcal evai.iaraons becaae of academc c i ~ f f ~ d t ~The e s . twc sampies of LD chrldren were srmdar in age (43 to 12 vears), WSC-R Fall Scale intelligence Quotlenr (FSIQ, 85 to i 15), and ethnmty. AIE the LD chrldren were White. Chkdrer: whose academic difficuit~eswere artrhcrted to peripheral sensorr defacxs, sabnomal :nteIl~gence.pr:marp ematmnal d~sorder,socmcu'iturzi deprwatmn, and non-Whte e i h ~ orrgrns ~i were excl~ded, The spatrai-drsorder group (R = i 7) was conposed of those ch-.rldrenwhose W1SC-K VEQ scores exceeded :herr KQ scores by :O OT more pants. The group was composed of h a l e subjects 1,5376) and 8 fenaie subjects (49%). The hnguage-dlsorder group ( n = 24) was compose6 of those ckrldren whose 'WISC-8 PHR sccree exceecieci :hex VEQ scores bv :c? or more points. The language-d~sordergroup was composed ~i 25 make subjects (03iYt! and 9 female subjects Q79c:. The r u c groups drd not J~fferw t h respect to d~stributronsof sex. X?(;, N = 41) = 2.37, ms Table 1 presencs descrlp~vestatistics for age and B'ISC-R data. Anaiysis of variance rndiczrec! no sex ddferences betweel; the cwo LD gro.ips or, 'XlSC-R subrests. IQs, and rr.:e!iigence factors. Tc control the fadvwrse error rare, a more conservatxe aipha ievel was set for rejectior, of rhe nil11 hypothesis, p < .OQI (Hsvs. 1988). Rorschach erchiva: data for a nonclrn~calcornparrson group ci 9- to :&yearoHds (n = 143) were litilized for comparison with the LL)children. The original data were randomly drawn from a large sample of normal school chiidren (X = 1872) and are presented in A RorscRcrch W~rkbogk,jbr :he Compreherrsiue System (Exner, 1985). The compariscn group data was derived by smxning and averaging Rorschach descriptive datz for the four age groups ir: Exner's sample (9-to 12-year-aids). No data for demographics or inteilectusi abilities were availabk for this grasp, though it is assumeci, due to the geographicai and stratified sampling method, t h t the zrchivaI sample is Sroadly represenrarive of nonpatiect American schooi children 0.E. Exner, persona: zommunicatior;, September 13, 198'7).
71
RORSCHACH ASW LD
TABLE 1
Descnpt~veStatistics and S~gruf~cance Tests for Demographic and lntell~genceTest Data TWL?Groups of LD C!~ddren Spatlai
ihriuble
hA
Duo&
53
L ~ , v I I I .7~ 1~ sc m w \I
SC
r
.4ge FSQ
Downloaded by [University of Sussex Library] at 02:57 06 February 2015
\.:$'A PIQ
I!?ibaiPerformance spiic WISC-R \'erbai Subtests Infomarion Camprehenstor. Arichmeac Sirnilar~tier \'ocabslary Digii Span WSC-R Performance subtests Picture Campietion 3icture -4rrangemen: Biock Desgr. a!-lect Assernhiv Coding
WSC-R Inteiiigence iac:ora Vrrbai tConprehens~oc Perceptual Chgar.ization Freeciom From Distrac:--/
..>>
.-
77
2.54
Z.IE
.I$ .
- -.
>.i:
;:,:
.. .,
,.&
-
c, 3 ;
A .
.,
i i.t5
;.Ly. &.,-.:: ?
2 -,
>. )>
7,;s .8T
.i,.: i .4
:,
. *i 1.94
.; 4 .:
.ti3 3: .S;
.A
