Evaluation of Wisc Similarities Responses According to Cognitive Style and Error Analysis

A Comparative Study

Bibliographic Data

ID13660833
AuthorsLeon P Hall (Oakland Schools, Pontiac, Michigan, corresponding author), M La Verne La Driere (Oakland Schools, Pontiac, Michigan)
Year1970
Volume26
Issue1
Pages175-180
Publication date1970-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1970.26.1.175
PMID5452592
OpenAlexW2095529152
LanguageEN
References cited6

80 emotionally disturbed and 80 neurologically impaired boys in a public school setting were matched for WISC Full Scale IQ and chronological age. An analysis was made of the Similarities subtest responses utilizing both the error-analysis method of Spence and the cognitive style procedure of Sigel for purposes of comparison. The Wilcoxon matched-pairs signed-ranks technique was used in analyzing the data. The results were as follows: (1) the error analysis approach provided the greater potential for differential diagnosis between the two groups under consideration; (2) use of the cognitive style scores permitted improved definition of the dynamic implications of the error-analysis categories, inadequate abstracting and narrative-descriptive responses; (3) diagnostic power was not increased when all responses as opposed to errors alone were considered

Cognition · Cognitive psychology · Cognitive style · Descriptive statistics · Developmental psychology · Error Analysis · Intelligence quotient · Statistics · Style (visual arts · Wechsler Adult Intelligence Scale · Wechsler Intelligence Scale for Children · Clinical Psychology · Cognitive Abilities and Testing · Psychology

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