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Biomedical subjects

A S Kaufman

Publications and source records attributed to A S Kaufman.

At least 19 recordsLinked to original sources
PubMed1991

Is the pattern of intellectual growth and decline across the adult life span different for men and women?

Gender comparisons on the WAIS-R were made for 1,480 adults from the standardization sample, ages 20-74 years, to determine whether men and women differ in their age-related patterns of change on tests of fluid and crystallized abilities. Multivariate analyses of covariance and univariate analyses of covariance were conducted, covarying education, to examine the age + gender interactions. These interactions tended to be nonsignificant and trivial for the WAIS-R Verbal and Performance scales and the 11 subtests, which suggests that both men and women maintain their crystallized abilities through old age, but show early, rapid declines in fluid ability. These results were interpreted in terms of the literature on aging and intelligence, gender differences in cognitive abilities, and gender differences in V-P patterns for patients with unilateral brain damage.

Adult↗
PubMed1991

Sequential and simultaneous processing abilities of high-functioning autistic and language-impaired children.

Investigated the Sequential and Simultaneous processing distinctions of high-functioning autistic children and children with a developmental receptive language disorder (DRLD). Twenty autistic subjects and 20 DRLD subjects were matched on age and gender, and compared to each other on their Sequential and Simultaneous processing abilities utilizing the K-ABC and selected subtests of the WISC-R. Results showed that both groups manifested a relative sequential processing deficit. However, the groups did not differ significantly on their overall sequential and simultaneous processing capabilities relative to their degree of language impairment. The application of the sequential and simultaneous processing model to the WISC-R provided consistent convergent and discriminant validation for the assessment of these processes with the WISC-R.

Aptitude↗
PubMed1991

Analysis of WAIS-R factor patterns by sex and race.

Factor analyses of WAIS-R standardization data for samples grouped by sex and race (Black-White) produced congruent factors for the various samples and offered good support for Wechsler's two-scale division of the subtests. The factor structures for males and females produced some interesting differences across the age range that were related to sex-related findings in studies of patients with unilateral brain damage. Additionally, Black males and Black females seemed to use different strategies for solving Wechsler's verbal and nonverbal subtests.

Adolescent↗
PubMed1990

Empirical test of the Inglis and Lawson hypothesis about sex differences in WAIS and WAIS-R brain-damage studies.

This study investigated Inglis and Lawson's (1982) hypothesis that sex differences in research on unilateral brain damage is a function of the way females solve nonverbal problems. They argued that females, to a greater extent than males, use verbal strategies when solving Wechsler's Performance subtests. From this hypothesis, it follows that Verbal and Performance IQs should correlate significantly higher for females than for males. This possibility was explored using standardization data from the WAIS-R for ages 16-74. No sex differences in the correlations were noted, arguing against the Inglis-Lawson hypothesis.

Adolescent↗
PubMed1990

An investigation of somatic anxiety and intelligence in children using the Kaufman-ABC and an Apple IIe program measuring heart rate.

Somatic anxiety during intelligence testing was examined for 43 children in Grades K through 5 by assessing each child's heart rate with an Apple IIe computer program during an administration of the Kaufman-ABC. Heart rate (a measure of somatic anxiety) decreased steadily during the course of the test administration, except for an increase when the one timed subtest (Triangles) was administered. Heart rate during each separate subtest did not correlate significantly with performance on any task. Implications of these preliminary findings are discussed.

Anxiety↗
PubMed1990

Relationships among defensive styles, cognitive styles, processing styles, and attentional styles of normal adolescents.

Cognitive and psychodynamic theorists agree that an individual's personality and behavior are determined by both cognitive and dynamic processes. This study examined the relationship among three cognitive approaches--cognitive style, attentional style, and processing style--and examined their relations to defensive style. Adolescents from Grades 11 and 12 (146 boys, 164 girls) were examined in groups for cognitive style (Group Embedded Figures Test), attentional style (Test of Attentional and Interpersonal Style), processing style (a sequential/simultaneous processing test battery), and defensive style (Defense Mechanism Inventory). Least squares completely randomized two-way analyses of variance (or analyses of covariance where applicable) were employed to assess the relations among the three cognitive measures and/or between the cognitive measures and defensive style. While most comparisons were nonsignificant, a significant relationship was observed between sequential processing and field-dependence and between simultaneous processing and field-independence. Also, a trend was noted between field-independence and ideational defenses and between field-dependence and repression-based defenses.

Adolescent↗
PubMed1989

Base rates of WAIS-R subtest scatter as a guide for clinical and neuropsychological assessment.

Data from the WAIS-R standardization sample (N = 1880, ages 16-74) were analyzed to determine normal base rates of subtest scatter and to discover whether the amount of scatter is related significantly to various stratification variables. Two indices of scatter were computed for the Verbal, Performance, and Full Scales: range (highest minus lowest scaled score) and number of subtests that deviated significantly from a person's own mean. ANOVAs conducted with the range statistic showed that scatter on all three WAIS-R IQ scales was related significantly to education level; that Blacks had less scatter than Whites on the Verbal and Full Scale; and that females had less scatter than males on the Verbal scale. Base rate normative tables of subtest scatter were presented for five different levels of Full Scale IQ. Implications of these tables for clinical and neuropsychological assessment were discussed.

Adolescent↗
PubMed1988

Sex, race, residence, region, and education differences on the 11 WAIS-R subtests.

The relationship of test performance on the 11 WAIS-R subtests to five background variables was examined by MANOVAs and univariate ANOVAs on standardization data. For all four broad age groups (16-19, 20-34, 35-54, 55-74), significant differences were found for sex, race, and education main effects. Geographic region produced significant main effects for three of the age groups, but residence yielded significant results only for the oldest group. The pattern of the relationships of subtest scores to each background variable was analyzed, interpreted, and integrated with previous research.

Adolescent↗
PubMed1988

Visual memory processes in high-functioning individuals with autism.

High-functioning autistic individuals were compared with age-matched normal control subjects on a visual recognition memory task. In order to evaluate the effects of "meaning" and "delay" on the visual memory of autistic individuals, meaningful (pictures) and meaningless (nonsense shapes) stimuli were presented visually in no delay and 1-minute delay intervals to both groups. It was concluded that autistic subjects perform particularly poorly on meaningless material, but they are able to utilize meaning to aid their visual memory. Contrary to expectations, 1-minute delay intervals did not differentially affect the visual memory performance of autistic individuals compared to control subjects. The results do not support the idea of a simple parallel between autism and mediotemporal lobe amnesias. The visual memory performance of the autistic subjects was discussed in the light of the possibility of a subtle involvement of the mediotemporal brain structures and inflexible cognitive strategies poorly suited to encode novel information.

Adolescent↗
PubMed1987

Introduction to the Kaufman Assessment Battery for Children (K-ABC) for pediatric neuroclinicians.

This article introduces the neuroclinician to the Kaufman Assessment Battery for Children (K-ABC), a new test of intelligence and achievement with a strong theoretical base supported by diverse cognitive and neuropsychological research. The K-ABC global scales and their subtests are described in some detail, followed by a discussion of the neuropsychological relevance of the K-ABC subtests. The article also provides discussions of research in the following areas: psychometric properties of the K-ABC and a comparison to the Wechsler scales; interpretation and remediation of sequential-simultaneous processing differences; the value of the K-ABC in the assessment of minority children; and controversy surrounding the K-ABC.

Achievement↗
PubMed1987

Joint factor analysis of the K-ABC and McCarthy Scales.

A joint-factor analysis was conducted using three major scales of the McCarthy Scales of Children's Abilities and eight Kaufman-ABC sub-tests as variables. Subjects were 90 children ages 4 to 8 1/2 yr. The screen test produced three significant factors, each interpretable from the Kaufman-ABC model. McCarthy Verbal scale was closely associated with the Achievement/Verbal factor; McCarthy Perceptual performance scale loaded highly on the Simultaneous Processing dimension; and McCarthy Quantitative was associated with all three factors. These results provide useful guidelines for interpreting a child's performance on each Index of the McCarthy scales in terms of the mental processing approach used to solve the task. However, the psychometric results must be coordinated with the examiner's clinical observations of the child's problem-solving strategies during administration of the McCarthy scales to understand more completely the processing demands of the Verbal, Perceptual performance, and Quantitative Scales.

Achievement↗
PubMed1986

Topical review of the WISC-R for pediatric neuroclinicians.

This article will familiarize neuroclinicians with the WISC-R and with the results of countless research studies on this popular test of the intelligence of children and adolescents. In addition to a description of the WISC-R and its subtests, and a discussion of the WISC-R from a historical context, the article reviews research in the following areas: relationship of the WISC-R to Wechsler's preschool and adult scales; interpretation of verbal-performance IQ differences; clinical implications of scatter; relationship of an IQ score to present and future functioning; and comparison of IQs on the WISC-R with scores on other tests for children and adolescents.

Adolescent↗
PubMed1980

Does item content (semantic vs figural) affect reversal errors made by black and white first graders?

Reversal errors made by 203 black and 198 white normal first graders were examined to see if the content of the reversal items affected their performance. Results showed that reversals on items with semantic content correlated very highly with reversals on items with figural content. In addition, each type of reversal item was equally effective as a predictor of end-of-first-grade reading achievement.

Child↗
PubMed1980

Lateral eye movement behavior in children.

The lateral eye movement phenomenon, studied frequently in adults, was investigated for 52 children aged 2-8 to 9-11, using both spatial and verbal-analytic questions. The phenomenon was observed in 50 of the 52 children and appeared well established by age 3 1/2; about half othe children were classifiable as either right movers or left movers. Some interesting developmental findings were noted, including a few important discrepancies with the results of adult studies. In addition, type of question had no effect on the direction of a child's eye movements. The implications of these findings were discussed.

Child↗
PubMed1980

Subtest patterns and recategorized groupings of the McCarthy Scales for EMR children.

The profiles of 40 EMR children (aged 6 to 8.5 years) on the McCarthy Scales of Children's Abilities were examined to determine areas of strengths and weaknesses. Subtest profiles were explored, and McCarthy tasks were recategorized in accordance with the approaches of Bannatyne and Sattler to investigate EMR persons' performance. The group showed a strength in memory for common objects and weaknesses in acquired knowledge, numerical reasoning, and conceptual thinking. In addition, the sample's average General Cognitive Index was lower than would be expected for a group of EMR children. Implications of these findings for placement of EMR children were discussed.

Child↗