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each subtest was examined for possible similarity to pattern profiles that had been previously reported for children of superior intellect on the WISC and WISC-R.This study investigated patterns of WISC-III IQ subtest scores for gifted children. Subtest scatter of WISC-III scores occurred with greater frequency in a gifted sample than for subjects reported in the test manual's normative sample. Variability from the subtest mean of the gifted was most evident on Similarities, Comprehension, Coding, and Symbol Search. The extent of subtest scatter and its pattern on the WISC-III was similar to typical patterns of highs and lows found for gifted children on the WISC-R with one notable exception. There was a marked lack of strength in Block Design, previously seen as a peak subtest for gifted students when assessed with the WISC-R.

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College Ss accomplished a reversal (R) shift faster than an interdimensional (IRO) shift over three different methods of problem presentation, when no cue cards were present. With cue cards present there was no difference between Rand IRO shifts. The latter finding reflects an increase in the difficulty of the R shift resulting from the necessity for S to sort contrary to cue cards whenever a R shift is made.In a previous study (Johnson, 1965) no difference in difficulty was found between Rand IRD shifts in solution of concept identification (Cl) problems. Moreover, performance on both types of shift was affected adversely and in equal amounts by increasing the number of irrelevant stimulus dimensions. These findings are contrary to earlier research (Kendler & Kendler, 1962) which has consistently reported better performance by adult human Ss on R as contrasted to lRD problems. An examination of experimental procedures revealed a number of variables that might have contributed to these discrepant findings and more generally to the magnitude of R-lRD differences. It was the purpose of this experiment to investigate systematically the influence of two of these variables, viz., the problem presentation mode and the availability of cue cards. MethodThe 144 male and female undergraduates were randomly assigned to the following conditions of a factoriai design: Method of Stimulus (S), Response (R) Presentation-1S-1R, 1S-2R, or 2S-1R; Cue Card-Present or Absent; Dimensions-2 or 4 irrelevant; Typeofshift-Ror lRD; and Problem-Color or Size dimension relevant during the preshift phase. In Condition 1S-1R and 1S-2R the stimuli were presented individually; under Condition 1S-1R S was instructed to respond only to positive instances of the concept, while under Condition 1S-2R S responded by placing each pattern in one of two response categories. In Condition 2S-1R two stimuli were presented on each trial and S was required to indicate which of the two was correct (positive instance). With cue card present the response categories (either one or two) were identified by a sample stimulus card that contained the attribute corresponding to correct assignment of stimuli on the preshift phase of the experiment. Following the shift the cue cards were appropriate for lRD Ss, but were necessarily inappropriate for R Ss since the cue cards could not be changed with the shift. Either size or color was the relevant dimension for half the Ss in all groups. The change in solution for an IRD shift involved a change in the relevant dimension from color to size or from size to color. The R shift simply involved a reversal Psychon. Sci., 1966, Vol. 4 PEDER J. JOHNSON, ANNE FISHKIN AND LYLE E. BOURNE, JR. UNIVERSITY OF COLORADOof the assignments of the levels on the same relevant dimension.Each S was told that a series of patterns would be presented and that his task was to discover the proper response to each. Following each response S was told whether or not he had responded correctly. WhenS made 15 consecutively correct responses the unannou...

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