An empirical study of the weigl-goldstein-scheerer color-form test according to a developmental frame of reference

Abstract

Analyzed the Weigl‐Goldstein‐Scheerer Color‐Form Test (Goldstein & Scheerer, 1941) according to a developmental frame of reference. Three dimensions were distinguished in the reactions to the test: Configuration of sorting, verbalization of the sorting principle, and the flexibility of switching sorting principle. Each of these dimensions was assumed to constitute a developmental gradient, the steps of which were operationally defined according to a developmental, composite model of concept formation (Strauss & Lewin, in press). The test was administered to a sample (N = 163) of children aged 5, 7, 9, and 11 years. The ages were chosen so as to cover the end of the preoperational subperiod and the stage of concrete operations. The hypotheses were borne out at large: The three dimensions proved themselves to constitute the a‐priori‐defined gradients; flexibility of switching sorting principle was basic to development as hypothesized. Thus, the results of the test indicate a regression hierarchy among the reactions to the test. Similarly, the study of the reactions to the Color‐Form Test constitutes an empirical validation of the greater part of our composite, developmental model.

Executive dysfunction and its association with personality and behaviour changes in the development of Alzheimer's disease in adults with Down syndrome and mild to moderate learning disabilities

“…Vocabulary subtests have been shown to be among the most important contributors to comprehensive tests of intelligence (Elliott, Scholl, Grant, & Hammer, 1990). Scores on the Peabody Picture Vocabulary Test (PPVT; the original American version of the test) have been shown to be highly correlated with measures of intelligence, such as the Wechsler Adult Intelligence Scale (WAIS) Verbal and Full Scale IQ (Bell, Lassiter, Matthews, & Hutchinson, 2001; Snitz, Bieliauskas, Crossland, Basso, & Roper, 2000), and the Wechsler Intelligence Scale for Children (WISC) Verbal and Full Scale IQ (Beck & Black, 1986; Naglieri, 1982). For this reason, the BPVS has been used widely as an estimate of general intellectual ability for the purposes of matching participants in a range of clinical groups to controls (e.g.…”

“…Weigl sorting (Grant and Berg, 1948) Extra-dimensional set shifting Abstracting common principles Administered as described by Strauss and Lewin (1982). Scoring system reversed.…”

The relationship between acquired impairments of executive function and behaviour change in adults with Down syndrome

“…1994), Weigl card sorting (Goldstein & Scheerer 1941), cats and dogs stroop task (Gerstadt et al . 1994) and scrambled boxes (Strauss & Lewin 1982).…”

“…Four measures of executive function were taken from Ball et al (2008) and administered at each assessment; the Tower of London (Krikorian et al 1994), Weigl card sorting (Goldstein & Scheerer 1941), cats and dogs stroop task (Gerstadt et al 1994) and scrambled boxes (Strauss & Lewin 1982).…”

Outcome Measures for Clinical Trials in Down Syndrome

“…Strauss, Sherman, & Spreen, 2006), Psychiatric Assessment Schedules for Adults with Developmental Disabilities (Moss et al, 1998), Rey Auditory Verbal Learning Task (Schmidt, 1996), Rivermead Behavioural Memory Test for Children (Wilson, Ivani-Chalian, & Aldrich, 1991), Scrambled Boxes (H. Strauss & Lewin, 1982), Selective Attention Cancellation Task (Krinsky-McHale et al, 2008), Test for Severe Impairment (Albert & Cohen, 1992), Weigl Sorting (H. Strauss & Lewin, 1982), Tower of London (Krikorian, Bartok, & Gay, 1994), WISC Block designs (Wechsler, 2004), WISC Coding (Wechsler, 2004), WISC Digit Span (Wechsler, 2004), Wechsler Memory Scales (Wechsler, 2009).…”