The Effect of Cognitive, Personality, and Background Factors on the WAIS-III Arithmetic Subtest

Karzmark, Peter

doi:10.1080/09084280802644144

Cited by 9 publications

(4 citation statements)

References 19 publications

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“…That is, the elderly participants were trained on a visual/spatial task while the transfer task of letter–number sequencing was auditory/verbal, suggesting that the transfer effect is supramodal in nature. This finding interestingly paralleled the supramodal transfers observed for working memory training that accompanied changes in brain activity in supramodal working memory-related regions (Olesen et al, 2004; Karzmark, 2009; Smith et al, 2009; Borella et al, 2010). …”

Section: Resultssupporting

confidence: 66%

What?s Cooking? ? Cognitive Training of Executive Function in the Elderly

Wang¹,

Chang²,

Su³

2011

Front. Psychology

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Executive function involves the efficient and adaptive engagement of the control processes of updating, shifting, and inhibition (Miyake, 2000) to guide behavior toward a goal. It is associated with decrements in many other cognitive functions due to aging (West, 1996; Raz, 2000) with itself particularly vulnerable to the effect of aging (Treitz et al., 2007). Cognitive training in the form of structural experience with executive coordination demands exhibited effective enhancement in the elderly (Hertzog et al., 2008). The current study was thus aimed at the development and evaluation of a training regime for executive function in the elderly. The breakfast cooking task of Craik and Bialystok (2006) was adapted into a multitasking training task in a session (pre-test vs. post-test) by group (control vs. training). In the training condition, participants constantly switched, updated, and planned in order to control the cooking of several foods and concurrently performed a table setting secondary task. Training gains were exhibited on task related measures. Transfer effect was selectively observed on the letter–number sequencing and digit symbol coding test. The cooking training produced short term increase in the efficiency of executive control processing. These effects were interpreted in terms of the process overlap between the training and the transfer tasks.

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Section: Resultssupporting

confidence: 66%

What?s Cooking? ? Cognitive Training of Executive Function in the Elderly

Wang¹,

Chang²,

Su³

2011

Front. Psychology

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“…When a problem can be solved by either verbal computation or spatial imagery, males are more apt to use the latter (Geary, Saults, Liu, & Hoard, 2000). An analysis of students' achievements on the arithmetic subset of the Wechsler scales showed a high association of test scores with both arithmetic skills and verbal memory (Karzmark, 2009). The association between the level of reading in early elementary school and progress in mathematics was shown to be higher among girls than among boys (Grimm, 2008).…”

Section: Spatial and Verbal Skills In Relation To Mathematics Achievementioning

confidence: 99%

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes

2009

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The objective of this study was to examine gender differences in the relations between verbal, spatial, mathematics, and teacher-child mathematics interaction variables. Kindergarten children (N=80) were videotaped playing games that require mathematical reasoning in the presence of their teachers. The children's mathematics, spatial, and verbal skills and the teachers' mathematical communication were assessed. No gender differences were found between the mathematical achievements of the boys and girls, or between their verbal and spatial skills. However, mathematics performance was related to boys' spatial reasoning and to girls' verbal skills, suggesting that they use different processes for solving mathematical problems. Furthermore, the boys' levels of spatial and verbal skills were not found to be related, whereas they were significantly related for girls. The mathematical communication level provided in teacher-child interactions was found to be related to girls' but not to boys' mathematics performance, suggesting that boys may need other forms of mathematics communication and teaching.

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“…In reevaluating a hypothesized CFA structure for the WAIS-IV, the controversies mentioned above and in particular previous studies shown in Table 1 were used as a guide. Studies of previous and current versions of Wechsler scales have found that a number of broad abilities influence scores on Arithmetic, both in clinical and healthy community populations and across cultures (Canivez & Kush, 2013; Georgas, Weiss, van de Vijver, & Saklofske, 2003; Karzmark, 2009; Sattler & Ryan, 2009). In the fourth edition of the WAIS efforts have been made to concentrate on the working memory load in Arithmetic, and reduce demands on verbal comprehension, mathematical knowledge, and processing speed in completing Arithmetic (Wechsler, 2008a).…”

mentioning

confidence: 99%

Age-related invariance of abilities measured with the Wechsler Adult Intelligence Scale–IV.

Sudarshan¹,

Bowden²,

Saklofske³

et al. 2016

Psychological Assessment

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Assessment of measurement invariance across populations is essential for meaningful comparison of test scores, and is especially relevant where repeated measurements are required for educational assessment or clinical diagnosis. Establishing measurement invariance legitimizes the assumption that test scores reflect the same psychological trait in different populations or across different occasions. Examination of Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) U.S. standardization samples revealed that a first-order 5-factor measurement model was best fitting across 9 age groups from 16 years to 69 years. Strong metric invariance was found for 3 of 5 factors and partial intercept invariance for the remaining 2. Pairwise comparisons of adjacent age groups supported the inference that cognitive-trait group differences are manifested by group differences in the test scores. In educational and clinical settings these findings provide theoretical and empirical support to interpret changes in the index or subtest scores as reflecting changes in the corresponding cognitive abilities. Further, where clinically relevant, the subtest score composites can be used to compare changes in respective cognitive abilities. The model was supported in the Canadian standardization data with pooled age groups but the sample sizes were not adequate for detailed examination of separate age groups in the Canadian sample. (PsycINFO Database Record

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The Effect of Cognitive, Personality, and Background Factors on the WAIS-III Arithmetic Subtest

Cited by 9 publications

References 19 publications

What?s Cooking? ? Cognitive Training of Executive Function in the Elderly

What?s Cooking? ? Cognitive Training of Executive Function in the Elderly

Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes

Age-related invariance of abilities measured with the Wechsler Adult Intelligence Scale–IV.

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