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Anxiety may be manifested in excess motor activity, excessive talking, or distractibility during an assessment Difficulty with numbers sometimes is reflected in a low WMI If a client has not adequately mastered computational skills, then behaviors such as counting on fingers or writing with fingers may be observed Adolescents and adults with such difficulties may also report a history of struggling in math classes or experiencing anxiety about balancing their checkbook or performing daily activities related to numbers (shopping in a supermarket, following recipes) Often the Arithmetic subtest reveals such numerical difficulties, but the Digits backward portion of Digit Span may allude to difficulties as well In contrast to Digits backward, performance on Digits forward may be adequate, as it involves simple rote memory However, the backward span may be poorer as it involves manipulation of the numbers and is more complex.

6 x (a)

Letter-Number Sequencing may also be informative if examinees can correctly sequence the letters but not the numbers Additional support for difficulty with symbolic representations (related to numbers) can be obtained from performance on Digit.

6 x (b)

[Herr02]

Figure S11-7

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Symbol-Coding Note, also, that strong performance on the WMI needs explanation For example, good number ability may sometimes explain high scores on WMI To illustrate, consider accountants who earn a scaled score of 18 or 19 on Arithmetic and have an exceptional backward span for digits These accountants were likely aided on the WMI by their history of manipulating numbers during the course of their occupational career, as well as by a facility with numbers that may have been instrumental in their occupational choice Given the name of the index, working memory ability (good or bad) is always a potential explanation for how a client performs on the WMI One WMI task, in particular, is a prototypical measure of the cognitive function of working memory: Letter-Number Sequencing Letter-Number Sequencing (LNS) requires an individual to hold letters and numbers in mind, reorganize them, and then repeat them sequentially.

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Like the Digits backward portion of Digit Span, LNS requires visualization and manipulation Repeating digits in a forward order is more of an automatic task, and does not strain one s working memory Arithmetic also requires manipulation and spatial visualization (in addition to knowledge of basic computational facts) Thus, if interpreting the WMI as a possible measure of working memory, we recommend that you examine the forward and backward portions of Digit Span separately and compare these with Arithmetic and Letter-Number Sequencing Adults with weak working memory abilities may demonstrate poor performance on Digits backward, Letter-Number Sequencing, and Arithmetic, but may, at the same time, perform adequately on Digits forward because this rote recall task taps a different skill If only the total Digit Span scaled score is considered, the possible discrepancy between the forward and backward span will be masked, and invaluable information lost.

6.0 1.0x

[HF99]

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To further verify memory hypotheses, memory of Digit Symbol-Coding stimuli can be utilized The supplemental DigitSymbol Pairing and Free Recall procedures can.

1.0x

[HHR02]

Digit Symbol-Coding and Symbol Search comprise the Processing Speed Index (PSI). Although the name of the index suggests that interpretation of the PSI may be linked to processing speed, scores on this index may also denote good or poor fine motor coordination, motivation, visual memory, planning ability, or working memory; in addition poor scores are sometimes due to reflectivity or compulsiveness (Table 11.13). To a considerable degree, Symbol Search taps mental speed, whereas Digit Symbol-Coding primarily measures psychomotor speed. Thus, to interpret the PSI, you need to discern whether mental or psychomotor speed is impacting the score (or whether both are contributing factors). Careful observation can provide information on motor coordination. For instance, take note of how an adolescent or adult holds the pencil during the PSI tasks. An awkward grip on the pencil or pencil strokes that are not fluid can be indicators of poor visual motor coordination. Observation of visual motor coordination during other subtests such as Block Design and Picture Arrangement, when a client is required to manipulate objects, also provides valuable supportive information. Visual perceptual problems may also affect performance on the PSI. Such

11-9

compulsiveness motivation planning ability processing speed reflectiveness visual memory visual motor coordination

We will illustrate logistic regression using the data on launch temperature and O-ring failure for the 24 space shuttle launches prior to the Challenger disaster of January 1986. There are six O-rings used on the rocket motor assembly to seal eld joints. The table below presents the launch temperatures. A 1 in the O-Ring Failure column indicates that at least one O-ring failure had occurred on that launch.

[HHR+02]

Figure S11-8 is a scatter plot of the data. Note that failures tend to occur at lower temperatures. The logistic regression model t to this data from Minitab is shown in the following boxed display.

NOTE: From Essentials of WAIS-III assessment (p. 139), by A. S. Kaufman & E. O. Lichtenberger, 1999, New York: Wiley.

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