![]() ![]() Although embedded Digit Span validity indicators may be useful, they are not sufficient to replace standalone performance validity tests.ĭigit Span WAIS-IV performance validity sensitivity specificity veteran. Sensitivity across all validity indicators was low in this research sample, though cutoff scores were congruent with previous research. Conclusions: Digit Span ACSS was the strongest predictor of noncredible performance, and outperformed traditional RDS variants. Vocabulary minus Digit Span measures were not significant. Overall, cutoff scores were consistent with other studies, but sensitivities were lower. Of RDS measures, the Working Memory RDS resulted in the highest AUC (.629), but Enhanced RDS and Alternate RDS produced the highest sensitivities (0.22). Results: Digit Span age-corrected scaled score (ACSS) had the highest AUC (.648) of all measures assessed however, sensitivity at the best cutoff of <7 was only 0.17. There are too many variables to cite only one reason for low Digit Span (or any other test on the WISC or WAIS). Diagnostic accuracy was calculated predicting group status across cutoff scores on two Digit Span variables, four Reliable Digit Span (RDS) variables, and two Vocabulary minus Digit Span variables. Of the total sample ( N = 275), 21.09% failed the MSVT and/or b Test. WAIS digit span tops out at 9 forward and 8 backwards IIRC, however there are two trials per item (meaning that to max, one has to successfully complete 6 digit sequences per digit length, with two being forward, two being reverse, and. The Noncredible group included individuals who failed either the MSVT or the b Test. Very high, I think 99 percentile/ 145+ IQ at least, if it got tested the same way like it would in the WAIS. Method: Neurologically-intact veterans completed structured diagnostic interviews, the WAIS-IV, the Medical Symptom Validity Test (MSVT), and the b Test as part of a larger study. This study evaluated Wechsler Adult Intelligence Scale, 4th edition (WAIS-IV) Digit Span validity indicators in post-deployment veterans. It was recommended among others that science teachers should vary concentration spans of science students by inherently mimicking the same kind of cognitive gear shift in the activities that require creative problem-solving skills and thinking, Also interventions and accommodation need be designed by school administrators to help science teachers differentiate instruction with explanations on how techniques or strategies can address students with working memory difficulty and attention deficits in the classroom.Objective: Embedded validity measures are useful in neuropsychological evaluations but should be updated with new test versions and validated across various samples. There exist no significant relationship between measure of working memory, attention span and the combination of working memory and attention span of students. Findings revealed that low percentage variation in students’ problem-solving skills in science can be attributed to measure of working memory and attention span. Multiple regression analysis was used to analyse data used to answer the research questions and test null hypotheses at 0.05 level of significance. ![]() Wechsler Adult Intelligence Scale (WAIS) backward digit span task and Attention Lapses Clicker (ALC) were used for data collection. The population for the study comprised all Secondary School I (SSI) that offered physics, chemistry and biology as school subjects in all the public senior secondary schools in the study area for 2017/2018 academic session while the sample was 450 science students from 24 Senior Secondary Schools in the study area. The study adopted correlational survey research design. The study sought to determine the relationship between problem-solving skills and measure of working memory and attention span of science students of low ability level. Working memory, Attention span, Problem-solving skills, Ability level, Science. Staff School, Benue State University, Makurdi, Benue State, Nigeria, Nigeria. Universal Basic Education, Junior Secondary School, Demekpe, Makurdi, Benue State, Nigeria.Ĭurriculum and Teaching Department, Faculty of Education, Benue State University Makurdi, Benue State, Nigeria. Problem-Solving Skills as Correlates of Attention Span and Working Memory of Low Ability Level Students in Senior Secondary Schools ![]()
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