Master's Theses

Document Type

Thesis - campus only access

Date of Award

Summer 1973

Degree Name

Master of Science (MS)

Department

Psychology

Advisor

Myron Boor

Abstract

The WISC Comprehension subtest has been criticized for possibly penalizing certain Ss by its standard instructional requirement of multiple responses on items 6 through 13 to receive full credit. An alternative instructional procedure which specifically requested multiple responses on these items was evaluated. It was hypothesized that these alternative instructions would result in significant increases in both Comprehension scaled scores and in the number of two point responses, particularly for high IQs. It was further hypothesized that the alternative instructional procedure would increase the validity of the subtest. The Comprehension subtest was given individually to 120 Ss. One-half of these Ss received the standard instructions and one - half received the experimental instruction. Beta IQ scores were obtained by administering the Otis Quick Scoring Mental Test and high and low IQ groups were established by selecting the upper and Lower third of the total distribution of IQ scores. Four groups were formed (N = 20 Ss per group) on the basis of high vs. low IQ and experimental vs. standard instructions. An analysis of variance on Comprehension scaled scores and on the number of two-point responses produced significant main effects for IQ and for instruction. No significant interactions were obtained. Correlations were computed between scaled scores and IQ scores for the two instructional groups using all 120 is (N = 60 per group). The correlations obtained were almost identical. The hypothesis was not supported by the data. Both the standard and alternative instructional procedures seemed to discriminate reliably between the levels of intelligence. The alternative instructions appeared to make the test easier for most S, but not a more valid measure of intelligence.

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Rights

© 1973 Elvin Ray Koch

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