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in their complexity, neither requires problem solving (Symbol Search may demand some planning ability), and neither places heavy demands on expression. Unlike the considerable visual motor requirements for Digit Symbol-Coding, Symbol Search merely demands a slash through a Yes or No box, with no penalties given for sloppy pencil marks or for barely touching the correct box. Individuals with good visual memories will look at the Target Group once, scan the Search group, and respond, thereby earning high scores. Those with weak memories might go back and forth between the Target and Search groups, earning relatively poor scores because of the inefficient style of responding. Vocabulary is a good measure of verbal expression; the individual has to understand just a single spoken word, and knowledge of each word must be retrieved from long-term storage, not figured out. The person s score depends heavily on how well he or she can spontaneously express the concept in words. Similarly, Digit Symbol-Coding makes minimal receptive demands (the symbols to be processed are quite simple) and requires little thinking. When operating from the Osgood model, it is essentially a test of psychomotor speed, or manual expression. In this respect, expression within the visual motor channel requires excellent motor coordination, in contrast to the gestural communication necessary for success on the ITPA Manual Expression subtest (e.g., demonstrating gesturally the way to brush one s teeth). Examiners who apply the Osgood/informationprocessing model model, especially for braininjured or learning-disabled adolescents and adults, should be able to pinpoint the channel or level of organization that is dysfunctional, as well as the specific process that is deficient (reception, association, storage, expression).

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The first generation of Wechsler clinicians grew up on Wechsler s own interpretations of the tests (his pattern analysis), along with Cohen s (1952a,

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1952b) factor-analytic inferences and Rapaport s clinical model, which tried to bridge the gap between intellectual functioning and personality development (Mayman, Schafer, & Rapaport, 1951; Rapaport, Gill, & Schafer, 1945 46). From these sources, and perhaps especially from the clinical interpretive approach advocated by Rapaport and his colleagues, came the wealth of conventional clinical wisdom that has survived to the present day. Rapaport preceded Hunt s (1961) important declaration that the IQ was neither fixed nor constant, and stressed the influence of personality, environmental stimulation, emotional stimulation, defensive styles, cultural predilections, psychopathology, and brain injury on the maturation and expression of intelligence. He predated modern approaches to systematic profile interpretation (for example, by urging examiners to evaluate deviations of each Wechsler-Bellevue subtest from the person s average of all subtests), and ensured that future generations of clinicians would interpret Wechsler intelligence profiles in the context of personality development and environmental influences. We do not generally agree with a number of Rapaport s assertions, such as the notion that cognitive tests like Arithmetic or Picture Completion are primarily measures of the behavior of concentration. We also disagree with the pertinence of many of the Rapaport-Schafer hypotheses regarding the clinical interpretation of specific findings in individuals profiles being associated with a variety of pathological conditions: for example, misses on easy Comprehension items conceivably reflecting schizophrenia or psychotic depression; decrements in Information, contrasted with adequate Comprehension, indicating a hysteric reaction; or increments in Picture Completion suggesting a possible paranoid trend (Gilbert, 1978). As Matarazzo (1972) noted a generation ago: Little evidence in the way of validation for these or related hypotheses emerged (p. 467). That statement remains true today. Particularly indefensible, from the standpoint of psychometrics, are some of the inferences made by psychoanalytically oriented clinicians

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who have carried Rapaport s ideas to an extreme For example, Allison, Blatt, and Zimet (1968) inferred from high Digit Symbol and low Digit Span a person who seems to be controlling strong and pressing anxiety by excessive activity When we find the reverse pattern, a high Digit Span and a low Digit Symbol, we are usually confronted with an essentially depressed person who is attempting to ward off recognition of depressive affect perhaps in a hypomanic way, usually via denial, but not necessarily through activity and acting out behavior (p 32) Nonetheless, the Rapaport approach occupies a unique place in clinical history; it depended heavily on Wechsler s clinical insights and on considerable empirical data and has been influential in the clinical lore that has been passed on from generation to generation of clinicians.

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Further, Rapaport s analysis of Wechsler tasks in terms of the abilities and traits they measure represents a useful contemporary supplement for interpreting WAIS-III subtest profiles Basically, Mayman et al (1951) posit five thought functions that affect differential performance on the Wechsler subtests: memory, concept formation, visual organization, visual motor coordination, and orienting responses Memory and Concept Formation facilitate the accumulation of experiences and memories, while visual organization (without essential motor activity) and visual motor coordination deal with the key role of visual perceptual processes in directing motor behavior and manipulations The orienting category includes attention, concentration, and anticipation, each a crucial behavior that guides the selective orientation of each person in every reality situation This category relates to Luria s (1980) Block 1 (attentional) and Block 3 (planning) operations, with attention and concentration considered a Block 1 function and anticipation a Block 3 function.

In contrast, the remaining four Mayman-Schafer-Rapaport categories pertain primarily to Luria s Block 2, or coding, functions Each Wechsler task is considered to assess many functions, but one or two are considered primary for virtually every subtest Comprehen-.

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Nov 26, 2015 · Now I want to insert the student code under the bar code label. How can I do this? My code currently looks like this: foreach (GridViewRow row ...

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Apr 5, 2019 · Part II - Writing text, images and simple graphics in the document. This is the second part of this articles series about creating simple PDFs using iTextSharp. In the first part we looked at how to create the file and add meta ... You can create fonts several ways, here shown how to by using the BaseFont class.

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