Test complexity and brain damage at different educational levels

✍ Scribed by M. Alan J. Finlayson

• Publisher: John Wiley and Sons
• Year: 1977
• Tongue: English
• Weight: 244 KB
• Volume: 33
• Category: Article
• ISSN: 0021-9762
• DOI: 10.1002/1097-4679(197701)33:1+<221::aid-jclp2270330150>3.0.co;2-d

✦ Synopsis

This investigation attempted to determine whether the complexity (problemsolving component) of selected tests of the Reitan-Halstead Neuropsychological Test Battery was related to their ability to discriminate groups of brain-damaged and non-brain-damaged adults at different educational levels. Twenty tests from the Wechsler-Bellevue and the Reitan-Halstead Battery were administered to 51 brain-damaged and 51 non-brain-damaged adults at three educational levels (grade school high school, university). Spearman rank-order correlations were obtained for the relationship of task com lexity with global scores that reflected the effects of education and brain &mage for each variable and with the differences between group means for each education level. The ability of these measures to discriminate the groups was correlated significantly with problem-solving level, whereas the effects of education were correlated negatively with this dimension.