Effect of training on the performance of the W.I.S.C. 'block design' subtest

The Behavioral and Cognitive Response of Brain-Damaged Patients to Therapist Instructional Style

Two instructional styles, one task-oriented and one patient-oriented, were investigated for their effect on the nonverbal behavior and immediate cognitive performance of patients with brain damage. A repeated measures design was used to address the hypotheses that the patient-oriented style relative to the task-oriented style would create greater patient nonverbal positivity and self-directiveness and result in better patient performance on a block design task. Twenty-eight patients received two instructional periods from one of seven therapists who used the same style or alternate styles during the two periods. As predicted, during the patient-oriented style of instruction the patient displayed more nonverbal positivity and self-directiveness than during the task-oriented style. On the other hand, the task-oriented style during the first instructional period led to higher scores on the subsequent block design task while the patient-oriented style during the second period led to higher scores.

Cultural differences as reflected in Wechsler-Bellevue Intelligence (WBII) Test

To 137 white and 110 Negro veterans, of comparable age level but differing significantly in education, the Wechsler-Bellevue Intelligence Scale (WBII) was given. The Negro veterans scored lower on all subtests but scored significantly higher than the whites on the Digit Span which requires a good memory and attention. It is interesting to note that the Negroes, despite their lower educational levels, scored higher (contrary to expectations) on the Verbal than the Performance parts of the scale. Negro (and white) Ss also showed larger differences on Performance than on Verbal scales. Negro Ss exhibited greater difficulties on Information which is “white oriented” and requires more schooling. The Negro Ss also experienced difficulties with pictorial perception. The influence of culture and environment upon intelligence measured by such tests as this is great. Comparisons of racial groups based solely on intelligence tests scores should be treated with caution.