Use of the Intermediate Category Test in Arithmetic Disability Subtypes

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Use of the Intermediate Category Test in Arithmetic Disability Subtypes

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dc.contributor.advisor Silver, Cheryl H. en
dc.creator Nyberg, Timothy Jacob en
dc.date.accessioned 2010-07-12T18:59:04Z en
dc.date.available 2010-07-12T18:59:04Z en
dc.date.issued 2005-05-11 en
dc.identifier.other 60637310 en
dc.identifier.uri http://hdl.handle.net/2152.5/751 en
dc.description.abstract The Intermediate Category Test (ICT) is a test of nonverbal reasoning and executive functioning, but its single general score may be difficult to interpret in the context of a particular clinical case. In this study, the ICT was applied to groups of subjects with very specific cognitive impairments, so that what is known about those groups, along with patterns of performance on the ICT, might help describe what the ICT measures in greater detail. The convergent and divergent validity of the ICT was examined using archival data from 81 children with arithmetic learning disabilities. Children were divided into groups based on the presence (n=55) or absence (n=26) of a comorbid verbal learning disability. All children were given the ICT, Wechsler Intelligence Scale for Children-Revised, Wide Range Achievement Test-R, Wide Range Assessment of Memory and Learning, Wisconsin Card Sorting Test, Kaufman Assessment Battery for Children Matrix Analogies subtest, and Trail Making Test. A variance test revealed that subtests I and II do not contribute significantly to variance in the ICT. Factor analysis demonstrated different factor structures for children with and without comorbid verbal disabilities. A factor composed of subtests IV, V and VI, and a second factor composed of subtests III and IV was present in children with isolated arithmetic learning disability, with only subtests III and VI strongly related to nonverbal abstract reasoning. In contrast, two ICT factors in children with a combined-type learning disability were composed of subtests V and VI, and III and IV, respectively. None of these factors had strong relationships with measures of nonverbal reasoning, although subtests V and VI were significantly related to arithmetic achievement. en
dc.format.medium Electronic en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.subject Psychological Tests en
dc.subject Epidemiologic Studies en
dc.subject Learning Disorders en
dc.title Use of the Intermediate Category Test in Arithmetic Disability Subtypes en
dc.type.material Text en
dc.type.genre dissertation en
dc.format.digitalOrigin born digital en
thesis.degree.grantor Graduate School of Biomedical Sciences en
thesis.degree.department en
thesis.degree.name Doctor of Philosophy en
thesis.degree.level Ph.D. en
thesis.degree.discipline Clinical Psychology en
thesis.date.available 2005-05-11 en

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