Platt Tyson L, Zachar Peter, Ray Glen E, Lobello Steven G, Underhill Andrea T
Department of Psychology, Auburn University Montgomery, P.O. Box 244023, Montgomery, AL 36124-4023, USA.
Psychol Rep. 2007 Apr;100(2):547-55. doi: 10.2466/pr0.100.2.547-555.
Studies have found that Wechsler scale administration and scoring proficiency is not easily attained during graduate training. These findings may be related to methodological issues. Using a single-group repeated measures design, this study documents statistically significant, though modest, error reduction on the WAIS-III and WISC-III during a graduate course in assessment. The study design does not permit the isolation of training factors related to error reduction, or assessment of whether error reduction is a function of mere practice. However, the results do indicate that previous study findings of no or inconsistent improvement in scoring proficiency may have been the result of methodological factors. Implications for teaching individual intelligence testing and further research are discussed.
研究发现，在研究生培训期间，韦氏智力量表的施测和评分熟练度并不容易掌握。这些发现可能与方法学问题有关。本研究采用单组重复测量设计，记录了在评估研究生课程期间，韦氏成人智力量表第三版（WAIS-III）和韦氏儿童智力量表第三版（WISC-III）上统计学上显著但适度的误差减少情况。该研究设计无法分离与误差减少相关的培训因素，也无法评估误差减少是否仅仅是练习的结果。然而，结果确实表明，先前关于评分熟练度没有提高或提高不一致的研究结果可能是方法学因素导致的。文中讨论了对个体智力测试教学和进一步研究的启示。
