Davis Andrew S, Pierson Eric E
Department of Educational Psychology, Ball State University, Muncie, IN 47306, USA.
Appl Neuropsychol Adult. 2012;19(3):192-7. doi: 10.1080/09084282.2011.643958. Epub 2012 Jul 11.
The current study examined the performance of college students (N = 63) on the Coding subtest of the Wechsler Adult Intelligence Scale-Third Edition and examined whether differences in performance could in part be explained by performance on the Delis-Kaplan Executive Functions System Trail-Making Test. The results of a multiple regression analysis indicated that performance on Coding was correlated most with Letter-Number Sequencing and to a lesser extent with Visual Scanning and with Number Sequencing approaching significance. There was no significant relationship with Letter Sequencing or Motor Speed. The three significant predictor variables were then entered into a stepwise hierarchical regression analysis. Subsequent models using Visual Scanning and Number Sequencing did not improve the predictive value of the model. These results are consistent with other recent reports suggesting that performance on Coding taps cognitive skills and abilities beyond that of simple motor speed or paired-associative learning. The findings also suggest a limited improvement in understanding test performance using a process analysis approach.
本研究考察了63名大学生在韦氏成人智力量表第三版编码子测验中的表现，并探究了其表现差异是否能部分由德利 - 卡普兰执行功能系统连线测验的表现来解释。多元回归分析结果表明，编码测验的表现与字母 - 数字排序的相关性最高，与视觉扫描的相关性次之，与数字排序的相关性接近显著水平。与字母排序或运动速度没有显著关系。然后将这三个显著的预测变量纳入逐步分层回归分析。随后使用视觉扫描和数字排序的模型并没有提高模型的预测价值。这些结果与最近的其他报告一致，表明编码测验所考察的认知技能和能力超出了简单的运动速度或配对联想学习。研究结果还表明，使用过程分析方法在理解测验表现方面的改进有限。
