Abstract
The current study assessed the effectiveness of interactive computer-assisted instruction software in reducing subsequent errors in scoring the WISC–III. Errors in scoring from 84 protocols of graduate students presented with this software simulation as part of their initial training were compared with errors in scoring from 77 protocols of graduate students without such training. These were different sets of students matched for amount of training and differing in having the training component. Protocols from the former group contained significantly fewer errors of correct assignment of points, failure to question when specified to do so, and over-all total number of errors. Mechanical errors, conversion errors, and errors establishing correct starting and stopping points (basal and ceiling points) were not significant. The results support the effectiveness of computer-assisted instruction when used in conjunction with classroom training.
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