WISC Digit Span Research Articles

Narrative abilities, memory and attention in children with a specific language impairment

While narrative tasks have proven to be valid measures for detecting language disorders, measuring communicative skills and predicting future academic performance, research into the comparability of different narrative tasks has shown that outcomes are dependent on the type of task used. Although many of the studies detecting task differences touch upon the fact that tasks place differential demands on cognitive abilities like auditory attention and memory, few studies have related specific narrative tasks to these cognitive abilities. Examining this relation is especially warranted for children with specific language impairment (SLI), who are characterized by language problems, but often have problems in other cognitive domains as well. In the current research, a comparison was made between a story retelling task (The Bus Story) and a story generation task (The Frog Story) in a group of children with SLI (n= 34) and a typically developing group (n= 38) from the same age range. In addition to the two narrative tasks, sustained auditory attention (TEA-Ch) and verbal working memory (WISC digit span and the Dutch version of the CVLT-C word list recall) were measured. Correlations were computed between the narrative, the memory and the attention scores. A group comparison showed that the children with SLI scored significantly worse than the typically developing children on several narrative measures as well as on sustained auditory attention and verbal working memory. A within-subjects comparison of the scores on the two narrative tasks showed a contrast between the tasks on several narrative measures. Furthermore, correlational analyses showed that, on the level of plot structure, the story generation task correlated with sustained auditory attention, while the story retelling task correlated with word list recall. Mean length of utterance (MLU) on the other hand correlated with digit span but not with sustained auditory attention. While children with SLI have problems with narratives in general, their performance is also dependent on the specific elicitation task used for research or diagnostics. Various narrative tasks generate different scores and are differentially correlated to cognitive skills like attention and memory, making the selection of a given task crucial in the clinical setting.

Impairment in non-word repetition: a marker for language impairment or reading impairment?

A deficit in non-word repetition (NWR), a measure of short-term phonological memory proposed as a marker for language impairment, is found not only in language impairment but also in reading impairment. We evaluated the strength of association between language impairment and reading impairment in children with current, past, and no language impairment and assessed any differential impairment of NWR, compared with two other tests of verbal memory in children with language impairment with and without reading impairment. Our sample comprised children aged 6-16y 11mo participating in a study of the genetics of language impairment: 78 children from 68 families (53 males, 25 females) with current language impairment (C-LI), compared with their 74 siblings: 25 children (18 males, seven females) with a past history of language impairment and 49 children (27 males, 22 females) who had never had a language impairment. The tests used were the Clinical Evaluation of Language Fundamentals (CELF III), the Children's Test of Non-word Repetition (CN-Rep), the Wide Range Assessment of Memory and Learning (WRAML) verbal memory index, the Wechsler Intelligence Scale for Children-III (WISC-III) digit span, and the Wechsler Objective Reading Dimensions (WORD(UK) ). Reading impairment was present in two-thirds of the children with current language impairment. NWR deficits were significantly worse in children with language impairment who had reading impairment in reading decoding (p=0.007 and 0.004 - average group compared with borderline and definitely impaired groups respectively) or spelling (p=0.002 and 0.005 - average group compared with borderline and severely impaired groups respectively) (not correlated with severity of language impairment) but not comprehension impairment. In contrast, WISC digit span and WRAML verbal memory were impaired in all children with language impairment and did not differentiate those who also had reading impairment. We suggest that current NWR ability may be a marker of a process specifically underlying language impairment, co-occurring with reading impairment involving reading decoding and spelling, rather than a generic correlate of language impairment. Other verbal memory deficits appear to be pervasive in children with language impairment.

Longitudinal psychological study in myotonic dystrophy

The authors studied in two occasions a group of 12 patients with myotonic dystrophy in a mean interval of three years and a half between the examinations. The neuro-psychological battery included the following tests: Raven's progressive matrices (coloured and general scales), Wechsler children intelligence scale (WISC), Kohs' blocks and Piaget-Head. 50% of the patients had better scores on the second examination on RCPM, 81.89% on WISC-digit span, 63.67% on WISC-numbers, 44.44% on Piaget-Head 2 and 60% on Kohs' blocks. However, on Piaget-Head 1-3, the majority had worse results (87.56%) with statistical significative difference (p < 0.05). Though the scores from Kohs' blocks were better in 60% of the patients with p < 0.05, we have to consider that 60% had 0 point on first examination being their scores a little better on second one. This is enough to result on statistical significative difference, however, very low if compared to normal subjects.

Conceptual tempo as a moderator variable in predicting first grade achievement test scores

This study examined the utility of a set of tests for predicting the academic achievement of separate samples of impulsive and reflective first graders. The predictor tests were the Peabody Picture Vocabulary Test, the Columbia Mental Maturity Scale, Wepman's Auditory Discrimination Test, the ITPA Sound Blending Subtest, the WISC Digit Span Subtest, and Kaufman's WISC-R Verbal Comprehension Factor (Comprehension, Information, Similarities, and Vocabulary). The criterion measures were drawn from the Stanford Achievement Test and included scores for Total Auditory, Total Mathematics, Total Reading, Vocabulary and Listening Comprehension. Multiple regression analyses revealed that (a) for three of the five criterion variables, the optimal equations for predicting the achievement test scores differed for impulsives and reflectives, and (b) given the same predictor scores, the predicted achievement of impulsive and reflective children different considerably. It was concluded that conceptual tempo is an important moderator variable in predicting academic performance.

AGE AND SEX DIFFERENCES IN MEASURES OF BRAIN LATERALIZATION

79 kindergarten and sixth grade, male and female, right-handed subjects were administered two tasks which infer left-hemisphere processing (WISC Digit Span and PMA Verbal Meaning) and two tasks which infer right-hemisphere processing (WISC Block Design and PMA Spatial Relations) and the Rod-and-Frame Test, a measure of field dependence/independence. A significant grade level increase for all of the tests except for the PMA Spatial Relations Test was noted. The decrease on the PMA Spatial Relations Test was significant for female subjects. Sixth grade males were significantly superior to sixth grade females on the constructive, visuo-spatial task (WISC Block Design Test). There were no other significant sex differences when separating out age level differences. Results are interpreted to suggest less lateralization for females and for males earlier, greater right-hemisphere lateralization for spatial tasks with three-dimensional constructive components.

Methylphenidate Effect on Attentional and Cognitive Behavior in Six- through Twelve-Year-Old Males

Attentional and cognitive behavior was studied in 84 learning disabled boys aged 6 through 12 yr., before and during treatment with methylphenidate (Ritalin). The WISC Digit Span and Coding, identified as measures of primarily attentional behavior, showed significant improvement with methylphenidate treatment. Block Design, Picture Arrangement, Mazes, and Non-verbal IQ showed significant improvement as a result of general increase in attentional behavior but the WISC Verbal IQ showed no improvement. Covariates were pretest and posttest age, parental occupational group, and length of treatment. A multivariate analysis of covariance supported the concept that methylphenidate (Ritalin) did improve performance on tests with high attentional component. Implications for the treatment of learning disabled children are discussed.

Relation of forward and backward digit repetition to neurological impairment in children with learning disabilities

The WISC digit span scaled scores of 297 children with learning disabilities fell below any of their overall I.Q. measures. More than 30 per cent of these Ss also had a greater than normal difference of 3 or more digits between their forward and backward spans. When 292 Ss for whom neurological data were available were categorized according to their signs (none, predominantly left, right, or bilateral), Ss with right-sided signs (presumed left hemisphere damage) were worse on digits forward, while Ss with left-sided signs (presumed right hemisphere damage) were worse on digits backward. Most Ss who could not repeat digits backward at all had bilateral impairment. Analysis of the data by age, suggests that the large gap between forward and backward digits, characteristic of the group with left-sided signs, tends to increase with age since their ability to repeat digits forward improves without concommitant improvement in their ability to repeat them backward. Conversely, the backward span of the group with right-sided signs tends to “catch up” and even equal their limited forward repetition. The data appear to support a left-hemisphere-dependent auditory verbal component of the digit span task reflected in digits forward and a right-hemisphere-dependent, visuo-spatial component reflected in digits backward. The distribution of verbal and performance WISC scores of these Ss, as well as their forward and backward digit spans, suggest that patterns of adult hemispheric asymmetry are similar in children with restricted early brain damage.

Frequency of the EEG during acquisition in short-term memory.

ABSTRACTThis study investigated changes in frequency of the EEG in relation to the number of digits inputed in a test of short‐term memory. Four channels of bipolar EEGs were recorded from scalp leads over parietal and occipital areas of both hemispheres, while lists of the WISC digit span backward test were inputed. Data from 25 healthy Ss, who correctly recalled the 2‐, 3‐, 4‐, and 5‐digit lists in reversed order, were analyzed. Findings showed no statistically significant differences in frequency of the EEGs recorded during acquisition of lists of different length. EEG frequency was significantly faster during acquisition of the lists than during a control condition in which Ss participated in an auditory reaction time task; but the findings were not consistent from channel to channel.

Interhemispheric EEG Differences in Relation to Short-Term Memory

Bipolar EEGs were recorded from left and right homologous areas and from 2 transverse derivations in 49 boys during performance of the WISC digit span (backward) test. Comparison of average period of waves recorded while digits were inputed showed that acquisition of longer lists was accompanied by increased synchrony betwen left and right hemispheres of the brain. Digit span was longer in subjects with greater interhemispheric synchrony and vice versa . Control experiments using EEG data recorded from transverse placements showed no significant differences over the same conditions.

Digit span and EEG frequency in normal children

EEGs were recorded from P 3O 1, P 4O 2, P 3P 4 and O 1O 2 in seventy-nine normal boys aged 54 to 207 months while digits from the WISC digit span test were presented. Correlation between digit span and EEG frequency were in the expected direction and 3 of the 4 computed proved to be statistically significant. When age was held constant by means of partial correlation, however, the significant correlations vanished. The investigation failed, therefore, to find any evidence that digit span and frequency of the EEG during acquisition of digits were related in normal children.

Classroom-Administered Digit Span and Distractibility Ratings for Elementary School Pupils

A previous study (Nalven & Puleo, 1968) showed that elementary school pupils' classroom distractibiliry, as rated by their teachers on the Devereux Child Behavior Rating Scale (Spivack & Spotts, 1966), was unrelated to their WISC Digit Span (Wechsler, 1949) performance. Since Digit Span is apparently widely employed as a measure of freedom from distractibility, it seemed unwise to recommend abandoning its use on the basis of a single negative finding. Perhaps, if Digit Span were administered under the same conditions as the behavior it was being used to predict, i.e., under normal classroom conditions instead of as an individual test in a relatively isolated test setting, then its expected relationship to classroom distractibility would obtain. The present study tested this hypothesis. Ss were 77 pupils (42 girls and 35 boys) enrolled in 2 fourth grade and 2 fifth grade regular classes in New Jersey suburban public schools. Each S was rated on the Deverew Distractibility Rating Scale by his teacher. On this four-item measure, scores can range from 4 (least distractible) to 28 (most distractible). Ss in their regular classrooms were group-administered the 14 Digits Forward items of the WISC by a school psychologist. He read each item aloud and Ss then wrote out their responses on answer sheets. Ss were instructed not to begin to write their answers until the entire number was read by the psychologist. Scores on this modified WISC Digit Span test were equal to the number of items correctly wrirten down. The distractibility ratings for all 77 Ss ranged from 4 to 24, with M = 12.3 and SD = 4.4. For the 35 boys separately, M = 13.9 and SD = 4.3; for the 42 girls, M = 11.4 and SD = 4.2. A test of significance indicated that this sex difference was significant (I = 3.5, 9 < .05). The digit-span scores ranged from 5 to 14, with IM = 9.1 and SD = 2.68. The boys' and girls' means were not significantly different. Correlation of the Digit-Span and distractibility scores for all 77 Ss yielded a zero-order value of .08. It is suggested that the modified Digit-Span is not a valid predicmr of children's classroom distractibility.

Differences on the WISC digit span between outpatient clinic and delinquent boys.

Differences on the WISC digit span between outpatient clinic and delinquent boys.