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The WAIS-III is the most popular test for assessing adult intelligence (Camara, Nathan, & Puente, 2000) and, as discussed in 1, it is used in most clinical, educational, and vocational evaluations of individuals aged 16 through old age. The WAIS-III contains substantial revision from the WAIS-R, including the updating of norms, extension of the age range to 89 years, addition of three new subtests, decreased reliance on timed performance, and the addition of factor indexes. The WAIS-R was basically a slight modification of the 1955 WAIS (Kaufman, 1985a), a cleaner WAIS with a new standardization sample. The WAIS was, in turn, a modified and restandardized version of the 1939 Wechsler-Bellevue, Form I (W-B I), so the evolution of the WAIS-III from the W-B I through the WAIS and WAIS-R is direct and of importance to present-day clinicians. This importance is not merely historical, although the history of intellectual assessment, and of David Wechsler s role in it, is both fascinating and illuminating. Rather, 61

the value of studying the W-B I, WAIS, and WAIS-R, even though the former two are virtually historical relics, concerns interpretation of the WAIS-III. Thousands of research investigations have been conducted during the past half century on the WAIS-III s predecessors. These studies have ranged from the banal and repetitive to the ingenious and vital; the better endeavors have revealed much about intellectual development, mental functioning, and neuropsychological processing of different types of information. But how many of these insights are test-specific, valid for the W-B I, WAIS, or WAIS-R, but not necessarily for the WAIS-III The answer lies in the continuity of measurement from one test battery to another. The degree of change in test content, in reliability coefficients, in standardization samples, and in underlying constructs all bears on the question of continuity. Major changes from one revision to another, especially in the construct validity of the respective batteries, would greatly

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limit generalization of research findings from the W-B I, WAIS, or WAIS-R to the present-day adult battery; empirical evidence of similarity, however, would argue for the direct application of many previous research findings to the WAIS-III. However, we want to make clear when the WAIS-R research may have questionable application to the WAIS-III because of the considerable structural changes that accompanied the latest version of the Wechsler s adult tests. This chapter compares the W-B I, WAIS, WAIS-R, and WAIS-III and attempts to answer the theoretical question of continuity of measurement and the practical question of generalizability of W-B I, WAIS, and/or WAIS-R findings to the WAIS-III.

Wechsler selected tasks for the Wechsler-Bellevue from among the numerous tests available in the 1930s, many of which were developed to meet the assessment needs of World War I. Although Wechsler chose not to develop new subtests for his intelligence battery, his selection process incorporated a blend of clinical, practical, and empirical factors. His rationale for each of the wellknown subtests is discussed in the sections that follow. The WAIS-III also contains three new subtests that were not part of the earlier Wechsler batteries: Letter-Number Sequencing, Symbol Search, and Matrix Reasoning. These subtests are discussed in separate sections.

Schachter, D L, & Crovitz, H F (1977) Memory function after closed head injury: A review of the quantitative research Cortex, 13, 150 176 Schaie, K W (1958) Rigidity-flexibility and intelligence: A cross-sectional study of the adult life-span from 20 to 70 Psychological Monographs, 72 (9, Whole No 462) Schaie, K W (Ed) (1983a) Longitudinal studies of adult psychological development New York: Guilford Schaie, K W (1983b) The Seattle Longitudinal Study: A 21-year exploration of psychometric intelligence in adulthood In K W Schaie (Ed), Longitudinal studies of adult psychological development (pp 64 135) New York: Guilford Schaie, K W (1983c) What can we learn from the longitudinal study of adult psychological development In K W Schaie (Ed), Longitudinal studies of adult psychological development (pp 1 19) New York: Guilford Schaie, K W (1984) Midlife influences upon intellectual functioning in old age.

Figure 3.7: Feedforward neural network classification boundary illustration In the case of function approximation, assuming a one-dimensional function as depicted in Figure 3.8, five hidden units with sigmoid activation functions are required to learn the function. A sigmoid function is then fitted for each inflection point of the target function. The number of hidden units is therefore the number of turning points plus one. In the case of linear activation functions, the hidden units perform the same task. However, more linear activation functions may be required to learn the function to the same accuracy as obtained using sigmoid functions.

stock after its trendline break, and it went on to a substantial loss in value afterward. As stated earlier in this chapter, the more experience you gain with drawing, interpreting, and trading based on trendlines, the better you will become. The markets are always changing, and you will learn many of the subtleties in applying drawn objects well and pro tably.

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