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He was not bothered by overlap because of what he perceived to be a very small practice effect for Comprehension: It is curious how frequently subjects persist in their original responses, even after other replies are suggested to them (p 68) The WAIS Comprehension subtest was modified from its predecessor by adding two very easy items to prevent a pile-up of zero-scores and by adding three proverb items because of their reported effectiveness in eliciting paralogical and concretistic thinking (p 68) Wechsler found that the proverbs did not contribute to the subtest exactly what he had hoped; they were useful for mentally disturbed individuals, but poor answers were also common in normal subjects..[and] even superior subjects found the proverbs difficult.

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A possible reason for this is that proverbs generally express ideas so concisely that any attempt to explain them further is more likely to subtract than add to their clarity (1958, p 68) Despite the shortcomings of proverb items, particularly the fact that they seem to measure skills that differ from prototypical general comprehension items (Kaufman, 1985a), Wechsler (1981) retained the three proverb items in the WAIS-R Comprehension subtest..

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Because these three items are relatively difficult (they are among the last five in the sequence), they are instrumental in distinguishing among the most superior adults regarding the abilities measured by WAIS-R Comprehension Only two of the proverb items were retained on the WAIS-III (again the last items of the subtest) According to Wechsler (1958), Comprehension was termed a test of common sense on the Army Alpha, and successful performance seemingly depends on the possession of a certain amount of practical information and a general ability to evaluate past experience The questions included are of a sort that the average adult may have had occasion to answer for himself at some time, or heard discussed in one form or another They are for the most part stereotypes with a broad common base (pp 68 69).

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Wechsler was also careful to include no questions with unusual words so that individuals of even limited education generally have little difficulty in understanding their content (p 69) Comprehension scores are, however, dependent on the ability to express one s thoughts verbally Similarities Unlike the other subtests in Wechsler s Verbal Scale, similarities questions have been used very sparingly in the construction of previous scales ..[despite being] one of the most reliable measures of intellectual ability (1958, p 72) Wechsler felt that this omission was probably due to the belief that language and vocabulary were necessarily too crucial in determining successful performance However, while a certain degree of verbal comprehension is necessary for even minimal performance, sheer word knowledge need only be a minor factor.

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More important is the individual s ability to perceive the common elements of the terms he is asked to compare and, at higher levels, his ability to bring them under a single concept (p 73) A glance at the most difficult items on the W-B I, WAIS, WAIS-R, and WAIS-III Similarities subtests (fly tree, praise punishment) makes it evident that Wechsler was successful in his goal of increasing the difficulty.

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is defined as the scaled score that corresponds to a raw score of 3 or fewer points The ideal floor is a scaled score of 1 Of the 12 subtests in common, the WISC-III has a lower floor for five subtests Whereas the scaled score equivalent for WISC-III raw scores of 3 or below was 1 for all subtests, on the WAIS-III, Block Design has a scaled score equivalent of 2 for raw scores of 3; Information, Comprehension, and Object Assembly have scaled score equivalents of 3 for raw scores of 3; and Picture Arrangement has a scaled score equivalent of 4 for raw scores of 3 For those adolescents who do not fall at either end of the ability spectrum, and are best described as Average in their cognitive abilities, the WAIS-III is preferable because its norms are more recent.

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9 Jul 2016 ... IOException ioe) { } } public override void OnEndPage( iTextSharp .text. pdf . ..... Adding headers and footers is now done using page events. The examples are in Java, but you can find the C# port of the examples here and here (scroll to the ...

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how to add footer in pdf using itextsharp in c#

how to add header and footer in pdf using itextsharp in c# with example

how to add header and footer in pdf using itextsharp in c# with example

how to add header in pdf using itextsharp in c#

add header and footer in pdf using itextsharp c#