Nicholas F Benson

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Published empirical evidence for the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) does not address some essential questions pertaining to the applied practice of intellectual assessment. In this study, the structure and cross-age invariance of the latest WAIS-IV revision were examined to (a) elucidate the nature of the constructs measured and(More)
The purpose of this study was to test the invariance of scores derived from the Woodcock-Johnson III Tests of Cognitive Ability (WJ III COG) and Woodcock-Johnson III Tests of Academic Achievement (WJ III ACH) across a group of students diagnosed with learning disorders (n = 994) and a matched sample of students without known clinical diagnoses (n = 994).(More)
A survey of 577 high school students was conducted to assess attitudes toward eating and their relationship to demographic and personality characteristics. Students completed a demographic questionnaire, and Eating Attitude Test (EAT-26) and the Basic Personality Inventory (A-BPI). When a cut-off score of 20 on EAT-26 was applied, overall prevalence of(More)
This study used estimated factor scores from a bifactor analysis of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) to examine the unique effects of its latent variables on academic achievement. In doing so, we addressed the potential limitation of multicollinearity in previous studies of the incremental validity of the WAIS-IV. First, factor(More)
The binding specificities of four mutant X cI repressor proteins with increased affinities for operator DNA were examined. T w o mutant repressors (G ~ u ' ~ 3 Lys and Glu " 4 Lys) have the same specificity of binding as wild-type repressor, whereas two 4 Ser and Gly4' + Asn) have new binding specificities. The Gly4' 4 Asn mutant repressor recognizes X(More)
The Flynn effect (FE; i.e., increase in mean IQ scores over time) is commonly viewed as reflecting population shifts in intelligence, despite the fact that most FE studies have not investigated the assumption of score comparability. Consequently, the extent to which these mean differences in IQ scores reflect population shifts in cognitive abilities versus(More)
Prior research examining cognitive ability and academic achievement relations have been based on different theoretical models, have employed both latent variables as well as observed variables, and have used a variety of analytic methods. Not surprisingly, results have been inconsistent across studies. The aims of this study were to (a) examine how(More)
The Wechsler intelligence scale for children--fourth edition (WISC-IV) Integrated contains the WISC-IV core and supplemental subtests along with process approach subtests designed to facilitate a process-oriented approach to score interpretation. The purpose of this study was to examine the extent to which WISC-IV Integrated subtests measure the constructs(More)