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The wide range of item difficulty within each test allows the documentation of strengths and superior performance as well as deficits. To foster standardized administration, critical auditory stimuli tests (e.g., auditory memory span, phonological processing, and listening comprehension) are presented by recorded audiotape. The WJ III COG is the only normreferenced intelligence battery to provided conormed measures of auditory processing. The selective or focused testing principle allows any single test or combination of tests to be selected for use and interpreted on a common norm base. Special college- and university-level norms are provided that differentiate performance by type of postsecondary education institution. Significance of any aptitude achievement, intra-cognitive, or intra-achievement discrepancies is reported and is based on real discrepancy norms. Computerized scoring and a narrative report program are available. Parallel test batteries are available in English and Spanish. Equivalent forms of the achievement battery are available for situations requiring frequent retesting. Application of the WJ III to Neuropsychological Assessment Why should a practicing neuropsychologist spend time studying new models of cognitive abilities and, in particular, CHC theory As outlined earlier in this chapter, a primary reason is that the CHC model represents the best of current research into the structure of intellect. A second reason is that the CHC organization offers an empirically derived taxonomic classification of cognitive abilities that is characterized by a high level of functional independence among the categories. Traditional ability classifications used in neuropsychology have evolved primarily from clinical practice and have broadly defined areas of special interest. As a result, the classification con-

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THE WOODCOCK-JOHNSON BATTERY THIRD EDITION (WJ III)

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structs sometimes overlap and, at other times, may be a mix of two or three distinctly different types of functions as defined by current cognitive science. The efforts of Dean and Woodcock (1999) coincide with other recent attempts to integrate neuropsychological assessment paradigms with CHC theoretical constructs (Pallier, Roberts, & Stankov, 2000). Toward the goal of urging the integration of CHC theory into current neuropsychological thought, the following material describes how the CHC-organized WJ III can measure deficits and preserved functions in the context of a traditional neuropsychological organization. Table 14.14 illustrates the relationships between these two systems of classifying neurocognitive functions. As presented in Table 14.14, the WJ III provides measures across a wide spectrum of the traditional neuropsychological functional categories. The reader will note that several tests appear in more than one category of functions. This reflects the less precise and largely atheoretical nature of a traditional neuropsychological classification. Assessment of Attention (Gs, Gsm, Ga, Gf ) During the past several decades, researchers have recognized that attention is not a unitary construct. This has resulted in the specification

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of multidimensional models of the construct of attention (Carroll, 1993; Lezak, 1995; Mirsky, Anthony, Duncan, Ahearn, & Kellam, 1991). The WJ III does not measure all of the important aspects of this broad construct; however, four aspects selective attention, divided attention, sustained attention, and attention capacity are measured by eight WJ III tests listed in Table 14.15. Briefly, attentional capacity is the ability to hold information in immediate awareness while performing some action on the information. The task requirements (see Table 14.4) of the WJ III Numbers Reversed test, and to a lesser degree the Memory for Words test, suggest these two tests may shed light on an individual s attentional capacity. Sustained attention, or the capacity to stay on task in a vigilant manner, is measured by Pair Cancellation. The WJ III Pair Cancellation test requires a subject to rapidly identify a certain instance of a repeated pattern under conditions in which he or she must maintain a constant focus on the target condition in the presence of similar distracting stimuli. The clerical speed ability required by Visual Matching may also tap sustained attention, but under conditions that require less vigilance. The WJ III Auditory Attention test, a test that requires making simple sound discriminations under increasing stimulus background noise distor-

Comparison of traditional neuropsychological ability with CHC broad ability categories CHC Broad Abilities Traditional Neuropsychological Categories Attention Visual Perception/Processing Auditory Perception/Processing Memory and Learning Language Reasoning and Problem Solving Academic Achievement Gsm Gs Gc Gq Grw Gv Ga Glr Gf