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Satz and Mogel (1962) abbreviated the WAIS by administering Digit Span and Digit Symbol in their entirety, while giving every third item on Information, Picture Completion, and Vocabulary and every second item on the remaining six subtests. This approach to short-form development has been commonly researched (Dinning & Craft, 1983; Evans, 1985; McPherson et al., 2000; Nelson, Edinger, & Wallace, 1978) and has probably been used fairly widely in clinical practice (Cella, Jacobsen, & Hymowitz, 1985). Unlike the method of selecting several subtests for a short form, which usually yields a single IQ (estimated FS-IQ), the Satz-Mogel approach yields estimated V-, P-, and FS-IQs and a complete profile of scaled scores. Silverstein (1982c) reported correlations of .95 between estimated and actual WAIS-R Full Scale IQs for the standardization sample when using the Satz-Mogel short form, along with .94 and .89 correlations for the V- and P-IQs, respectively. He reported similar values for the 1955 WAIS. Evans (1985) found virtually the identical correlations for a sample of 81 normal adults tested by graduate students in an assessment course, and also reported coefficients between the curtailed and complete subtests. These values ranged from .66 to .88 (median = .80). Coefficients were lowest for Picture Arrangement (.66) and Similarities (.74). The Satz-Mogel method of abbreviating Wechsler s tests is questionable, a point Kaufman (1979b, pp. 206 207) has discussed elsewhere regarding Yudin s (1966) similar abbreviation of the WISC. It is highly unlikely that norms ob-

factors requires 2k factorial runs, 2k axial runs, and at least one center point (three to ve center points are typically used). Designs for k 2 and k 3 factors are shown in Fig. S14-14. The central composite design may be made rotatable by proper choice of the axial spacing in Fig. S14-14. If the design is rotatable, the standard deviation of predicted response y is constant at all points that are the same distance from the center of the design. For rotatability, choose (F)1 4, where F is the number of points in the factorial part of the design k (usually F 2 ). For the case of k 2 factors, (22)1 4 1.414, as was used in the design in Example S14-4. Figure S14-15 presents a contour plot and a surface plot of the standard deviation of prediction for the quadratic model used for the yield response. Notice that the contours are concentric circles, implying that yield is predicted with equal precision for all points that are the same distance from the center of the design. Also, as one would expect, the precision decreases with increasing distance from the design center.

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After applying this solution, the next step typically is to apply ENTERPRISE SECURITY SERVICES (161) to select security services that support the approaches selected in this pattern.

tained on a complete administration of a Wechsler battery are applicable to scores produced by administering every second or third item of a subtest Thompson et al (1986) showed that subjects do better on the V BD dyad when these subtests are given first rather than in their usual position midway through the WAIS-R They speculated that motivation and attention are more nearly optimal when the short form is given alone than when it is embedded in the complete battery In effect, they are suggesting that the WAIS-R norms for Vocabulary and Block Design are valid for these tasks when they are given as part of the long, complete battery but not when the dyad is given in isolation Perhaps the norms for several Wechsler subtests are likewise invalid when only one half or one third of the relevant items are given.

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But instead of being too soft, like the V and BD norms when these tasks are administered first, the norms for the shortened subtests are probably too steep Some Wechsler subtests function as learning tasks during a test administration Practice on easy items facilitates performance on harder items Progressing gradually from easy to hard items helps ensure success on each more difficult item This learning takes place most clearly on subtests that do not emphasize knowledge of facts, but, instead, require the examinee to learn how to solve different types of items The best examples are Similarities, Picture Arrangement, Block Design, Picture Completion, and Digit Span (and Matrix Reasoning, as well, on the WAIS-III) All but Digit Span are abbreviated in the Satz-Mogel short form.

169.7 Viscosity 38.00 x2 (temperature) 167.3

This pattern guides an enterprise in selecting security services for protecting its assets, after the required security approaches prevention, detection, response have been identified. It helps to establish the level of strength or confidence each security service should offer, based on priorities. Primary examples of such services are identification and authentication, accounting/auditing, access control/authorization, and security management.

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