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line; a horizontal line will appear. 3. As you move up and down, the line will move up and down. As you move left and right, the line will shrink and grow. Move the mouse until the line is at the length and position you desire, then click the mouse a second time to complete it. As with any drawn object, you can right-click on a completed horizontal line to modify it (Figure 10.7). The choices presented are: Move: Allows you to move the line or change its length. When you select this, two handles appear: one at the start point on the left and the other at the completion point on the right. Dragging the left handle lets you shorten or lengthen the line on the left, and dragging the right handle lets you move the line up or down as well as shorten or lengthen the line on the right.

aging from cognitive and neuropsychological perspectives (Craik & Salthouse, 2000). Age education gradients were computed for each of the seven subtests investigated by Kaufman, Kaufman, Chen et al. (1996) based on a multiple regression analysis conducted for ages 25 94 years. Table 5.10 presents these gradients, listed from the most age-related to the most educationrelated subtest. The measure of Gv was easily the most related to age, followed by the measure of Gf, whereas Gq and Gc were most related to education. These results are quite similar to the findings for the WAIS, WAIS-R, and WAIS-III subtests (see Table 5.7). The age education gradients show again how different the two Glr tasks were, with the gradient for the Rebus task fairly similar to the gradient for the Gf measure and the gradient for the Auditory task close to the value for the Gc test.

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measure different Horn abilities Horn Ability (Kaufman Subtest) Gv Broad visualization (K-SNAP Gestalt Closure) Gf Fluid reasoning (K-SNAP Four-Letter Words) Glr Long-term storage & retrieval (KAIT Rebus Delayed Recall) Gsm Short-term acquisition & retrieval (K-SNAP Number Recall) Glr Long-term storage & retrieval (KAIT Auditory Delayed Recall) Gc Crystallized knowledge (K-FAST Reading) Gq Quantitative thinking (K-FAST Arithmetic) % Age Variance 32.0 26.4 18.0 13.0 13.0 17.5 8.7 % Education Variance 15.5 21.9 22.2 20.0 31.8 40.9 38.1 Age Education Gradient +16.5 +4.5 4.2 7.0 18.8 23.4 29.4

The Hebbian learning rule, named after the neuropsychologist Hebb, is the oldest and simplest learning rule. With Hebbian learning, weight values are adjusted based on the correlation of neuron activation values. The motivation of this approach is from Hebb's hypothesis that the ability of a neuron to fire is based on that neuron's ability to cause other neurons connected to it to fire. In such cases the weight between the two correlated neurons is strengthened (or increased). Using the notation from Figure 4.1, the change in weight at time step t is given as ) = r]ok,pzi,p Weights are then updated using uki(t) = uki(t - 1) + &uki(t) where 77 is the learning rate. From equation (4.2), the adjustment of weight values is larger for those input-output pairs for which the input value has a greater effect on the output values. (4.3) (4.2)

NOTE: Age education gradient equals age variance minus education variance. Positive values denote the more age-related subtests, while negative values indicate the tasks more heavily dependent on education. Subtests are listed in order of gradients for the seven Kaufman and Kaufman subtests.

158 PART II INDIVIDUAL DIFFERENCES ON AGE, SOCIOECONOMIC STATUS, AND OTHER KEY VARIABLES Heaton and Colleagues Cross-Sectional Investigation of Wechsler Memory Scale III In addition to analyzing education-controlled aging data for the WAIS-III, Heaton and colleagues (Heaton et al, 2001; Manly et al, 2000) conducted similar analyses for the major memory indexes yielded by the WMS-III In each WMS-III study, data were analyzed for ages 20 to 89 years, although sample sizes, composed of standardization cases and additional education oversampling cases differed in the two reports: N = 885 for Heaton et al (2001) and N = 1,089 for Manly et al (2000) To permit age-by-age comparisons, all standard scores were based on norms for ages 20 34 years and statistically corrected for education KEY FINDINGS Heaton et al.

(2001) compared z scores for the age group earning the lowest education-corrected mean index (ages 85 89 in each case) and the highest mean index (usually ages 20 24), as well as the difference between these indexes in SD units The fact that the peak age is 20 24 years for six of the indexes (Auditory Delayed Recognition and Working Memory were exceptions) indicates the vulnerability of these abilities to the normal aging process The differences between high and low means in SD units, which exceeded 15 SD for five indexes and ranged from 120 to 176 SD, further illustrates the vulnerability of both the immediate and delayed recall scales on the WMS-III, although the three measures of delayed recall were clearly the most vulnerable: The largest effect sizes (about 16 17 SD) were obtained for General Memory, Auditory Delayed, and Visual Delayed.

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