WCST Manual

Wisconsin Card
Sorting Test
Manual
REVISED AND EXPANDED
Robert K. Heaton, Ph.D.

Gordon J. Chelune, Ph.D.
Jack L. Talley, Ph.D.
Gary G. Kay, Ph.D.
Glenn Curtiss, Ph.D.
PAR Psychological Assessment Resources, Inc.
ACKNOWLEDGMENTS
We would also like to thank Brian P. Adcock, Barbara

A. Fritzsche, Sandra Schneider, Rebekah R. Tuttle, and the
staff of PAR for their untiring effort in helping to bring this
project to fruition.
Special thanks are given to Shirley M. Miller, whose
comments and suggestions during the editing process vastly
improved the quality of this manual.
The revision and expansion of the Wisconsin Card

Sorting Test (WCST) manual could not have been accomplished without the help and collaboration of many people.
We are deeply indebted to Bradley N. Axelrod, Morris 1.
Cohen, Marilyn P. Dornbush, Maryruth Eaves-Herrera, Cheri
L. Geckler, Dena M. Groisser, Shelley C. Heaton, Susan K.
Heaton, Marion I. S. Huettner, George W. Hynd, James S.
Misko, Michael J. Nova, Bruce F. Pennington, Cheryl H.
Silver, Laetitia L. Thompson, and Michael Westerveld who
generously contributed cases to the normative and validation
data bases.
Our special thanks are given to Nanci S. Avitable,
Barbara Eklund, Sarah E. Morris, Richard I. Naugle, Carol
H. Nelson, Linda A. Page, Amy Posey, Juanita Pritchard,
Linda H. Thomas, and Gretchen D. Tucker for their assistance in collating the data.
Robert K. Heaton
Gordon 1. Chelune
Jack L. Talley
Gary G. Kay
Glenn Curtiss
April 1993
Copyright 1981, 1993 by Psychological Assessment Resources, Inc. All rights reserved. May not be reproduced in whole or in part in any form or by any
means without written permission of Psychological Assessment Resources, Inc.
Printed in the U.S.A.
Reorder #RO-306 TOLL-FREE 1-800-331-TEST
98765432
ii
TABLE OF CONTENTS
Acknowledgments ............................................................................................................................................................................ .ii
1. Introduction .................................................................................................................................................................................. 1
The WCST .......................................................................................................................................................................................... 1
2. Test Materials and Use ............................................................................................................................................................ .3

Test Materials ..................................................................................................................................................................................... 3
Appropriate Populations ..................................................................................................................................................................... 3
Professional Requirements ................................................................................................................................................................. 3
3. Administration and Scoring ................................................................................................................................................... 5

Administration .................................................................................................................................................................................... 5
Directions .................................................................................................................................................................................... 5
Recording Responses .................................................................................................................................................................. 6
Scoring ............................................................................................................................................................................................... 7
Overview and Terminology ........................................................................................................................................................ 7
WCST Scores and Scoring Dimensions ...................................................................................................................................... 7
Correct-Incorrect .................................................................................................................................................................. 7
Ambiguous-Unambiguous ................................................................................................................................................... 8
Perseverative-Nonperseverative .......................................................................................................................................... 8
Number of Categories Completed ..................................................................................................................................... 12
Trials to Complete First Category ...................................................................................................................................... 12
Percent Perseverative Errors .............................................................................................................................................. 12
Failure to Maintain Set. ...................................................................................................................................................... 12
Percent Conceptual Level Responses ................................................................................................................................ 12
Learning to Learn ............................................................................................................................................................... 13
Percent Errors, Percent Perseverative Responses, and Percent Nonperseverative Errors ................................................ .18
Calculating WCST Scores ........................................................................................................................................................ 18
Number of Trials Administered, Total Number Correct, and Total Number of Errors ..................................................... 18
Perseverative Responses, Perseverative Errors, and Nonperseverative Errors .................................................................. 18
Percent Errors, Percent Perseverative Responses, Percent Perseverative Errors,
and Percent Nonperseverative Errors ......................................................................................................................... 18
Conceptual Level Responses and Percent Conceptual Level Responses ......................................................................... .18
Number of Categories Completed ..................................................................................................................................... 18
Trials to Complete First Category ...................................................................................................................................... 18
Failure to Maintain Set. ...................................................................................................................................................... 19
Learning to Learn ............................................................................................................................................................... 19
Case Illustrations of Scoring ..................................................................................................................................................... 19
Case I ................................................................................................................................................................................. 19
Case 2 ................................................................................................................................................................................. 19
Associated Normative Scores ................................................................................................................................................... 20
iii
4. Normative and Descriptive Statistics ............................................................................................................................... 21

Normative Sample ............................................................................................................................................................................ 21
Selection of Normative Variables .................................................................................................................................................... 26
Influence of Demographic Variables ............................................................................................................................................... 26
Demographically Corrected Normative Data ................................................................................................................................... 28
Continuous Norms .................................................................................................................................................................... 28
Step 1 ................................................................................................................................................................................. 28
Step 2 ................................................................................................................................................................................. 29
Step 3 ................................................................................................................................................................................. 29
Step 4 ................................................................................................................................................................................. 29
Categorical Norms .................................................................................................................................................................... 29
U.S. Census Age-matched Normative Data ..................................................................................................................................... 30
5. Interpretation ............................................................................................................................................................................. 31
Normative Comparisons ................................................................................................................................................................... 31
Base Rate Comparisons .................................................................................................................................................................... 32
Case Illustrations .............................................................................................................................................................................. 32
Case 3 ........................................................................................................................................................................................ 32
Case 4 ........................................................................................................................................................................................ 33
6. Development, Reliability, and Validity ............................................................................................................................ 39

Scoring System Development .......................................................................................................................................................... 39
Reliability ......................................................................................................................................................................................... 39
Interscorer and Intrascorer Reliability ...................................................................................................................................... 39
Fidelity of Measurement .......................................................................................................................................................... .40
Standard Error of Measurement ............................................................................................................................................... .40
Validity ............................................................................................................................................................................................ .41
Studies with Adults .................................................................................................................................................................. .42
Concurrent Validity .......................................................................................................................................................... .42
Physiological Correlates ................................................................................................................................................... .42
Seizure Disorders .............................................................................................................................................................. .42
Multiple Sclerosis .............................................................................................................................................................. 43
Parkinson's Disease .......................................................................................................................................................... .43
Focal Brain Damage ......................................................................................................................................................... .43
Psychiatric Disorders ........................................................................................................................................................ .48
Studies with Children and Adolescents ................................................................................................................................... .49
Focal Brain Damage ......................................................................................................................................................... .49
Attention Deficit Disorder ................................................................................................................................................. 53
Summary ................................................................................................................................................................................... 57
References ........................................................................................................................................................................................... 59
Appendix A. Variations in WCST Materials and Test Administration Procedures
Used in Previous Studies ....................................................................................................................................................... 63
Appendix B. Scoring Variations of the WCST Used in Previous Studies ... ,............................................................ 65
Appendix C. Normative Data for U.S. Census Age-matched Adult Sample .......................................................... 67
Appendix D. Demographically Corrected Normative Data ........................................................................................... 71
Appendix E. Base Rate Data for Normal and Clinical Samples ................................................................................ 219
iv
1
INTRODUCTION
The Wisconsin Card Sorting Test (WCST) was originally
developed to assess abstract reasoning ability and the ability
to shift cognitive strategies in response to changing environmental contingencies (Berg, 1948; Grant & Berg, 1948). As
such, the WCST can be considered a measure of "executive
function," requiring the ability to develop and maintain an
appropriate problem-solving strategy across changing stimulus conditions in order to achieve a future goal (Luria,
1973; Shallice, 1982). Similar to other measures of executive function, the WCST requires strategic planning, organized searching, utilizing environmental feedback to shift
cognitive sets, directing behavior toward achieving a goal,
and modulating impulsive responding (Chelune & Baer,
1986; Gnys & Willis, 1991; Perrine, in press; Welsh &
Pennington, 1988). However, unlike other measures of
abstract reasoning, the WCST provides objective scores not
only of overall success, but also for specific sources of difficulty on the task (e.g., inefficient initial conceptualization,
failure to maintain cognitive set, perseveration, and inefficient learning across stages of the test).
While it was developed and has been used as a measure
of abstract reasoning among normal adult populations, the
WCST has increasingly been employed as a clinical
neuropsychological instrument (Butler, Retzlaff, &
Vanderploeg, 1991; Lezak, 1983). The WCST has its roots
in early human and animal research concerning abstraction
(Weigl, 1941) and the effects of frontal lobe lesions on set
maintenance (Settlage, Zable, & Harlow, 1948; Teuber,
Battersby, & Bender, 1951; Zable & Harlow, 1946). Much
of its current popularity among clinicians stems from its
reported specific sensitivity to brain dysfunction affecting
the frontal lobes (Drewe, 1974; Milner, 1963; Robinson,
Heaton, Lehman, & Stilson, 1980; Weinberger, Berman, &
Zec, 1986). Interest in the cognitive and developmental
effects of early frontal lobe injury among children has also
sparked considerable interest in the use of the WCST as a
potential measure of executive function among school-age
children (Chelune & Baer, 1986; Chelune & Thompson,
1987; Welsh, Pennington, & Groisser, 1991).
Because of its apparent sensitivity to the effects of
frontal lobe lesions, the WCST is often referred to as a
measure of "frontal" or "prefrontal" functioning. However,

this labeling represents an oversimplification. The frontal
lobes are highly complex structures and subserve a far wider
variety of cognitive functions than those assessed by the
WCST alone. Conversely, while several cognitive dimensions
assessed by the WCST are thought to be particularly vulnerable to neurologic conditions affecting the frontal regions of
the brain, any medical or psychological disorder that disrupts
executive functions, in whole or in part, can result in impaired
performance on the WCST. Thus, clinical interpretation of
WCST performance should be conducted within the context
of a comprehensive neuropsychological evaluation that integrates neuropsychological data with medical, psychosocial,
and historical information.
The WeST
The WCST consists of four stimulus cards and 128
response cards that depict figures of varying forms (crosses,
circles, triangles, or stars), colors (red, blue, yellow, or
green) and numbers of figures (one, two, three, or four). As
the task is usually administered, the four stimulus cards
with the following characteristics are placed before the subject in left-to-right order: one red triangle, two green stars,
three yellow crosses, and four blue circles. The client is
then handed a deck of 64 response cards and instructed to
match each consecutive card from the deck with one of the
four stimulus cards, whichever one he or she thinks it
matches. The client is told only whether each response is
right or wrong and is never told the correct sorting principle
(or category). Once the client has made a specified number
of consecutive "correct" matches to the initial sorting principle (usually to Color), the sorting principle is changed-to
Form or Number-without warning, requiring the client to
use the examiner's feedback to develop a new sorting
strategy. The WCST proceeds in this manner through a
number of shifts in set (i.e., sorting principle) among the
three possible sorting categories (Color, Form, and
Number).
The above description of the WCST is necessarily
vague because early research studies that used the test and
some recent studies of WeST performance in special populations have varied greatly in test administration and/or
scoring procedures. Aside from the number of stimulus
cards and the use of unannounced shifts in the "correct"
sorting principle, virtually every important aspect of test
administration has been varied (see Appendixes A and B for
a listing of the variations in administration and scoring).
Indeed, even the former, seemingly fundamental aspects of
test administration have been altered in some modifications
of the WeST (e.g., Nelson, 1976). This variability has often
been a source of confusion and has made it difficult to interpret and compare results across studies. It seems likely,
therefore, that some of the current popularity of the WeST
among clinicians and researchers can be attributed to the
publication of a standardized WeST procedure (Heaton,
1981).
The present manual takes this standardization process
further by presenting refined scoring rules and clear examples of these scoring procedures that address common
ambiguities and sources of scoring difficulty. The WeST
recording form has also been revised to facilitate recording
client responses and calculating WeST scores. Normative
data are now provided for individuals 61/2 through 89 years

of age, and additional corrections for education are provided
for individuals 20 years of age and older. Where appropriate, normalized scores and percentile scores are presented for the major WeST scores to assist in interpretation
and in making comparisons among individuals and various
patient groups. Results of reliability and validity studies are
reviewed, and new psychometric information is presented
for child and adolescent clinical samples as well as for
expanded samples of adults who have focal or diffuse cerebral disorders.
The procedures and data presented in this manual apply
to the WeST materials originally used and described by
Robinson et al. (1980) and Heaton (1981), including the
standard card order and the use of a systematic configuration of figures on both stimulus and response cards. The
chapters that follow provide information on the WeST
materials, administration and scoring procedures, normative
tables, guidelines for interpretation, characteristics of the
normative sample, reliability and validity studies, and procedures used for generating the normative tables.
2
TEST MATERIALS AND USE
Test Materials
The Wisconsin eard Sorting Test (WeST) materials
consist of:
the WeST Manual
four stimulus cards
two identical decks of 64 response cards
the WeST Record Booklet
The stimulus cards and response cards use the figures with
systematic figure configurations originally developed and
introduced in 1948 by Grant and Berg.
The set of four cards displaying one red triangle, two
green stars, three yellow crosses, and four blue circles comprise the stimulus cards. The four stimulus cards reflect
three, and only three, stimulus parameters: Color, Form,
and Number.
Each response card deck contains 64 cards that also
display figures of varying forms (crosses, circles, triangles, or stars), colors (red, blue, yellow, or green) and
numbers of figures (one, two, three, or four). Each
response card can be matched to a stimulus card on one, or
a combination, of the three stimulus parameters. The
response cards are numbered from 1 to 64 on the lower
left corner of the reverse side to ensure a standard order of
presentation. When this order is used, no two response
cards within a deck displaying figures with the same color,
form, or number appear in succession.
The WeST Record Booklet is a four-page booklet
designed for recording information about the client,
recording the client's responses to the WeST items, and
calculating and recording WeST scores. The first page of
the booklet contains space for recording client demographic
information, the date of testing, and the name of the examiner. Areas are also provided for recording referral information, current medications, behavioral observations, and
judgments about several test performance factors.
The second page of the record booklet is used for
recording the client's performance and for entering scoring
dimensions used for calculating WeST scores. At the top of
the second page of the booklet, the category sequence C, F,
N, C, F, N appears, which corresponds to the sequence of
six correct sorting strategies. Beneath this sequence is an

area for recording the client's responses to the 128 items,
which are arranged in four columns of 32 items each. The
first two columns are numbered from 1 to 64, and the last
two columns are again numbered from 1 to 64. This numbering corresponds to the numbering of each response card
in the two response card decks. Each response item appears
as C F N 0, where C = Color, F = Form, N = Number,
and = Other. A space is provided to the left of each item
for the examiner to record the consecutive number of
correct responses (up to 10) within a category. To the right
of each item is room to indicate various scoring dimensions,
which are recorded after administration.
The third page of the record booklet provides an area
for calculating WeST raw scores. Spaces are also provided
for entering associated normative scores.
Appropriate Populations
The WeST has been standardized and normed for use
with children, adolescents, and adults, ranging from 6 1/2
through 89 years of age. Extreme caution should be exercised when interpreting performance on the WeST for
clients aged 85 through 89 because of the very small number
of individuals in the normative sample in this age range.
elients should have normal or corrected vision and
hearing sufficient to adequately comprehend the test
instructions and to visually discriminate the stimulus parameters of color, form, and number. Among clinical populations with known or suspected brain dysfunction, these
requirements may not be fully met. In such cases, the reliability and validity of the WeST data will depend on the
clinical skill and expertise of the examiner.
Professional Requirements
Any trained person with a background in psychological
testing may serve as an examiner. However, the administration, recording, and scoring procedures detailed in this
manual should be carefully studied and mastered by the
examiner before the WeST is used in a clinical setting.
Training and supervision in these procedures should be provided by a qualified psychologist.

Consistent with the guidelines given in the Standards
for Educational and Psychological Testing (American
Educational Research Association, American Psychological
Association, & National Council on Measurement in
Education, 1985), clinical interpretation of the WCST
requires professional training and expertise in clinical
psychology and/or neuropsychology. The utility and validity

of the WCST as a clinical measure of cognitive ability are
directly related to the professional's background and knowledge, as well as to mastery of the information contained in
this manual. Interpretation of WCST scores for clinical or
diagnostic purposes should not be attempted without a clear
understanding of brain-behavior relationships and the medical and psychological factors that affect them.
3
ADMINISTRATION AND SCORING
Research to date supports the use of the WeST in a
variety of situations with both children and adults. As an
individually administered procedure, the WeST may be used
as a clinical or research instrument in combination with other
test procedures to assess aspects of cognitive and neuropsychological functioning. Administration and scoring guidelines are presented in the sections that follow. In addition,
case examples are given to illustrate scoring procedures.
Administration
Administration should take place in a quiet room with
illumination adequate for viewing the WeST stimuli. A
table or desk and two chairs, one for the examiner and one
for the subject, are required. The table or desk should provide ample space for arranging the cards and should be free
of extraneous materials. In addition to the WeST materials,
the examiner will need a pen or pencil for recording the
client's responses. A clipboard to hold the record booklet is
also desirable in order to shield the record booklet from the
client's view. Prior to administration, the examiner should
inspect the WeST response card decks to ensure that the
cards are properly oriented and are in prope~ numerical
sequence within each deck.
Directions
Seat the client at the table so that he or she is across
from and facing the examiner. Locate the WeST Record
Booklet and enter the client's demographic information in
the spaces provided. Also, obtain and record any medical
and/or emotional factors that may affect test performance.
Take the response card decks out of the box and set the
box aside. Turn to the second page of the record booklet but
do not allow the client to see this page. Place the stimulus
cards on the table in a row in front of the client, being sure
to allow sufficient room between the stimulus cards and the
edge of the table nearest the client for response card placement. As shown in Figure 1, the stimulus cards are always
presented from the client's perspective in a standard left-toright order, beginning with the red triangle (on the client's
left), followed by the two green stars, the three yellow
crosses, and the four blue circles. Be sure the stimulus cards
are properly oriented. As illustrated in Figure 1, the peak of

the triangle points toward the examiner, the tops of the two
stars point toward the examiner, and the horizontally
arranged crosses are closest to the examiner. While you are
placing the stimulus cards on the table, say to the client:
This test is a little unusual because I am not
allowed to tell you very much about how to do it.
You will be asked to match each of the cards in
these decks (point to the response card decks) to
one of these four key cards (point to each of the
stimulus cards in succession, beginning with the
red triangle). You must always take the top card
from the deck and place it below the key card
you think it matches. I cannot tell you how to
match the cards, but I will tell you each time
whether you are right or wrong. If you are
wrong, simply leave the card where you have
placed it and try to get the next card correct.
There is no time limit on this test. Are you
ready? Let's begin.
Hand the client the first deck of response cards with the figures facing up and the numbers on the reverse side of the
cards oriented toward the client.
Because of the ambiguous nature of the WeST, clients
may ask the examiner various questions. While it is
R=Red
G = Green
Y = Yellow
B = Blue
Client
GO
ee
Examiner
Figure 1. Orientation of WeST stimulus (key) cards.
permissible to clarify the meaning of the stimulus (key)

cards and the manner in which the client is to respond, the
examiner must never violate the integrity of the WCST by
giving any indication of the sorting principles (categories)
or the nature of the shifts from one category to the next.
Generally, repeating the instructions provides sufficient
clarification for most individuals. In our experience, even
young children have little difficulty with the standard
WCST instructions. However, for some younger children it
may be less threatening to introduce the WCST in the context of a "game" rather than as a test.
The first correct sorting category is Color. As the client
begins to sort the response cards, the examiner responds
with "correct" or "right" each time the client matches
according to Color, and with "incorrect" or "wrong" each
time the client matches to a stimulus dimension other than
color. This process continues until the client has produced
10 consecutive Color responses. Without comment or any
other indication, the examiner then changes the correct
sorting category to Form. It is important that the examiner
make a smooth and undetectable transition, both verbally
and nonverbally, between sorting categories. Form remains
as the correct sorting category (principle) until the client has
again attained 10 consecutive correct responses. Without
warning or cue as to what is happening, the examiner
changes the correct sorting category to Number. After 10
consecutive correct responses to Number, the examiner
will switch back to Color as the correct sorting category,
and then to Form, and then to Number in the manner just
described. The test continues until the client has successfully completed six categories or until both decks of
response cards have been used, whichever occurs first. At
no time during or after the administration of the weST
should the examiner provide the client with any information
that is not contained in the initial instructions.
The WCST is not timed, and the client is informed of
this in the instructions. While clients vary in the amount of
time they take to complete the test, most do so within 20-30
minutes. Occasionally, a client may begin to sort the cards
very quickly, and the examiner may decide to ask the client
to slow down, so the examiner can keep up in the record
booklet. Slowing down the rate of feedback to the client
(e.g., withholding feedback until the response has been
recorded) is often sufficient to maintain a comfortable
response rate for both the client and the examiner.
Nonetheless, the examiner should practice the administration and recording procedures until he or she can at least
keep up with a client who sorts one card per second. In
extreme cases, or when administering the WCST to young
children, the examiner may retain control of the response
card decks and hand the client the response card for each
individual trial. However, slowing a client down too much
can interfere with his or her performance because he or she

may become distracted and lose track of the task.
Clients will sometimes become confused about how to
form the response card piles below the stimulus cards. If the
client begins to form columns below the stimulus cards or
begins to stack the response cards on top of the stimulus
cards, the examiner may help by moving the response cards
into piles and by repeating some or all of the test instructions. If the examiner believes that a client may be matching
new response cards to the top card on the response card
piles rather than to the stimulus cards, he or she should
remind the client of the correct procedure. This may well be
the case if the client begins to make Other responses, that
is, responses that do not match any of the three stimulus
dimensions of Color, Form, and Number. As a general rule,
it is helpful to redirect a client's attention to the correct procedure for sorting to the stimulus (key) cards if three or
more Other responses occur in a row.
If a client should become frustrated and begin randomly
"dealing" the response cards rather than making an effort to
match them to the stimulus cards, the examiner should stop
the client and insist that he or she look at the stimulus cards
and try to match to them.
Recording Responses
Accurate recording of a client's responses is critical to
the subsequent scoring of the WCST. The record booklet
should be out of the client's line of vision at all times. As
the client responds to each item, the examiner should draw
slashes (/) through each dimension that is the same on both
the response and stimulus cards. If the response and stimulus cards match on only one dimension, a slash should be
drawn through the symbol on the record booklet that corresponds to that dimension. For example, if the response card
matches only the Color of the stimulus card, the item in the
record booklet for that response would be marked F N O.
If the response card matches two dimensions, both of the
corresponding symbols in the record booklet would receive
slashes. For example, if the response card has both the same
Color and the same Number of figures as the stimulus card,
the response would be recorded as F ~ O. If the response
and stimulus cards are exactly the same, the response would
be recorded as ., ~ O. Finally, if the response card does
not match any dimension on the stimulus card, the response
would be recorded as Other (i.e., C F N .). The response
dimensions should be recorded in the same manner for each
item, irrespective of whether the response is correct or
incorrect with respect to the current correct sorting category.
The category sequence, C F N C F N, appears at the
top of the second page of the record booklet and corresponds to the sequence of correct sorting categories. To
begin, write the letter "c" to the left of the column at item
1 to represent the first correct sorting category. During
administration, mark off each category at the top of the

page as it is successfully completed (e.g., ~ F N). To
determine when a client successfully completes a category
and to assist in later scoring, consecutively number continuous correct responses, up to 10, in the space provided in
the record booklet to the left of each item. Only correct
responses are numbered. Any time a client interrupts a
sequence of correct responses by making an error, begin
renumbering the next correct series with the number 1.
When the criterion of 10 consecutive correct responses has
been reached, draw a horizontal line beneath the last item,
make a slash through the symbol of the completed category
printed at the top of the page, and then write the symbol for
the next correct sorting category below the horizontal line
and to the left of the column. These procedures are illustrated in Figure 2.
rjNCFN
lCfp40
2FNO
3FNO
;1.
4n~O
~ sFNO
Ji.
6FNO
7F~O
s.FNO
9.FNO
Scoring
JL
IOFNO
Scoring the WCST has been a source of difficulty for

many individuals. While some investigators have reported
high interscorer reliability (Axelrod, Goldman, & Woodard,
1992; Huettner, Wolfe, & Hynd, 1989), others (Flashman,
Mandir, Homer, & Freides, cited in Flashman, Homer, &
Freides, 1991) have found low inters corer reliability
because of variable or incorrect application of the scoring
rules as they were originally delineated by Heaton (1981).
This section clarifies common sources of scoring difficulty
and incorporates many of the useful suggestions of
Flashman et al. (1991) and Axelrod et al. (1992) while preserving Heaton's (1981) original scoring rules.
10
11 FNO
~ 12FNO
_
<Category shift>
13FNO
~ 14CfNO
IsCFNO
;1. 16F~o
~ 17.Ct~O
Overview and Terminology

Before delineating the specific steps in scoring the
WCST, it is helpful to reexamine the nature of the test and
the terms used to describe the various features of a client's
response. Successful performance on the WCST requires a
client to first determine the correct sorting principle on the
basis of examiner feedback and then to maintain this sorting
principle or set (e.g., Color) across changing stimulus
conditions while ignoring other stimulus dimensions
(e.g., Form and Number). A failure to maintain set occurs
when a client makes 5 or more consecutive correct
responses and then makes an error before successfully
achieving a category by getting 10 consecutive correct
matches. However, when the client makes 10 consecutive
correct responses within a category (e.g., Color), the examiner changes the correct sorting principle to a new category
(e.g., Form) without informing the client. Now, in light of
the feedback that the previous sorting principle is no longer
correct, the client must inhibit the tendency to persist or perseverate with the old principle and must use the examiner's
feedback to determine the new, correct sorting principle.
[Only correct responses

are numbered]
Ji.
IsCjNO
19FNO
L 2oC.fNO
Ji 21Cf~O
JL
22Cj~O
10 23Ct~O
<Category shift>
24CfNO
Figure 2. Illustration of WCST recording procedures.
weST Scores and Scoring Dimensions

Each response a client makes can be thought of
as occurring on three separate dimensions and, thus, is
evaluated on each. These dimensions are: CorrectIncorrect, Ambiguous-Unambiguous, and PerseverativeNonperseverati ve.
Correct-Incorrect. The examiner gives the client feedback for each response as to whether it is correct or incorrect, depending on whether or not the response matches the
correct sorting principle in effect at the time the response is
made. Responses that match the sorting principle in effect

are scored as correct while incorrect responses are scored
as errors. Correct responses are those items in the record
booklet that the examiner numbered during administration
of the WCST. Upon completion of the WCST, circle all
items that were not numbered during administration.
Circled, unnumbered items represent incorrect responses
(i.e., errors). These recording and scoring procedures are
depicted in Figure 3.
,FNCFN
-GSf~])
1 2.FNO
2 3FNO
[Errors are circled]

[Only correct responses
are numbered]
~ 4F~O
~ s.1NO
J2
61NO
7F~O
7 8FNO
8 9.FNO
JL
loFNO
JQ IIFNO
F
~ 121NO
<Category shift>
_@FN])
_@FN])
_@FN])
~ 161~o
_QFN])
_QF~])
~ 191NO
_@FN])
Figure 3. Illustration of scoring correct responses and errors.
Ambiguous-Unambiguous. When a response card
matches a stimulus card on one and only one stimulus characteristic (e.g., Color), the principle the client used for the
match is obvious and unambiguous to the examiner. For
example, a response card with three red circles is matched
to the stimulus card with a single red triangle. However,
response cards can match the stimulus card on more than

one stimulus dimension. An example of this occurs when a
response card with three red triangles is matched to the
stimulus card with a single red triangle. In this situation it is
unclear, or ambiguous, to the examiner whether the client
is matching on the basis of Color or Form. Simply stated, a
response that matches a stimulus card on one and only one
characteristic is said to be an unambiguous response (e.g.,
F NO), and any response that matches a stimulus card on
two or more characteristics is said to be an ambiguous
response (e.g., :; NO). By definition, Other responses are
ambiguous. The ambiguous-unambiguous response dimension is independent of whether the response is a correct
response or an error. By carefully recording all characteristics that are the same on the response and stimulus cards for
each trial during the administration of the WCST, the examiner is able to score this dimension accurately following
completion of the test.
Perseverative-Nonperseverative. When a client persists
in responding to a stimulus characteristic that is incorrect,
the response is said to match the "perseverated-to" principle
and is scored as perseverative. Clients may perseverate to
Color, Form, or Number. However, it is not possible to perseverate to the Other category because the examiner can
never be sure of the basis for the match. Once a perseverated-to principle has been established and is operative, or "in
effect," responses that match the perseverated-to principle
are scored as perseverative regardless of whether they are
correct or incorrect. Responses that do not match the perseverated-to principle are nonperseverative. Perseverative
responses are indicated after completion of the test by entering the letter "p" in the space to the right of the item on the
record booklet.
There are three distinct situations that define the
perseverated-to principle for scoring perseverative
responses:
1. The perseverated-to principle is established at
the beginning of the test the first time the client
makes an unambiguous error. The first unambiguous error only establishes the perseveratedto principle and is not scored as perseverative.
Any subsequent unambiguous error that
matches the established perseverated-to principle is scored as perseverative, even if other
responses that do not match this perseveratedto principle intervene in the sequence. Thus, it
is possible to make perseverative responses
before successfully completing a category.
Figure 4(a) illustrates the simplest scoring situation. On the second trial, the client sorted the
card, which contains four red crosses, to the
stimulus card with three yellow crosses. This
response is an unambiguous error that matches

the sorting principle of Form (i.e., C V N 0)
and establishes Form as the perseverated-to
principle. Every time the client now makes an
unambiguous error to Form (e.g., trials 3 and
4), the response is scored as perseverative until
the perseverated-to principle changes. Figure
4(b) illustrates this scoring rule when other
responses that do not match this perseveratedto principle intervene in the sequence. This
client made an unambiguous error to the principle of Form on trial 2, but correctly matched
the next four cards to the principle of Color
before making the first perseverative response
to Form on trial 7.
(b)
(a)
C -GSf~])
~
2.C NO
[unambiguous
error]
(c)
-GSf~])
_
2.C NO
c
[unambiguous
error]
1 J.FNO
_C2SfN]) P
-GjN])
-~
2. The most common situation in which a client

makes perseverative responses occurs after the
client completes a category by making 10 consecutive correct matches. Because the client is
unaware that the examiner has now changed the
sorting principle, he or she is likely to continue
to respond according to the previously correct
principle. However, after a category has been
successfully completed and the examiner has
changed the sorting principle, the previously
correct category now becomes the perseveratedto principle currently in effect. Although some
researchers consider this rule to be "counterintuitive" (Flashman et aI., 1991, p. 193), the first
unambiguous response to match the new
4F~O
sjNO
3...- 6FNO
_GSFpq'])
1 7F pq' 0
-C:Ccj~])
-
@?N])[unambiguous
error]
-c:..C;N~ P
(d)
1 LFNO
2 2FNO
3 3FNO
-@1~p
1 s~1NO P
3...-
4. F pq' 0
sjNO
6.~?NO
6.FNO
7.F~O
..
P
_@1 N] ) P
_@jN]) P
1 8FNO
_@F~])
9FNO
2 9FNO
_@f N]) P
8 8FNO
9 9FNO
3...-
lo.FNO
21OFNO
_~CjN]) P
10 1OFNO
~ lLFNO
3...-
ILFNO
-@jN])p
F _QFN]) P
12jNO
12jNO
_@F~])
L
1L
IJFNO
~ IJFNO
_QjN]) P
_cQ1FN]) P
14FNO
14FNO
_Q?N]) P
_QFN]) P
JL
Is.FNO
L
1L
IsFNO
_~CF~])
_@FN]) P
10 16F~O
JL
16.F~O
_~CFN])
~ 16F~O
10 17FNO
-C;;Sf pq'])
_~FN]) p
_@Fpq'])
~ 18~F}l~O
_QFpq'])
_~CFpq'])
~ 19FNO
_QF~])
~ 19FNO
_@FN]) P
_@FN]) P
_@F~])
_QFN]) P
2 8FNO
F _QF{0 P
_@Fpq'])
12FNO
Figure 4. Illustration of scoring perseverative responses.
perseverated-to principle (i.e., the previous correct sorting category) is an unambiguous

perseverative error. Figure 4 presents examples of scoring according to this rule: Trial 17 in
Figure 4(a) and trial 11 in Figure 4(d) are unambiguous perseverative errors because the Color
responses match the perseverated-to principle
(the category just completed) currently in effect.
As illustrated by trial 12 in Figure 4(d), an
ambiguous response, y' N 0 in this example,
may also be scored as perseverative when it
meets conditions a) and b) below that ensure that
it is part of a consistent pattern of perseverative
responding. More than one ambiguous response
can be perseverative as long as they satisfy conditions a) and b) as well as c) below. These conditions apply regardless of whether the ambiguous response is correct or incorrect.
a) The ambiguous response must match the
perseverated-to principle that is currently in
effect (in our example, Color as defined by
the previous sorting category).
b) The nearest unambiguous responses both
preceding (trial 11) and following (trial 13)
the ambiguous response (trial 12) must each
be perseverative and must match the perseverated-to principle. This is known as the
sandwich rule in that the ambiguous response
must be "sandwiched" between two unambiguous perseverative responses (Flashman et
aI., 1991, p. 191).
c) For more than one ambiguous response to be
scored as perseverative, all responses between
the two unambiguous perseverative responses
must match the perseverated-to principle in
effect. That is, the match to the perseverated-to
principle must run continuously throughout all
responses between the two unambiguous perseverative responses and must not be broken
by any response that does not match this new
perseverated-to principle. In Figure 4(c), trials 5 and 6 are both scored as perseverative
responses, regardless of whether they are correct responses or errors. Thus, trials 12, 16,
18, and 19 presented in Figure 4(d) are all
scored as perseverative; trials 18 and 19 in
Figure 4(b) are not scored as perseverative
because they are not preceded by an unambiguous perseverative response.
10
As illustrated by trials 5 and 6 in Figure 4(c),

ambiguous responses may also be scored as perseverative before the client successfully completes the first category if they meet the same
three conditions given above. First, the response
or responses must match the perseverated-to
principle currently in effect (in the current example, the perseverated-to principle is Form as
defined by the first unambiguous error on trial
2). Next, the response or responses must be preceded and followed (sandwiched) by unambiguous perseverative responses (trials 4 and 7).
Last, the match to the perseverated-to principle
must run continuously throughout all responses
between the two unambiguous perseverative
responses and must not be broken.
3. The final situation defining a perseverated-to
principle occurs when a client changes his or her
pattern of perseverative responding. That is, it is
possible for the perseverated-to principle to
change within any category of the test when: (1)
the client makes three unambiguous errors to a
sorting principle that is neither correct nor currently perseverative, and (2) all responses
between the first and the third unambiguous
error match this sorting principle. When this situation occurs, the sorting principle running
through these three unambiguous errors
becomes the new perseverated-to principle. The
new perseverated-to principle, however, is not
operative for scoring purposes until the second
unambiguous error. Figure 5(a) illustrates the
simplest example of this scoring situation.
Figure 5(a) presents the responses from a
client who sorted to Form on trial 2, which
establishes Form as the perseverated-to principle
at the beginning of the test. The unambiguous
matches to Form on trials 4, 7, and 8 are, therefore, scored as perseverative errors. However,
starting with trial 9, the client makes the next
three matches to Number. Because trials 9, 10,
and 11 are uninterrupted unambiguous errors to
a principle other than Form, Number becomes
the new perseverated-to principle on trial 10.
Thus, the responses made on trials 10 and 11 are
scored as perseverative errors. Figure 5(b) illustrates these scoring principles for a longer series
of perseverative errors where the perseverated-to
principle has changed from Form (trial 2) to
Number (trial 11).
(b)
(a)
-GS.f~])
-
GS 'IN]) [unambiguous
error]
-GS.f~])
_~F~])
4.F~O
_@F~])
; l s;NO
L 6;NO
-0!:/N~P
_(i!:..fN~P
~ 7F~O
6 8.FNO
7 9FNO
error]
1 3FNO
_@'IN])p
-~
~ [unambiguous
-~
[unambiguous
error]
6'INO
_~p[una~~~uous _@F~})
(d)
(c)
-@;~])
~ [unambiguous
-~
error]
27.C'I~O
28C'I~O
_@'IN})p
~ 29'I~O
l 4.F~O
-GSF~])
_@F~])
[una~~~uous L 31C'I~O
GF~])p [unambiguous
error]
Z 32.CtNO
233.;NO
7.F~O p
_@F~~P [una~~~uous _@F~])
l
_@F~P
,...
[una~~~uous _@F~])p
_@ F ~]) P [una~~~]uous _@ F ~~ P [una:;~~tOUS
-CICc F ~~ p
3s'INO
~
[unambiguous
error]
~F
MOp [unambiguous
-~
error]
-~
L 12.;NO
_~;N])
_@F~~P
_Q:F~])p
-~
-c8;N])
_~P
_@F~])p
_@F~])
_@F~~P
_@'IN~
_@F~])p
l16.'I~O
_@FN])
16'I~O
@F~])p [unambiguous -@F~3P

error]
16.'I~O
_@F~])p
MOp [unambiguous
~C
F
41;~O
-@;~])
-~;~])
~ 17.FNO
18F~O
_QF~])
19.;NO
_~CF~])p
~ 19;NO
_@F~~P
;l20FNO
_~CF~]:>P
~ 2oFNO
18F~O
Figure 5. Illustration of the perseverated-to principle changing within a category.
18F~O
43.C;~O
46.;NO
error]
A more complex scoring situation arises

when ambiguous responses that also match the
new perseverated-to principle are intermixed
among the sequence of three unambiguous
errors. Provided that the series is not broken by
any response that does not match the new
perseverated-to principle, the second unambiguous incorrect response in the sequence is
scored as perseverative and all of the ambiguous
responses sandwiched between the second and
third unambiguous perseverative errors are also
scored as perseverative, regardless of whether
they are correct or incorrect. Even though the
ambiguous responses sandwiched between the
first and second unambiguous errors must match
the new perseverated-to principle, the new principle is not operative until the second unambiguous error-therefore, these ambiguous
responses are not scored as perseverative.
For example, in Figure 5(c) the client makes
the first unambiguous error by matching to Form
on trial 2 and, thus, makes the first perseverative
error on trial 3. However, the client then begins
to sort by Number, making the first unambiguous error to Number on trialS. Trial 6 is
also an unambiguous error to Number as is Trial
8, which represents the third unambiguous error
that matches the principle of Number. Because
the ambiguous response on trial 7 ( F ~ 0)
matches the principle of Number, the sequence
of responses from trial 5 to trial 8 all match to
Number without interruption, defining Number
as the new perseverated-to principle. Therefore,
beginning with the second unambiguous error in
the sequence (trial 6), responses 6 through 15
are all scored as perseverative. The ambiguous
response on trial 7 is also scored as perseverative, even though it is correct, because it is both
preceded and followed by unambiguous perseverative errors. The example in Figure 5(d) illustrates a similar situation, with the first unambiguous error of the series beginning with the
Number response on trial 36. In this case, the
ambiguous response on trial 38 (i.e., F ~ 0)
that separates the second and third unambiguous
incorrect responses is also an error and is, therefore,
circled. Trial 40 is not scored as perseverative
because it does not conform to the sandwich rule.
Number of Categories Completed. The Number of
Categories Completed is simply the number of categories
(i.e., each sequence of 10 consecutive correct matches to
the criterion sorting category) that the client successfully
12
completed during the test. Scores can range from a minimum of 0 to a maximum of 6. Typically, the examiner
marks off each category as it is successfully completed at
the top of the second page of the record booklet, using the
provided sequence of C F N C F N.
Trials to Complete First Category. The total number of
trials to successfully complete the first category gives an
indication of initial conceptualization before a shift of set is
also required. The scoring examples presented in Figure 4
show that client "a" took 16 trials to complete the first category, whereas client "b" took 17 trials, and client "d" took
only 10 trials. On rare occasions, a client will be administered all 128 cards without ever successfully completing the
first category. In this case, the client receives a Trials to
Complete First Category raw score of 129.
Percent Perseverative Errors. Percent perseverative
errors reflects the "density" or concentration of perseverative errors in relation to overall test performance. It is computed by calculating the ratio of perseverative errors to the
number of trials administered. The resulting fraction is then
multiplied by 100 and rounded to the nearest whole number.
For example, if a client completed the WeST in 106 trials
and made 15 perseverative errors, he or she would have a
Percent Perseverative Errors score of 14%.
Failure to Maintain Set. Another score basic to the
WCST is Failure to Maintain Set. A failure to maintain set
occurs when a client makes five or more consecutive correct
matches but then makes an error before successfully completing the category. A failure to maintain set is not scored
if, toward the end of the test, the client has matched correctly five or more cards and simply runs out of cards upon
completing the 128th trial.
Figure 6 provides an example of a client who had considerable difficulty maintaining the correct sorting principle
of Color. On the second trial (data not shown), the client
made an unambiguous error to Form which established
Form as the perseverated-to principle. Despite receiving
positive feedback from the examiner for numerous unambiguous correct matches to Color, this 59-year-old schoolteacher with a master's degree was unable to continue
responding consistently according to this principle. Within a
series of fewer than 25 trials, this client failed to maintain
set three times (see trials 23, 30, and 38).
Percent Conceptual Level Responses. The percentage
of conceptual level responses presumably reflects insight
into the correct sorting principles. Conceptual level
responses are defined as consecutive correct responses
occurring in runs of three or more. These responses are
called conceptual level responses because it is presumed
that some insight into the correct sorting strategy is required i
in order to make three or more consecutive correct matches
and that a correct series of this length would be unlikely to
occur by chance alone. The Percent Conceptual Level
~ ,s.FNO
j6.;~O
-@,~])
~ 18F)40
19,NO
220.FNO
~ 21.FNO
~ 22FNO
-~;~]) [set failure]

-~c,N]) p
~ 2sFNO
26FNO
227.FNO
~ 28(CFNO
~ 29(C;~O
_~c, N]:>
P [setfailure]
~ 31(CFNO
32n40
233,NO
~ 34.(c'NO
~ 3s.fNO
36FNO
371NO
_~CfN]) p[setfailure]
Figure 6. Illustration of scoring Failure to Maintain Set.
Responses score is calculated by: (a) dividing the total

number of conceptual level responses by the total number of
trials administered, (b) multiplying the result by 100, and
(c) rounding to the nearest whole number. Figures 7 and 8
illustrate the scoring of Percent Conceptual Level
Responses.
As seen in Figure 7, this client made 70 conceptual
level responses which occurred in 10 runs of three or more
consecutive correct responses (i.e., 10, 10, 10, 3, 10, 3, 4, 4,
10, and 6) across the 128 trials of the test. Dividing 70 by
128, multiplying by 100, and rounding to the nearest whole
number yields a Percent Conceptual Level Responses raw
score of 55%. Figure 8 presents the data of a client who
made 79 conceptual level responses across 116 trials (i.e., 8,
3, 13, 11, 10, 10,3, 11, 10). In this case, the Percent
Conceptual Level Responses raw score equals 68%.
Learning to Learn. Learning to Learn (after Tarter,

1973) reflects the client's average change in conceptual efficiency across the consecutive categories (stages) of the
WCST. Calculating this score requires four steps.
The first step is to determine whether or not a Learning
to Learn score can be calculated. This is accomplished by
counting the number of categories that were completed or
attempted. A category is said to have been "attempted"
when there are at least 10 trials in the category, even if the
category is not successfully completed (e.g., at the end of
the test). A Learning to Learn score can be calculated only
for clients who have completed three or more categories or
who have completed two categories and attempted a third.
Next, a percent errors score is calculated for each completed
or attempted category (i.e., total errors made within that category divided by the total number of trials comprising that
category multiplied by 100). Third, percent errors difference
scores for each consecutive pair of adjacent categories or
stages are then computed. Percent errors difference scores
are formed by subtracting the percent errors score for
Category 2 (Form) from the percent errors score for
Category 1 (Color), the percent errors score for Category 3
(Number) from the percent errors score for Category 2
(Form), and so forth. Finally, the percent errors difference
scores are summed and averaged to yield an average difference, which is the Learning to Learn raw score.
A positive Learning to Learn score indicates improved
efficiency across consecutive categories, presumably
because of learning. Most clients, however, will obtain a
negative Learning to Learn score because the percent errors
difference score between Category 1 and Category 2 is
included in the calculation. Including this first difference
score makes it more difficult to obtain a positive Learning
to Learn score because of the novel difficulty of making the
first shift of set. However, the normative data take this fact
into account; that is, the norms reflect how a given client's
Learning to Learn score compares with those of the appropriate reference group so it is possible to identify a relatively good performance even when the total raw score is
not positive.
Figure 7 also illustrates the calculations involved in
obtaining the Learning to Learn score. As seen in this
figure, the client successfully completed five categories and
attempted a sixth, which was composed of 17 trials. Thus, a
Learning to Learn score can be calculated for this client.
The number of trials composing each category was determined and recorded in the appropriate space on the
Learning to Learn Score Worksheet (see Figure 7), along
with the number of errors made within each stage. Dividing
the number of errors made in each category by the number
of trials comprising each category and multiplying by 100
yields the following six percent errors scores: 16.67%
(2112),36.84% (7119), 38.10% (8/21),45.83% (11124),
13
f5
CATEGORY SEQUENCE:
_<@':y'N2) P
-G:: f'J)lg) p
_~F~])
_C@Fpq2)
_~1'NV P
_C@F~~ P
_~F~])
~ 3.FNO
_~1'N:VP
~ 3FNO
~ 3scty'N 0
_~y'N~P
4ctFJ)lO
_~FJ)l])
~ scty'NO
-c@vN:V
~ s.YNO
-~
6YNO
~ 3sFJ)lO
.-2
7F ~ 0
_~FNV
~ 7F J)lo
~ sFNO
~ 4o.ctF~O
~ s.FNO
239CYNO
; I 4oCfNO
2 9.FNO
Ji IOctFNO
241ct1'J)lO
9ctFNO
~ 41ctY~ 0
_@FNV
Ji
loFNO
JillFNO
43CyJ)lO
JillFNO
J2 42CfNO
Ji 43C ypq 0
JQ 11y'NO
44.F~O
10 11.y'N 0
244CYNO
4Fpq 0
6YN 0
38CYNO
F _qFN~ P
~ 4sCF~O
F _qoFNVP
Ji4s.CfNO
_<@'FNV P
5L 46fNO
_qFN~ P
-.!L 46C F ~ 0
Ji 47CF~O
~ IsCYNO
10 47YN 0
~ 16y'J)lO
~ 48ctFJ)lO
216ytjO
N _~y'N]) P
_<i@FNV P
_c@FJ)l:V P
_@F~~
_cgYN]) P
Ji soCF~O
5L SIC1'J)lO
~ 19fNO
~ slCf~O
_~FNV P
10 S2C F pq 0
_@ FN 0P
P
-Gi1fN]) P
_~FNV P
C _@F)4~p
~ 21CY~O
-=tN2) P
~ 22Cf'tlO
_~F~VP
2 22CV~O
_~FN])p
213Cf'tlO
_@F~VP
~ 23CY~O
_cgFN]) P
24.Cy'NO
_~F~VP
_c@FN])
~ 2sCy'NO
_~F~:VP
-G!:iN:V P
Ji 26CYNO
-1'tI:V P
-F~2)
~ 26CYNO
-J/tI:V P
~ 6oF~O P
2ncf'J)lo
~ 28Cf'~O
; I 6oF~O
~ 29.cty~O
~ 61F~O
Ji30CYNO
2 61ctF~O P
~ 62 1'tI 0 P
_~F~V
J2
62t~O
JQ 3LC y'tI 0
-F~Vp
~ 31CV~O
63CF~O
N _YN~ P
-FJ)lV P
-F~V
~ 19YNO
~ 27.Cy'~O
14
C -~y~~
_q FN0
Figure 7.
t N f5 t
28Cy'~O
Ji
29t~ 0
WCST Record Booklet for Case 1.
49.ctF~O
17.CYtjO
24CYNO
_~YN])p
~ ssci~o
s9ci~o
_qFN])
SCORING AREA
Raw
score
Number of Trials Administered
Total Number Correct
Total Number of Errors
---------------
Percent Errors
Perseverative Responses
~---------------
Percent Perseverative Responses

Perseverative Errors
128
79
49
38
40
31
34
27
15
12
70
55
- - -
---
- - - - - - - - - - - - - - - - - - -
Percent Perseverative Errors

Nonperseverative Errors
Standard
score
score
89
43
- - - - - - - -
91
44
83
Percentile
score
23
- - - -
27
13
39
- - - -
,---
83
39
83
39
------ - - -
- - - -
13
--
13
---
82
38
12
100
104
50 , -50
--61
53
94
46
- - - - - - - - - - - - - - - - - - - - - ~---- - - -
Percent Nonperseverative Errors

Conceptual Level Responses
- - - - - - - - - - - - - - - - - -
Percent Conceptual Level Responses
Raw
score
Percentile
range
Number of Categories Completed
>16
Trials to Complete First Category
12
>76
>16
-8.43
>76
Failure to Maintain Set

Learning to Learn
Normative table
34
AGE 9-0 to 9-77
Learning to Learn Score Worksheet

Category
number
Number
of trials
Errors
Percent
errors
72
16.67
19
36.84
-20.17
27
38. 70
-1.26
24
17
45.83
-773
35
17
37.43
14.40
77
10
58.82
-2739
A verage difference
Percent errors
difference score
-8.43
Figure 7 (Continued). WCST Record Booklet for Case I.
15
CATEGORY SEQUENCE: ~
-~
F ~
N~
LCY~O
t N
~
33fNO
~ 2FNO
2341NO
-GSfNQ) P
~ 341NO
2351NO
-GiFN2)
~ 4.FPO
_QFN])p
5fNO
6fNO
~ 37YNO
z.. 5CFPO
235f NO
~ 36CfNO
L 37f NO
_@F~])p
26CF}40
Ji
7FPO
_~FN])p
s.FNO
_@F~])
!L
12
Ji
9.FNO
~ 4LY~O
3FNO
4F~O
7F~O
1L 38CYNO
lL 39CYNO
8CF~O
10 40 cYNO
JL 9CF}40
L IOCFPO
N ~ 4L1~o
_cgF~])
_~F~])
_@F~-:V p
~ 43Cf~O
~ 121NO
_@F~])
Ji
JI
213FNO
_@FN])p
10 13CF~O
~ 45CF~O
~ 14.FNO
_~F~])
C _@F~:) P
~ 46CF~O
-Cl@f N] )
_@F~])
-~F~0p
247CF}40
~ 16.1~o
_@F~])
~ 16.;~O
~ 48F~O
-C!@1~])
~ 49C1NO
217.FNO
~ 18F~O
250.C;NO
~ 18.F~O
_~F}4]) P
5LC1~o
~ 191NO
L
1L
lL
~ 2o.FNO
~ 521NO
22LFNO
~ 53.C,fNO
Ji 2oFNO
Ji 2LFNO
-~Y~])
224FNO
Ji 54.C,fNO
L 55C,fNO
Ji 56C,fNO
JI
24.FNO
56.C F N 0
~ 25FNO
JL 57C1NO
1025FNO
57.C FN 0
~ 26FNO
10 58C1~o
F _qFNVP
58.C FN 0
27.FNO
Ji 28FNO
N ~ 59.c1~o
~ 27CY~O
59.C FN 0
~ 23FNO
_~1N])p
ILCF~O
~ 43C
12.C F,WO
L 22.FNO
Ji 23.FNO
yJ)(o
44F~O
49.F~O
50CF~O
5LC1~o
10 52CF~O
53.C FN 0
54.C FN 0
55.C FN 0
-c:;;;j: ; N---V p
yJ)( 0
6o.CFNO
28C
29.f~o
-~;N9P
~ 29;~O
6LC FN 0
Ji
JI
30. n~ 0
~ 621~o
_<@F~V
62.C F N 0
3LFNO
_QYN])
~ JLC1J)( 0
63.C FN 0
~ 64CF~O
232C,fNO
64.CFNO
10 32F~O
Figure 8. WCST Record Booklet for Case 2.
16
331NO
SCORING AREA
Raw
score
Standard
score
score
Percentile
score
116
89
27
91
44
27
Percent Errors
23
93
45
32
44
27
14- -
91
---~
---------
12
94
46
34
13
90
43
25
11
94
46
34
14
90
43
25
12
93
45
32
79
68
90
43
25
-~
- - ------
Raw
score
Percentile
range
>16
32
1
2-5
>16
271
>16

Learning to Learn
Normative table
AGE 30-0 to 39-11/EDUC: 13-15 YRS

Category
number
Number
of trials
Errors
Percent
errors
32
21.88
26
10
38.46
-16.58
19
26.32
1214
12
16.67
9.65
15
1333
334
12
8.33
SOD
Average difference
Percent errors
difference score
271
Figure 8 (Continued). WCST Record Booklet for Case 2.
17
3l.43% (11135), and 58.82% (10/17). The percent errors

difference scores between consecutive pairs of adjacent categories are: -20.17 (i.e., 16.67 - 36.84), -l.26 (i.e., 36.8438.10), -7.73 (i.e., 38.10 - 45.83), +14.40 (i.e., 45.83 3l.43), and -27.39 (i.e., 3l.43 - 58.82). The sum of these
percent errors difference scores equals -42.15, which
results in an average difference, or Learning to Learn raw
score, of -8.43 (i.e., -42.15 divided by 5). This score
clearly indicates that the client became less rather than more
efficient on the consecutive stages of the WCST, although
the percentile score reveals that this aspect of the client's
performance is not unusual for a neurologically normal
person.
The performance of the client just discussed stands in
contrast to that of the client whose data are presented in
Figure 8. This female client completed all six categories in
116 trials. As seen in this figure, her percent errors scores
were 2l.88%, 38.46%, 26.32%, 16.67%, 13.33%, and
8.33%, respectively. These data yield difference scores of
-16.58, +12.14, +9.65, +3.34, and +5.00. The consistency
of positive difference scores after the initial one suggests
that she became progressively more proficient in sorting
across the stages of the test, and this increased proficiency
is reflected in her Learning to Learn raw score of +2.71 (see
Figure 8).
Percent Errors, Percent Perseverative Responses, and
Percent Nonperseverative Errors. Percent Errors, Percent
Perseverative Responses, and Percent Nonperseverative
Errors scores are presented mainly to assist in research
investigations. These scores are calculated by dividing the
respective raw score by the raw score for Number of Trials
Administered, multiplying the result by 100, and rounding
to the nearest whole number. Percentage scores may be
useful in research studies where differences in the number
of trials administered need to be controlled. However, use
of these scores is not recommended for clinical interpretation of the WCST because they involve correcting scores by
a measure of overall success on the test (i.e., the number of
trials required to complete the WCST), and because the reliabilities of these "percent" scores are lower than those of
their respective elemental scores (see Table 4).
Calculating WCST Scores

After reviewing each item and marking errors and perseverative responses in the record booklet as suggested
above, the WCST scores may be calculated. Open the
record booklet to the second and third pages. The third page
contains spaces for recording and calculating WCST scores.
Number of Trials Administered, Total Number Correct,
and Total Number of Errors. Count the total number of
trials administered and enter this number in the space
labeled Number of Trials Administered: Raw score on the
third page of the record booklet. Count the number of items
18
that the examiner numbered during administration and that

were not circled later. Enter this number in the space labeled
Total Number Correct: Raw score. Count the number of
items that have been circled, and enter this raw score in the
space labeled Total Number of Errors.
Perseverative Responses, Perseverative Errors, and
Nonperseverative Errors. Count the number of items that
have been marked with the letter "p" and enter this raw
score in the space labeled Perseverative Responses. Count
the number of items that have been circled and marked with
the letter "p," and enter this number in the space labeled
Perseverative Errors: Raw score. Count the number of items
that have been circled but have not been marked with a "p."
Enter this raw score in the space labeled Nonperseverative
Errors. As a check on scoring accuracy, the sum of the
Perseverative Errors raw score and the Nonperseverative
Errors raw score should equal the raw score for Total
Number of Errors.
Percent Errors, Percent Perseverative Responses,
Percent Perseverative Errors, and Percent Nonperseverative Errors. Find the Total Number of Errors raw score
on the third page of the record booklet. Divide this number
by the raw score entered for Number of Trials
Administered. Multiply this fraction by 100 and round to
the nearest whole number. Enter this new number under the
raw score column in the space labeled Percent Errors. Find
the Perseverative Responses raw score and divide this
number by the raw score entered for Number of Trials
Administered. Multiply this fraction by 100 and round to
the nearest whole number. Enter this number under the raw
score column in the space labeled Percent Perseverative
Responses. Use an analogous procedure to calculate Percent
Perseverative Errors and Percent Nonperseverative Errors.
Conceptual Level Responses and Percent Conceptual
Level Responses. Examine the second page of the record
booklet and identify all consecutive correct responses that
occurred in runs of three or more. Be sure to include
ambiguous correct responses that continue a run across categories. Sum the number of correct responses comprising
these runs. Enter this sum in the raw score column next to
Conceptual Level Responses. Divide this raw score by the
Number of Trials Administered raw score. Multiply the
resulting fraction by 100 and round to the nearest whole
number. Enter this new number under the raw score column
next to Percent Conceptual Level Responses.
Number of Categories Completed. Count the number of
sequences of 10 consecutive correct matches (up to a maximum of six) and enter this raw score in the respective space
labeled Number of Categories Completed.
Trials to Complete First Category. Look at the second
page of the record booklet. Beginning with Trial 1, count
the number of trials taken to complete the first category. In
the scoring area, enter this number under the raw score
column in the space labeled Trials to Complete First

Category. In the rare case where a client never successfully
completes the first category, Trials to Complete First
Category is assigned the raw score of 129.
Failure to Maintain Set. Count the number of
sequences of five or more correct matches followed by at
least one error that occurred prior to successfully completing a category. Enter this number in the space labeled
Failure to Maintain Set: Raw score.
Learning to Learn. Determine whether a Learning to
Learn score can be calculated by counting the number of
categories or stages that were completed or attempted. If the
total number of categories completed and attempted is
fewer than three, a Learning to Learn score cannot be calculated. In this case, enter "N/A' , in the Learning to Learn:
Raw score column.
If a Learning to Learn score can be calculated, count
the number of trials comprising the first category. On the
Learning to Learn Score Worksheet, enter this number in
the space for Category 1 under the Number of trials column.
Use an analogous procedure to determine the number of
trials comprising the remaining categories and enter these
numbers in their respective locations on the worksheet.
Next, count the number of errors made within the first category. Enter this number on the worksheet in the space for
Category 1 under the column labeled Errors. Use an analogous procedure to determine the number of errors made in
each of the remaining categories and enter these numbers in
their respective locations on the worksheet. Divide the
Errors score for Category 1 by the number of trials for
Category 1 and multiply the result by 100. Enter this
number, rounded to the second decimal, in the space labeled
Percent errors for Category l. Use an analogous procedure
to calculate and record the percent errors scores for the
remaining categories. Subtract the percent errors score for
Category 2 from the percent errors score for Category 1 and
enter the result in the space labeled Category number 2:
Percent errors difference score. Subtract the percent errors
score for Category 3 from the percent errors score for
Category 2 and enter the result in the space labeled
Category number 3: Percent errors difference score. Use an
analogous procedure to calculate the differenc,.:e scores
between any remaining categories and enter these' numbers
in their respective locations on the worksheet. Sum the percent errors difference scores, divide this sum by the number
of percent errors difference scores that were summed, and
round this result to the second decimal. Enter this number in
the space labeled Average difference. Transcribe this
average difference score to the space labeled Learning to
Learn: Raw score located above the worksheet area.
Case Illustrations of Scoring

To illustrate all of the scoring rules for the WCST, the
data presented in Figures 7 and 8 will be reviewed.
Case 1. These WCST data were obtained from a 9-yearold, right-handed boy who had completed two years of regular education. His early medical history and developmental
milestones were normal until he was 2 I h years old, at which
time he began to have complex partial seizures that were
refractory to conventional anticonvulsant medications.
Computerized tomography (CT) and magnetic resonance
imaging (MRI) studies revealed a cystic lesion in the mesial
left temporal lobe that was thought to be a porencephalic
cyst. He underwent prolonged video-monitored electroencephalogram (EEG) recording with sphenoidal electrodes, which localized his seizure focus to the left frontotemporal region. He subsequently underwent a second
semi-invasive evaluation with epidural peg and foramen
ovale electrodes, which further localized the origin of his
seizures to the anterior left temporal lobe. He was then
referred for neuropsychological evaluation to establish a
baseline of his cognitive abilities prior to his undergoing
surgical intervention. This young client obtained a Full
Scale IQ of 87 on the Wechsler Intelligence Scale for
Children-Revised (WISC-R; Wechsler, 1974). Figure 7
presents his WCST data.
Figure 7 shows that he completed five categories and
made 79 correct responses and 49 errors. He failed to maintain set once, which occurred on the final trial of the test.
When scoring perseverative responses, this young client
established Number as the perseverated-to principle at the
beginning of the test (trial 2) but did not make any perseverative responses to this principle before completing the first
category. He did, however, persist in sorting to Color for
nine trials after completing the first category, with three of
the nine perseverative responses being ambiguous. Because
the ambiguous responses made on trials 16 and 19 are
"sandwiched" between unambiguous perseverative errors,
they, too, are scored as perseverative (see Figure 7). He
eventually completed the next categories of Form, Number,
Color, and Form and made several perseverative responses
after completing each of these categories. Counting the
number of items marked with "p" results in a Perseverative
Responses raw score of 40, of which 34 were circled, indicating that they were perseverative errors. His overall
Percent Perseverative Errors raw score was 27% (341128),
and his Trials to Complete First Category raw score was 12.
As noted earlier, he made 70 conceptual level responses in
10 runs with three or more consecutive correct responses
across the 128 trials, yielding a Percent Conceptual Level
Responses raw score of 55%. His Learning to Learn raw
score was -8.43 (see Figure 7).
Case 2. The second example, which is presented in
Figure 8, is the case of a 38-year-old, right-handed female
with 14 years of education, who was employed as a radiation therapist. Other than a minor closed-head injury with a
brief loss of consciousness five years before her evaluation,
19
her past medical history was essentially negative for injuries

and illnesses known to affect brain function. However, she
reported experiencing debilitating episodes of fatigue,
memory difficulties, and word-finding problems for the past
three years. She was subsequently diagnosed as having
Chronic Fatigue Immune Dysfunction Syndrome and was
referred for formal evaluation of her cognitive status.
Despite her educational and occupational background,
she obtained a Full Scale IQ of only 94 on the Wechsler
Adult Intelligence Scale-Revised (WAIS-R; Wechsler,
1981). Examination of her WCST protocol (see Figure 8)
reveals that she was able to complete all six categories in
116 trials, with 89 correct responses and 27 errors. She took
32 trials to complete the first category, and had one failure
to maintain set at the beginning of the test on trial 10 when
she made an unambiguous error to Number. She subsequently made two more unambiguous responses to Number
(trials 11 and 19), which were scored as perseverative errors
because Number had been established on trial 10 as the
perseverated-to principle. She eventually went on to complete the first sorting category. After completing the first
category, she had some difficulty deriving the new sorting
principle of Form as indicated by the 10 errors and four
perseverative errors (trials 36, 38, 39, and 45) within that
category. Nonetheless, she became more efficient in her
sorting strategies as the test progressed, and this increased
efficiency is reflected in her Learning to Learn raw score of
2.71. Of the 14 perseverative responses she made, 13 were
perseverative errors. Dividing her Perseverative Errors raw
score of 13 by the raw score of 116 for Number of Trials
Administered results in a Percent Perseverative Errors raw
score of 11 % (after multiplying by 100 and rounding to the
nearest whole number). She made 79 conceptual level
responses across the 116 trials, which yields a Percent
Conceptual Level Responses raw score of 68%.
Associated Normative Scores

After the raw scores for the WCST have been calculated and entered into their respective spaces in the record
20
booklet scoring area, corresponding normative scores may

be recorded. Locate the appropriate normative table in
Appendix D based on the client's age (for children and adolescents 6 1/2 through 19 years of age) or combination of age
and years of education (for adults 20 years of age and
older). Normative data presented in Appendix C may also
be used for making comparisons with the general population of adults 20 through 89 years of age. Record the table
number (or the age or age and education grouping of the
table) in the space provided on the third page of the record
booklet.
Within the column of the normative table labeled Total
Number of Errors, locate the number that corresponds to the
client's Total Number of Errors raw score. Staying within
that row, move to the left of the table and find the corresponding standard score, T score, and percentile score
values. Transcribe these values to their respective spaces in
the record booklet scoring area. Use an analogous procedure
to locate and transcribe the normative score values for
Percent Errors, Perseverative Responses, Percent
Perseverative Responses, Perseverative Errors, Percent
Perseverative Errors, Nonperseverative Errors, Percent
Nonperseverative Errors, and Percent Conceptual Level
Responses.
In the appropriate normative table in the manual, locate
the column labeled Number of Categories Completed.
Within that column, find the number that corresponds to the
client's Number of Categories Completed raw score. Move
to the left or right of the table and find the corresponding
percentile score range. Transcribe this range score to its
respective space in the record booklet scoring area. Use an
analogous procedure to locate and transcribe the percentile
ranges for Trials to Complete First Category, Failure to
Maintain Set, and Learning to Learn.
4
NORMATIVE AND DESCRIPTIVE
STATISTICS
Normative Sample
WCST normative data were derived from a total group
of 899 normal subjects aggregated from six distinct samples. The first sample consisted of 453 normal children and
adolescents enrolled in public schools in the community
surrounding a large urban area in the southeastern United
States. Written informed consent was obtained from the
parent or legal guardian prior to the student's participation
in the study. Prior to testing, all subjects were screened for a
history of neurological dysfunction, learning disability,
emotional disorder, and attention disorder. The sample consisted of 52% females and 48% males from Kindergarten
through 12th Grade. Ages ranged from 6 years, 6 months to
17 years, 11 months. Inadvertently, race data were not
recorded for 16% (n = 74) of the sample. Of the 379 subjects for which race data were recorded, approximately 87%
were white, 11 % were black, and 2% were other racial
minorities.
The second sample consisted of 49 students and friends
of students who lived in the community surrounding a large
urban area in the southwestern United States. Subjects in
this sample participated as part of a special WCST normative research project. All subjects in the sample were 18
years old and had completed 12 to 13 years of education.
The sample was composed of 51 % females and 49% males.
The third sample was comprised of the 150 normal subjects who were described in the original WCST manual
(Heaton, 1981) and who served as part of the normative
group presented by Heaton, Grant, and Matthews (1991).
These subjects were recruited in Texas and Colorado as
control subjects for a study of pesticide poisoning. Subjects
ranged in age from 15 through 77 years. Of the sample,
17% were female and 83% were male. Education level of
the subjects ranged from 7 years to 20 years.
The fourth sample consisted of 50 subjects who participated only in the normative study presented by Heaton et al.
(1991). These subjects were recruited in Colorado as a part
of a thesis research project. The sample was composed of
66% females and 34% males who ranged in age from 58
years to 84 years. The education level of these subjects

ranged from 8 years to 20 years.
Subjects comprising the fifth sample were 124 commercial airline pilots who were recruited for participation in a
research study on computerized neuropsychological assessment. These subjects were administered the standard card
version of the WCST. All but 5 of these subjects were
recruited in Colorado; these 5 were recruited in Washington,
DC. The sample was composed of 9% females and 91 %
males who ranged in age from 24 years to 65 years.
Education ranged from 14 to 20 years.
The sixth sample consisted of 73 healthy adults
recruited from a health promotion project, from independent
living retirement residences, and from the general community in the Detroit metropolitan area. These subjects were
studied as part of a dissertation research project (Axelrod &
Henry, 1992). The sample was composed of 55% females
and 45% males. Subjects ranged in age from 51 years to 89
years. Education level ranged from 6 years to 20 years.
Table 1 presents demographic information and means
and standard deviations of all WCST raw scores for the
complete normative sample by age group.
The 384 adult normative subjects who were 20 years
old and older (M = 49.89, SD = 17.94) were selected as a
separate subsample to reflect the distribution of the United
States population classified by age. Census data for 1995
middle-series projections of the U.S. population were used
in determining the age distribution (U.S. Department of
Commerce, 1984). Middle-series projections for 1995 were
thought to provide the best current and near-future representations of this population characteristic. Table 2 presents the
proportions of the U.S. population and the WCST censusmatched sample by age. As seen from these data, subjects in
the younger-adult age ranges are slightly underrepresented
while subjects in the older age ranges are slightly overrepresented in the WCST sample. WCST raw score means and
standard deviations for the census-matched subsample are
presented in Table 3.
The mean education level of this subs ample (M =
14.95, SD = 2.97) was found to be approximately 3 years
21
N
N
Table 1
WeST Raw Score Descriptive Statistics for the Normative Sample
Group
6'/2 years old
(/1 =28)
M
SD
7 years old
(11 =42)
M
SD
Number of
Categories
Completed
Total
Number
of Trials
Administered
Total
Number of
Correct
Responses
Total
Number of
Errors
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
6.71
0.16
4.04
1.79
120.61
13.31
70.18
13.44
50.43
19.80
40.82
13.90
28.89
19.74
23.37
14.98
7.44
0.30
4.40
1.70
116.71
16.99
74.17
13.08
42.55
20.73
35.03
14.30
28.31
21.01
23.11
15.65
8.42
0.30
4.67
1.55
113.91
16.79
73.80
10.32
40.11
19.97
33.65
13.56
24.04
16.92
19.94
12.45
9.50
0.30
5.00
1.32
114.32
16.45
79.63
10.71
34.68
16.47
29.26
11.10
19.21
10.51
16.24
7.61
10.43
0.27
5.71
0.76
98.41
18.58
73.31
8.26
25.10
14.75
23.97
9.74
14.84
9.98
14.19
7.19
11.52
0.27
4.86
1.46
110.42
19.87
73.48
10.52
36.94
20.82
31.45
13.95
21.50
14.08
18.23
9.93
12.24
0.23
4.80
1.58
108.45
21.44
71.27
11.l2
37.18
21.66
31.99
14.51
24.36
21.23
20.60
15.63
13.32
0.25
4.28
1.53
116.76
16.64
74.31
11.21
42.45
19.23
35.03
12.97
25.28
14.11
20.67
10.13
14.54
0.34
5.00
1.47
106.44
23.10
71.89
13.11
34.56
22.66
29.93
15.56
18.74
12.74
16.29
8.83
15.45
0.32
5.53
1.22
96.94
19.49
69.91
10.34
27.03
18.12
25.98
12.39
13.25
7.08
13.08
4.90
16.60
0.22
5.24
1.27
102.90
2l.21
71.45
7.15
31.45
17.62
28.58
10.87
14.24
8.84
13.03
5.91
17.39
0.35
5.81
0.54
89.03
20.32
70.50
8.83
18.53
12.91
19.06
8.66
11.16
8.30
11.44
5.88
Age
Education
8 years old
(11 = 46)
SD
9 years old
(Il = 38)
M
SD
10 years old
(/1 = 51)
SD
II years old
(/1 = 50)
SD
12 years old
(/1 = 55)
SD
13 years old
(Il =29)
SD
14 years old
(/1 =27)
SD
15 years old
(11 = 32)
SD
16 years old
(/1 = 29)
SD
17 years old
(/1 = 32)
SD
Table 1 (Continued)
WCST Raw Score Descriptive Statistics for the Normative Sample
Group
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Trials to
Complete
First Category
Failure to
Maintain
Set
Learning
to Learn 3
Percent
Conceptual
Level
Responses
20.05
11.53
25.64
14.47
20.75
10.80
23.46
28.00
1.29
1.21
-3.63
5.82
47.95
19.22
24.71
16.06
20.24
11.75
17.83
9.20
14.76
6.52
23.24
22.89
1.36
1.32
-2.42
7.88
55.90
18.88
21.37
13.52
17.75
9.77
18.74
9.66
15.86
6.82
17.63
11.57
1.28
1.13
-3.03
6.05
57.82
18.47
17.37
9.16
14.67
6.52
17.32
9.55
14.55
6.76
14.47
8.46
1.42
1.11
-4.31
6.03
63.00
14.91
13.18
8.45
12.58
5.92
11.92
7.78
11.35
5.60
13.59
11.95
0.55
0.78
-1.51
5.81
70.14
13.45
19.20
11.88
16.32
8.24
17.74
11.87
15.09
8.47
13.28
5.67
0.98
1.04
-4.44
7.20
59.94
19.20
20.96
16.74
17.77
12.11
16.22
9.35
14.18
6.54
17.07
16.28
1.00
1.23
-4.01
9.44
60.20
19.10
21.31
10.54
17.54
7.34
21.14
13.64
17.49
10.15
18.66
17.13
1.28
1.03
-5.72
7.47
55.20
17.54
16.93
10.68
14.80
7.22
17.63
17.42
15.12
12.99
19.11
23.35
0.85
1.13
-2.30
5.00
63.73
19.36
12.28
6.36
12.10
4.24
14.75
13.25
13.87
9.77
12.94
5.12
0.66
1.18
-0.92
2.98
68.69
15.66
13.00
7.30
11.98
4.73
18.45
12.66
16.60
8.59
14.86
6.92
0.41
0.63
-2.08
7.18
63.44
16.82
9.81
6.58
10.18
4.46
8.72
6.95
8.88
5.05
13.44
10.14
0.56
0.84
-1.04
3.41
76.81
12.56
Perseverative
Errors
Percent
Perseverative
Errors
24.79
15.33
6 1/2 years old

(n = 28)
SD
7 years old
(n =42)
SD
8 years old
(n = 46)
SD
9 years old
(11 = 38)
M
SO
10 years old
(11 = 51)
M
SO
II years old
(11 = 50)
M
SD
12 years old
(n = 55)
SD
13 years old
(n =29)
SD
14 years old
(11= 27)
SD
15 years old
(11 = 32)
M
SD
16 years old
(n = 29)
M
SD
17 years old
(n = 32)
SD
l'J
<.>.l
Table 1 (Continued)
.j:>.
Group
Age
Education
Number of
Categories
Completed
Total
Number
of Trials
Administered
Total
Number of
Correct
Responses
Total
Number of
Errors
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
18 and 19 years old

(n = 56)
M
SD
18.11
0.31
5.29
1.29
96.96
23.16
7l.05
10.37
25.91
19.34
24.16
12.82
13.16
9.05
12.50
5.98
20 through 29 years old

(11=67)
M
SD
25.43
2.42
15.09
2.75
5.75
0.77
88.63
18.98
70.10
8.75
18.52
14.06
19.13
9.78
9.70
7.83
10.06
5.76
34.46
2.68
15.68
3.03
5.62
1.08
84.81
18.98
68.65
10.58
16.16
13.31
17.57
10.74
8.87
8.28
9.40
5.84
44.21
2.59
15.67
2.76
5.52
1.24
83.63
19.72
65.70
8.89
17.94
18.88
18.75
13.98
10.11
1l.l0
10.50
7.86
54.55
2.38
15.01
2.34
5.46
1.35
87.42
19.40
67.85
1l.S1
19.57
17.07
20.47
12.78
12.01
16.58
12.17
12.48
62.36
1.44
15.28
3.03
4.64
1.70
102.96
24.99
7l.56
8.66
31.40
20.70
27.60
13.48
20.12
15.84
17.31
11.06
67.12
1.24
12.72
3.42
4.31
2.07
105.94
22.34
68.81
14.25
37.09
22.51
33.10
16.60
23.00
17.51
20.14
12.83
71.93
1.39
13.72
3.21
3.97
1.64
117.93
18.01
72.86
7.02
45.07
17.21
36.77
1l.l6
26.79
12.39
21.92
8.70
76.87
1.45
14.00
3.56
2.87
1.54
126.81
4.75
69.44
15.13
57.38
17.28
45.00
13.11
42.19
25.60
33.06
19.88
81.78
1.63
14.53
3.99
3.78
2.24
112.11
22.98
68.17
14.64
43.94
22.42
37.43
15.90
33.44
23.67
28.20
17.75
86.50
1.73
14.00
4.69
2.75
3.20
89.25
31.17
5l.25
31.77
38.00
8.08
46.72
18.93
29.25
10.08
38.70
23.62

(n = 63)
M
SD
(n =63)
M
SD
(11= 67)
M
SD
(n = 25)
M
SD
(n= 32)
M
SD
(n =29)
M
SD
(n = 16)
M
SD
(11 = 18)
M
SD
(11 = 4)
M
SD
Table 1 (Continued)
Group
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Trials to
Complete
First Category
Failure to
Maintain
Set
Learning
to Learna
Percent
Conceptual
Level
Responses
11.52
5.05
13.86
12.50
12.63
8.83
14.38
9.09
0.68
1.19
-0.83
5.43
69.92
17.80
8.93
6.70
9.20
4.67
9.60
8.36
9.82
6.16
11.67
2.44
0.52
1.02
-2.41
5.26
76.94
13.84
8.29
7.00
8.89
4.79
7.87
7.43
8.68
7.77
12.17
4.76
0.57
I.lO
-1.46
3.35
78.76
14.34
9.27
9.61
9.74
6.69
8.67
10.53
9.00
8.70
13.97
15.34
0.37
0.96
-1.98
4.96
77.62
18.83
10.81
12.80
11.08
9.47
8.76
7.80
9.39
6.95
13.76
14.47
0.63
0.98
-0.95
3.84
75.60
17.07
17.72
13.06
15.43
8.90
13.68
8.78
12.18
5.76
13.00
5.64
1.20
1.29
-3.79
5.34
65.36
19.09
20.34
14.08
17.93
10.13
16.75
10.71
15.18
8.66
20.78
23.70
0.81
1.26
-2.44
5.62
57.04
23.21
23.90
10.74
19.53
7.41
2I.I7
9.14
17.23
6.27
17.03
14.60
I.IO
0.94
-6.37
6.07
51.86
16.44
35.69
18.51
27.98
14.33
21.69
7.70
17.03
5.89
22.87
29.63
1.06
I. I 8
-8.39
7.43
38.88
16.01
28.28
18.45
23.89
13.49
15.67
7.96
13.54
6.03
32.61
40.87
1.17
1.04
-6.25
7.44
51.63
21.61
25.25
5.62
32.60
16.76
12.75
9.46
14.13
7.55
69.75
67.27
0.50
0.58
-6.00
3.82
37.42
26.14
Perseverative
Errors
Percent
Perseverative
Errors
12.05
7.86
18 and 19 years old

(n = 56)
M
SD
(n = 67)
M
SD
(n = 63)
M
SD
(n = 63)
M
SD
(n = 67)
M
SD
(n = 25)
M
SD
(n = 32)
M
SD
(11 =29)
M
SD
(11 = 16)
M
SD
(n= 18)
M
SD
(n = 4)
M
SD
Note. N = 899.
aMean and standard deviations for Learning to Learn are based on the 816 subjects for whom a Learning to Learn score could be calculated (see Chapter 3).
10
Ul
higher than that of the U.S. population in 1987 (U.S.

Department of Commerce, 1988). The 1987 data represent
the most current descriptive information on educational
attainment available at the present time. Therefore, the
sample could not be equated for years of education.
However, as will be shown later, of all the demographic
variables, age has the greatest relationship to WCST performance.
Table 2
Percentage of U.S. Census-matched
WCST Normative Sample By Age
u.s.
WCST
sample
Census
Age group
(%)
(%)
20-29
30-39
40-49
50-59
60-64
65-69
70-74
75-79
80-84
85-89
17.40
16.40
16.40
17.40
6.50
8.30
7.60
4.20
4.70
1.00
19.51
23.73
20.41
13.43
5.36
5.28
4.75
3.60
2.53
1.40
Table 3
Means and Standard Deviations of WCST
Scores for the U.S. Census-matched
Normative Sample
Mean

Percent Errors
Perseverati ve Errors
Percent N onperseverati ve Errors
Learning to Learn a
5.07
15.80
25.62
24.32
15.78
14.71
14.05
13.19
11.57
1l.l0
69.63
0.69
-2.70
Standard
deviation
1.63
18.46
20.87
15.11
16.57
12.51
13.43
9.90
9.79
7.74
20.97
1.08
6.30
Note. N = 384.
aMean and standard deviation for Learning to Learn are based on the 353 subjects for whom a Learning to Learn score could be calculated (see Chapter 3).
26
Total Number of Errors, Percent Errors, Perseverative

Responses, Percent Perseverative Responses, Perseverative
Errors, Percent Perseverative Errors, Nonperseverative
Errors, Percent Nonperseverative Errors, Percent
Conceptual Level Responses, Number of Categories
Completed, Trials to Complete First Category, Failure to
Maintain Set, and Learning to Learn were selected for the
derivation of normative data. Of these scores, normative
data for Percent Errors, Percent Perseverative Responses,
and Percent Nonperseverative Errors are presented primarily
for research purposes.
Influence of Demographic Variables
Note. N = 384. Proportions for age were based on middle-series projected data
for 1995 as given in Table 6, U.S. Department of Commerce, Bureau of
Census, 1984, Projections of the population of the United States, by age, sex,
and race: 1983 to 2080 (Series P-25, No. 952), Washington, DC: U.S.
Government Printing Office.
WCSTscore
Selection of Normative Variables
Analyses were conducted on WCST data obtained from

the normative sample to examine the potential effects of
age, gender, and education. Hierarchical polynomial regression analysis was used to investigate these relationships.
Because of mandatory school attendance for children and
adolescents, an extremely high relationship between years
of education and age was found for subjects aged 6 1/2
through 19 years (r = .99, p < .001). To avoid the distorting
impact this confound would have had on the normative
data, the relationship between education and the WCST
variables was investigated only for subjects 20 years of age
or older. However, the relationships among the other demographic variables and WCST scores were examined across
the entire age range of the normative sample.
Age (and its powers to the fifth term), gender, and the
various interactions of these variables were entered as predictors, in that relative order. Results showed a significant
quadratic effect for age on all WCST variables, p < .05 in
all cases. The proportion of variance in WCST scores
accounted for by the quadratic relationships ranged from
approximately 2% to 21 %, with an average of 17%.
Although significant effects were also found for powers of
age greater than the quadratic component, incremental
increases in the proportion of variance accounted for by
these components were not meaningful. Gender and the
interactions between gender and age were not significantly
related to WCST scores after the quadratic effects of age
were removed.
The relationship between years of education (and its
powers to the fifth term) and age-adjusted WCST scores
was then examined for subjects who were 20 years of age or
older. With the exception of Failure to Maintain Set and
Learning to Learn, results revealed a significant linear relationship with all WCST scores, p < .05 in all cases. For the'>,
WCST scores with significant relationships, the proportior '
of variance in age-adjusted WCST scores accounted for b)
education ranged from approximately 3% to 9%, with aI
average of 7%. Although significant effects were also found

for polynomial regressions that included the higher powers
of education, increases in the proportion of variance
accounted for by these higher-order terms, over and above
that accounted for by the linear trend, were trivial.
Overall, the results of the polynomial regression
analyses revealed a substantial curvilinear (quadratic) relationship between WCST scores and age, as well as an additional linear relationship between WCST scores and years
of education for subjects who were 20 years of age or
greater. Examination of the quadratic regression curve for
age showed a substantially increasing proficiency in WCST
performance from 6 1/2 through approximately 19 years of
age. Performance proficiency was fairly stable through the
20-, 30-, 40-, and 50-year age decades. Beyond 60 years of
age, an accelerated decrease in performance proficiency
was noted. These findings are similar to those of other
investigators who have studied samples of normal individuals within more narrowly defined age ranges (Chelune &
Baer, 1986; Chelune & Thompson, 1987; Craik, Morris,
Morris, & Loewen, 1990; Daigneault, Braun, & Whitaker,
1992; Welsh et aI., 1991). Based on the obtained relationships, normative tables were grouped by age into a 1/2-year
span for 6 1/2-year-olds, I-year spans from 7 through 17
years of age, a 2-year span from 18 through 19 years of age,

IO-year spans from 20 through 59 years of age, and 5-year
spans from 60 through 89 years of age. To illustrate the
form of relationships found among WCST scores and age,
Figure 9 presents the regression curve for age and
Perseverative Responses raw scores.
Examination of the regression lines across the education range for adults indicated a gradual increase in proficiency in WCST performance from lower to higher levels of
education. Because of the gradual change in performance
proficiency, table groupings by education level were based
primarily on considerations of comparability with previous
presentations of neuropsychological normative data (cf.,
Heaton et aI., 1991). These divisions were: 8 years of education or less, 9 through 11 years of education, 12 years of
education, 13 through 15 years of education, 16 through 17
years of education, and 18 or more years of education.
Tables that reflect these educational levels were developed
only for subjects 20 years old or greater. To illustrate the
form of the relationship found between WCST scores and
education, Figure 10 presents the regression line for education and Perseverative Responses raw scores. A similar relationship was found between education and age-adjusted
WCST scores.
55
50
45
...'"
'"
0=
...'"
~
.....
Q..
:.::::
40
35
30
........'"'
25
20
...'"'"'
....0
...
..c'"'
15
S
Z= 10
5
0
6
10
20
30
50
40
60
70
80
90
Age
Figure 9. Polynomial regression of Perseverative Responses raw scores on age.
27
35.0
30.0
'"
'"0=
~
25.0
Q..
'"
~
~
~
.e;
.....
20.0
,...
..
,...
~
15.0
'"
~
.....0
,...
..c
10.0
Z=
5.0
O.O~.---,----,----.----.---.----.----.---''---.----.----r---~---.----~
10
11
12
l3
14
15
16
17
18
19
20
Years of Education
Figure 10. Linear regression of Perseverative Responses raw scores on education.
Demographically Corrected
Normative Data
Continuous Norms
The method of continuous norming was used to derive
separate normative data for the WCST census age-matched
sample and for the entire WCST normative sample grouped
by age and by age and education. Continuous norming has
been recommended to correct for irregularities in (a) the
distributions of scores within groupings of the norming
variable and (b) trends in the means and standard deviations
across groupings when group sample sizes are 200 or
smaller (Angoff & Robertson, 1987). Calculation of normative scores by the method of continuous norming involves
the following sequence of steps:
1. Determining the line or curves of best fit for the
progression of means and standard deviations
across groupings of the norming variables, using
polynomial regression.
2. Estimating the mean, standard deviation, skewness, and kurtosis of the distribution of scores
for each normative variable group.
3. Calculating percentile and standard scores based
on the estimates obtained from the above two
steps.
28
4. Evaluating the accuracy of the computed norms.

This series of steps is implemented for each test score that
requires normative transformation. Angoff and Robertson
(1987), Gorsuch (1983), Roid (1983), and Zachary and
Gorsuch (1985) present detailed discussions of the method
of continuous norming.
Step 1. The method of continuous norming uses group
descriptive statistics, rather than the data of the individual
subjects comprising the groups, as the unit of analysis when
modeling the line or curves of best fit. To estimate the shape
of the distributions of scores, the total normative sample
was divided into 46 subgroups based on age. Inspection of
the age-group distributions indicated that Total Number of
Errors, Percent Errors, Perseverative Responses, Percent
Perseverative Responses, Perseverative Errors, Percent
Perseverative Errors, Nonperseverative Errors, Percent
Nonperseverative Errors, and Percent Conceptual Level
Responses were sufficiently normally distributed to allow
for normalized transformations of the data. These scores
were therefore selected for continuous norming.
Distributions of scores for Number of Categories
Completed, Trials to Complete First Category, Failure to
Maintain Set, and Learning to Learn were too highly
skewed to warrant treatment with this procedure and were \
treated by categorical methods.
Means and standard deviations of the selected scores

for the 46 subgroups were analyzed separately by polynomial regression. Mean subgroup age and its various
powers were used as predictors. Results from these analyses
found the quadratic component to yield the best-fitting
curves for the means. Visual inspection of the quadratic
curves derived from the group means and those derived previously from the individual subjects' raw scores showed
considerable congruence. The cubic trend component was
found to best describe the progression of standard deviations across age subgroups.
Next, all subjects in the normative sample who were 20
years of age or greater were categorized into 11 subgroups
based on education level. WCST scores were then residualized based on the quadratic regression equations derived
from the age-subgroup means. Mean age-residualized
scores were analyzed by polynomial regression, using mean
education and its various powers as predictors. Results from
these analyses found the linear component to provide the
best fit for the age-residualized means. Again, regression
analyses derived from the group means of age-residualized
scores and those derived from the individual subjects' raw
scores showed very similar regression slopes.
Step 2. Means and standard deviations were then calculated for each normati ve table group. For each table
reflecting ages less than 20 years, mean WCST scores
and standard deviations were predicted using the derived
quadratic and cubic regression equations, respectively.
These calculations used the mean age of each normative
table as the value for age in the regression equations.
Standard deviations for tables reflecting ages of 20 years or
greater were calculated in the same manner.
A three-step process was used to calculate the mean
WCST scores for normative tables which reflected both
age and level of education. First, a mean age component
was calculated for each WCST score, using the derived
quadratic equations. These calculations used the mean age
of each table as the value for age in the regression equations. Second, a mean education component was calculated
for each WCST score, using the linear regression equations
derived from the age-residualized scores. These calculations
used the mean education level of each table as the value for
edU(;u~;t)n in the regression equations. Finally, the two component scores -,"ere added together to form the mean WCST
score for each table.
The procedure of continuous norming assumes that the
best estimate of distribution shape is derived from the composite skewness and kurtosis aggregated across groupings
Jf the normative variables (Angoff & Robertson, 1987).
2omposite estimates of skewness and kurtosis were thus
:alculated from the weighted averages of these respective
values in the 46 age subgroups, using the size of each subsroup as the weight.
Step 3. Percentile and normalized standardized scores

corresponding to raw scores were derived according to the
Johnson-curve method (Hill, Hill, & Holder, 1976) for
every normative table, using the respective mean, standard
deviation, skew, and kurtosis values described above. The
Johnson-curve method estimates the cumulative probabilities of a distribution with a given mean and standard deviation based on probability values of the normal curve
adjusted for the skewness and kurtosis of the distribution.
Standard scores for each type of WCST score were derived
to have a mean of 100 and a standard deviation of 15, while
T scores were derived to have a mean of 50 and a standard
deviation of 10. These percentile and normalized scores are
presented in Appendix D for each of the age and age by
education table divisions.
Step 4. Accuracy of the derived normative values was
evaluated by comparing the percentile values derived
according to the Johnson-curve method with those derived
from the raw frequency distribution of scores for each age
group. These distributions matched closely at each age and
age by education subgroup, even with the expected differences because of the fitting of means and minor fluctuations
of skew. The current derived normative data for
Perseverative Responses were also compared to those presented by Heaton et al. (1991) for subjects 20 years of age
and older. Comparisons revealed that the two sets of normative data deviated most for subjects 50 to 65 years of age,
with the greatest deviation being approximately equal to 7
T scores. Although there was some overlap among subjects
in these two normative samples, the deviations were most
likely attributable to the fact that the current procedure used
a curvilinear relationship with age for deriving the normative data as opposed to the linear relationship used by
Heaton et al. (1991). Overall, the two sets of normative data
for this WCST score appear to be adequately congruent.
Categorical Norms
Normative data for Number of Categories Completed,
Trials to Complete First Category, Failure to Maintain Set,
and Learning to Learn were determined for each normative
table age range (see Appendix D). It was decided that categorical presentation would more accurately reflect the
skewed nature of the distributions of these scores.
Normative data for these scores were generated using only
age because of inadequate sample sizes in some age by education cells.
Within each age range, raw scores were rank-ordered
and the associated percentile values were calculated. Raw
score ranges were then determined for five categories: (a)
scores greater than the 16th percentile, (b) scores within the
16th through 11th percentiles, (c) scores within the 10th
through 6th percentiles, (d) scores within the 5th through
2nd percentiles, and (e) scores less than or equal to the 1st
29
percentile. Learning to Learn scores were missing for two

subjects in the 50- to-59-year-old group, one subject in the
60-to-64-year-old group, two subjects in the 65-to-69-yearold group, one subject in the 75-to-79-year-old group, and
one subject in the 80-to-84-year-old group.
u.s. Census Age-matched

Normative Data
Normative data were also generated from the WCST
scores of the U.S. census age-matched subsample of adults
who were 20 years old and older. Means, standard deviations, skewness, and kurtosis statistics were calculated for
Total Number of Errors, Percent Errors, Perseverative
Responses, Percent Perseverative Responses, Perseverative
Errors, Percent Perseverative Errors, Nonperseverative
Errors, Percent Nonperseverative Errors, and Percent
Conceptual Level Responses from the WCST scores of this
30
subsample. The Johnson-curve method (Hill, Hill, &

Holder, 1976) was used to derive percentile, normalized
standard scores, and normalized T scores for each of these
WCST scores, using the respective mean, standard deviation, skew, and kurtosis values. These normative data are
presented in Appendix C.
Normative data for Number of Categories Completed,
Trials to Complete First Category, Failure to Maintain Set,
and Learning to Learn were calculated by rank-ordering the
raw score values and calculating the associated percentile
values. Raw score ranges were determined for five categories: (a) scores greater than the 16th percentile, (b) scores
within the 16th through 11th percentiles, (c) scores within
the 10th through 6th percentiles, (d) scores within the 5th
through 2nd percentiles, and (e) scores less than or equal to
the 1st percentile. These normative data also are presented
in Appendix C.
5
INTERPRETATION
This section presents guidelines and case illustrations
for the clinical interpretation of the WeST. The WeST is
only one of a number of psychological tests that provide
information on important areas of neuropsychological function. As seen in the following case illustrations, results of
the WeST should be interpreted within the context of a
larger clinical assessment battery and collateral clinical and
historical information.
Normative Comparisons
Two major goals of neuropsychological test interpretation relate to diagnostic inferences (i.e., Does the person
have a cerebral disorder?) and to inferences regarding the
adequacy of the tested ability in more absolute terms (i.e.,
How good or poor is this person's functioning compared
with the general population?). Different normative standards may be appropriate for these two aspects of test interpretation and are presented in separate appendixes of this
manual.
For diagnostic purposes, we recommend the use of
demographically corrected normative scores. These data are
contained in Appendix D and allow the transformation of
various WeST raw scores to normalized standard scores
and T scores (and associated percentile scores). Standard
scores have been constructed to have a mean of 100 and a
standard deviation of 15, while T scores have a mean of 50
and a standard deviation of 10. The scores in Appendix D
provide information about the client's performance relative
to that of the client's age or age and education peers in the
normative sample. For example, a standard score of 110
would indicate that the client's score exceeds those of 75%
of the client's peers comprising the normative sample.
Inferences regarding the adequacy of a client's abilities
for everyday functioning can be quite complex, because
they require the clinician to estimate how important the particular ability is to the everyday functioning of the particular
client. The normative data presented in Appendix e may be
useful in addressing questions of everyday functioning for
adults. For example, consider a 65-year-old man with an
eighth grade education who obtained a WeST Perseverative
Responses raw score of 46. The normative data presented in

Table D44 in Appendix D reveals that this score is equivalent to a percentile score of 21, which is within the low
average range for someone with his demographic characteristics-a score that does not suggest the presence of a neurological disorder. On the other hand, the normative data
presented in Appendix e reveals that this raw score is significantly below average (5th percentile) for the general
adult population. Therefore, if the client is attempting to
perform a job or to function effectively in everyday situations that require the cognitive flexibility of an average
adult, he may be expected to have some difficulty.
Heaton et al. (1991) have developed a classification
system, based on their clinical experience, for interpreting
normative scores. These classifications can be used with the
normative tables in either Appendix e or D, depending on
which norms are considered appropriate for the particular
interpretation being made. The following groupings of
standard-score and T-score values define these suggested,
clinically relevant ranges: standard scores less than or equal
to 54 or T scores less than or equal to 19 (i.e., greater than
three standard deviations below the mean) are considered to
be in the severely impaired range; standard scores ranging
from 55 to 61 or T scores ranging from 20 to 24 are in the
moderately-to-severely impaired range; standard scores
ranging from 62 to 69 or T scores ranging from 25 to 29 are
in the moderately impaired range; standard scores ranging
from 70 to 76 or T scores ranging from 30 to 34 are in the
mildly-to-moderately impaired range; standard scores
ranging from 77 to 84 or T scores ranging from 35 to 39 are
in the mildly impaired range; standard scores ranging from
85 to 91 or T scores ranging from 40 to 44 are in the belowaverage range; standard scores ranging from 92 to 106 or
T scores ranging from 45 to 54 are in the average range; and
standard scores equal to or greater than 107 or T scores
equal to or greater than 55 are in the above-average range.
When considering the categories associated with the
normative score ranges, the professional should keep in
mind that the focus of interpretation is the client's performance; that is, it is the client's performance on the WeST,
rather than the client per se, that may be deficient or
31
impaired. This distinction is especially important when

evaluating children and older adults because of the greater
variability in WeST performance found among neurologically intact subjects in these age ranges.
Base Rate Comparisons

The normative data presented in Appendixes e and D
provide information on how a client's performance compares with that of individuals in the normal population.
However, some normal, neurologically intact individuals
obtain low scores on the WeST just as some neurologically
impaired individuals obtain average or higher scores on the
WeST. Frequently, then, interpretation is concerned with
whether the client's performance is more like the performance of neurologically intact or that of neurologically
impaired individuals.
To assist in interpretation of the WeST, Appendix E
provides "base rates" or proportions (expressed as percentages) of normative samples and samples of various clinical
groups, whose demographically corrected WeST normative
scores were classified according to the above clinically relevant normative score ranges as well as to various percentile
ranges. Base rate information is provided separately for
adults and for children and adolescents. Normal and clinical
samples of adults and of children and adolescents, whose
data are presented in Appendix E, are those subjects who
served in the validity studies undertaken for presentation in
the current manual. Full descriptions of these samples are
presented in the validity section of Chapter 6.
The tables in Appendix E present base rate classification data where the specificity of the WeST was held
constant at approximately 86%; that is, a 1 standard deviation cutoff was used to define impaired performance.
Taking Perseverative Responses as a representative
WeST score, the prevalence of impaired performance in
all brain-damaged subgroups in which the frontal lobe
was involved ranged from 53% to 59%. By contrast, the
prevalence of impaired performance within the focal nonfrontal group was somewhat less (38%). In general, these
data show modest sensitivity of the WeST Perseverative
Responses score to cerebral disorder. In addition, patients
with focal lesions within the frontal lobes were only about
20% more likely to show impairment than were patients
with focal nonfrontallesions. Clearly, these results should
caution against using the WeST to infer the presence or
absence of frontal lobe involvement, even in patients who
are known to have focal brain lesions. Moreover, prevalence of impairment is very similar within focal frontal
and diffuse brain-damaged groups.
To illustrate the use of these base rate data, consider the
case of a 34-year-old female with 16 years of formal education. On the WeST, she obtained a Perseverative Responses
32
raw score of 24. This score is equivalent to a standard score

of 74 or a T score of 33 (see Table D24 in Appendix D).
Turning to Table E1 in Appendix E, these normative scores
fall in the mild-to-moderate range of impairment. Locating
the base rate data for Perseverative Responses, 94.5% of the
normal adult sample obtained scores in higher performance
ranges (i.e., 7.0% + 10.4% + 50.8% + 26.3%), whereas only
64.4% of the complete clinical sample obtained scores in
higher performance ranges (i.e., 16.9% + 14.0% + 23.3% +
10.2%). Thus, this client's performance appears to be more
similar to that of neurologically impaired adults than to that
of neurologically intact adults.
The data presented in Appendix E may also be used to
establish interpretative ranges and categories other than
those suggested in this manual. Based on training and experience, professionals can establish more or less stringent
interpretative categories by combining or relabeling category groupings. For example, using the data presented in
Table E1, a category of borderline performance may be created by combining the mild and mild-to-moderate categories (i.e., standard scores ranging from 70 to 84 or
T scores ranging from 30 to 39). A category of deficient
performance may be created by relabeling the moderate category (i.e., standard scores ranging from 62 to 69 or
T scores ranging from 25 to 29). Finally, the severe and
moderate-to-severe categories may be combined to form a
significantly deficient performance category (i.e., standard
scores ranging from 0 to 61 or T scores ranging from 0 to
24). Comparing the percentages of normal and clinical subjects located within these new groupings for Perseverative
Responses reveals that 10.6% of normal subjects and 26.2%
of all clinical subjects fall in the borderline performance
range, 0.8% of normal subjects and 8.2% of all clinical subjects fall in the deficient performance range, and 1.1 % of
normal subjects and 18.1 % of all clinical subjects fall in the
significantly deficient performance range. Professionals
also may use the percentages for the normal samples presented in Appendix E to establish categories that provide
optimum rates of classification (i.e., true positives and true
negatives) in comparison with the base rates of brain dysfunction reflected in individual clinical settings.
Case Illustrations
Case 3
This case is a 65-year-old, right-handed physician. He
was initially seen in an outpatient internal medicine department for evaluation of a one-week history of abrupt personality change characterized by indifference, social withdrawal, and excessive fatigue. On examination, the patient
appeared mildly depressed and manifested what was
thought to be a subtle right -sided weakness and decreased
reflexes in the lower right extremity; otherwise, his clinical: .
neurological exam was normal. Because of the abrupt

nature of the personality change and subtle, focal neurological signs, the patient was admitted to the hospital for
further evaluation. A CT scan of the head revealed a well
defined area of decreased attenuation involving both the
gray and white matter in the right frontal lobe. Although the
location of the damage was somewhat surprising in light of
the motor symptoms, the radiologic findings were consistent with an acute right frontal infarct. The patient was subsequently referred for a neuropsychological evaluation to
assess whether he had any significant cognitive deficits
associated with his cerebrovascular accident that would preclude his returning to work. The patient underwent a comprehensive neuropsychological examination that included
the WCST. Figure 11 presents his WCST data.
In general, this patient performed relatively well on the
detailed battery of neuropsychological procedures. On the
WAIS-R, he earned Verbal IQ and Performance IQ scores
that were both in the High Average range. Likewise, his
short-term memory for verbal and visual material was in the
Superior to Very Superior range on the Wechsler Memory
Scale-Revised (WMS-R; Wechsler, 1987). He did have
some mild difficulties with delayed recall on the WMS-R,
obtaining a standard score in the Average range. Further
memory assessment with the Rey Auditory-Verbal Learning
Test (cited in Lezak, 1983) demonstrated a relatively flat
learning curve but normal verbal recognition memory. The
patient did have some mild difficulties with facial recognition memory and nonverbal incidental learning and recall.
Nonetheless, his visual-spatial abilities were intact, and
there was no evidence of constructional dyspraxia.
Motorically, the patient's fine motor speed was normal on
his right (dominant) side and only minimally depressed
on his left. The patient's basic language and communication skills were well within normal limits, although
verbal fluency and initiation were at the lower end of the
Average range (25th-29th percentile).
In contrast to the results just reported, the patient manifested significant difficulties on measures of higher executive functioning. His performance of 119 errors on the
Halstead Category Test (HCT; Halstead, 1947) was in the
moderate range of impairment when compared with peers
of similar age, education, and gender (see Heaton et aI.,
1991).- While he performed adequately on Part A of the
Trail Making Test (Reitan & Davison, 1974), he had some
mild difficulty alternating between two cognitive sets in a
specific order on Part B of the test.
These difficulties in higher cognitive functioning are
quite consistent with his performance on the WCST. As
seen in Figure 11, he was administered all 128 trials of the
WCST and was able to successfully complete only three
categories. While the number of categories completed is at
the lower end of normal limits for an individual of his age
and education (> 16th percentile), it is somewhat lower than

might be expected for a practicing physician who has otherwise been in good physical health. Although he took only
11 trials to complete the first category and completed the
second category within the next 13 trials (see Figure 11), his
Learning to Learn score of -30.46 is quite poor (:;; 1st percentile). He began to perseverate to Form (see trial 25 in
Figure 11) and had great difficulty in generating alternative
problem-solving approaches. This difficulty is reflected in
his high Perseverative Responses raw score of 66 (3rd percentile for his age and education, and 2nd percentile for the
general adult popUlation; see Appendixes D and C, respectively). Consistent with his moderately impaired performance on the HCT, the patient's overall conceptual level on
the WCST (Percent Conceptual Level Responses standard
score = 75) places him in the mild-to-moderate range of
impairment (see Table E1).
From these data, it is clear that this patient's higher
executive functions were markedly impaired relative to his
other capabilities. He maintained high-average intellectual
abilities and was able to learn and retain new information
with average to above-average efficiency. His basic language and communication skills appeared to be intact, and
he had no difficulty on tasks requiring complex visualspatial ability. Nonetheless, his capacity to engage in logical
analysis and to form new concepts was impaired, and he
appeared to have difficulty with cognitive flexibility. His
thinking appeared to be extremely perseverative, and,
should he begin with an unsuccessful approach to a new
problem or situation, he might well continue with that
unsuccessful approach well beyond the point where other
individuals would seek alternative solutions. Because of the
high demands for decision making and problem solving
required in medical practice, it was recommended that he
not return to his medical practice in the near future.
However, because his stroke was relatively recent, some
spontaneous recovery of his affected abilities could occur
within the next 6 to 9 months. Therefore, the patient was
advised to have a follow-up neuropsychological evaluation
in 9 months to assess the nature and extent of his recovery
and to help determine whether or not he could consider
resuming his clinical practice on a limited basis at that time.
Case 4
Figure 12 presents the WCST data for Case 4. This is
the case of a 33-year-old, right-handed man with 14 years of
formal education. He was employed as a computer operator/technician with a large industrial firm until approximately 3 years earlier. His medical history was essentially
negative until 6 years earlier when he began to experience
recurrent seizures. His subsequent workup that included a
clinical neurologic evaluation, EEG, and MRI revealed the
presence of a large right frontal mass lesion. He underwent
33
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34
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SCORING AREA
Raw
score
Standard
score
T
score
Percentile
score
128
53
75
70
30
Percent Errors
59
71
31
66
77
37
52
77
37
59
68
29
46
68
29
16
89
43
23
13
97
44
27
39
30
75
33
Raw
score
Percentile
range
>76
77
>76
>76
-30.46
-::;7
Learning to Learn
Normative table _A_G_E_:_6_5_-_0_to_6_9_-7_7_/i_ED_V_C_:__

>_7_8_YR_S
_ __

Category
number
Number
of trials
Errors
Percent
errors
Percent errors
difference score
77
9.09
73
75.38
-6.29
700
70
70.00
-54.62
4
5
6
Average difference
-30.46
35
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36
SCORING AREA
Raw
score
113
69
44
- - . _ - - - . - - - - - -- - - - -
Percent Errors
39
-
- - - - -
- -
22
- - -
---

20
24
35
35
80
37
- - - - -
7
- - - - -
6
9
-
- -
80
37
79
36
77
35
78
1--- -
35
- - -
7
- - - -
79
36
80
37
61
f--.--------- -
- -
54
Raw
score
Percentile
range
>16
16
6-10
>16
-275
>16
Learning to Learn
Normative table
77
- - -
21
78
- - - - - -L _
Percentile
score
- - - - - - -- - - - -
- -
18
f------.-----.-
T
score
- -
19
f-------------
Standard
score
AGE 30-0 to 39-11IEDUC: 13-15 YRS

Category
number
Number
of trials
Errors
Percent
errors
16
31.25
28
15
53.57
-2232
13
23.08
30.49
12
16.67
6.41
24
10
41.67
-25.00
20
45.00
-3.33
Average difference
Percent errors
difference score
-275
37
a craniotomy and subtotal resection of a low grade astrocytoma. This treatment was followed by a course of whole
brain irradiation and he was able to return to work.
However, follow-up neuroimaging studies revealed the
presence of some residual tumor and radiation necrosis. He
eventually lost his job and had to undergo a second surgery
to further debulk the residual tumor. He began having
seizures approximately 2 years before the current neuropsychological evaluation, although serial MRI studies subsequent to his second surgery indicated that his tumor was
now stable. Since undergoing the second surgery, he
reported experiencing difficulties in coordination on the left
side of his body as well as memory loss, blurred vision, and
difficulty in reading comprehension. Because of these
neurocognitive complaints, he was referred for a neuropsychological evaluation to establish a baseline of his cognitive
strengths and limitations for future comparisons. He was
administered the WCST as part of a comprehensive
neuropsychological assessment battery.
On the WAIS-R, this patient manifested a 17 -point discrepancy between his Verbal and Performance IQ scores,
with his Verbal IQ falling in the Average range and his
Performance IQ falling in the Low Average range. There
was a similar, 27-point discrepancy between his short-term
memory ability for verbal versus visual material on the
WMS-R (standard scores of 115 and 88, respectively). His
ability to retain both types of material following a delay was
found to be in the Average range (standard score = 97). His
ability to recognize previously learned verbal material was
in the low average range whereas his ability to recognize
faces, as measured by the Warrington Recognition Memory
Test (RMT; Warrington, 1984), was in the defective range.
His basic language and communication skills were intact,
although verbal fluency and initiation were impaired (5th9th percentile). He had no difficulty with visuo-constructional tasks and was above average on a measure of complex visual-organizational ability. Motorically, his fine
motor speed and coordination were essentially normal on
his right (dominant) side but mildly-to-moderately impaired
on his left side.
38
On a test of simple visual search and sequencing ability,

the patient performed adequately. Likewise, he performed
well on a more complex task of divided attention that
required him to alternate between two cognitive sets in a
specified manner. As shown in Figure 12, he was somewhat
slow in establishing the first category on the WCST (Trials to
Complete First Category = 6th to 10th percentile) and was
mildly perseverative in his thinking for someone within his
demographic reference group (Perseverative Responses = 9th
percentile). On the other hand, this degree of perseveration is
not particularly unusual by general adult population standards (Perseverative Responses = 23rd percentile; see
Appendix C). Thus, while his perseverative tendencies may
well put him at a disadvantage in certain demanding jobs
consistent with his education level, it is doubtful that this
deficit would be noticed in more routine jobs and in his personallife. Although his Percent Conceptual Level Responses
score was below the lOth percentile, he was able to complete
six categories within 113 trials. Similarly, he was able to
maintain a consistent problem-solving strategy within categories (Failure to Maintain Set = 0), and he became slightly
more efficient with sorting as the test continued (Learning to
Learn score greater than the 16th percentile).
Overall, the results of this patient's neuropsychological
evaluation revealed a significant pattern of lateralized cognitive deficit as manifested by discrepancies between his
Verbal and Performance IQ scores, Verbal and Visual
Memory Index scores on the WMS-R and RMT, and lateralized motor deficit involving the left hand. While he did
demonstrate some mild difficulties with perseverative
thinking and reduced cognitive insight relative to his other
neuropsychological abilities, he was able to use trial-by-trial
feedback from the examiner to successfully make conceptual shifts and to complete the designated number of categories in less than the 128-trial limit of the WCST.
Although the patient clearly showed a number of significant
cognitive deficits on the neuropsychological test battery, his .
higher executive functions were relatively well preserved
given the nature and severity of his brain lesion and subsequent treatments.
6
DEVELOPMENT, RELIABILITY,
AND VALIDITY
Scoring System Development
In 1948, Esta Berg described a procedure for investigating flexibility of thinking in human subjects. The basic
method was rooted in the research investigations of Harry
Harlow and his colleagues (Settlage et aI., 1948; Zable &
Harlow, 1946) into the learning abilities of brain-lesioned
and intact primates. Later in 1948, Grant and Berg published
a study describing a variant of Berg's procedure, which has
become known as the Wisconsin Card Sorting Test.
Following this latter publication, Grant and his colleagues
(Gormezano & Grant, 1958; Grant, 1951; Grant & Cost,
1954; Grant & Curran, 1952; Grant, Jones, & Tallantis,
1949) engaged in a program of research that investigated
characteristics of the WeST that influenced performance
(e.g., the number of reinforcing trials prior to change of category, relative difficulty of sorting dimensions, systematic
versus nonsystematic configuration of figures on the
:esponse cards, number of possible ambiguous matches,
etc.). A listing of studies that have varied the materials and/or
methods of administration is presented in Appendix A.
Other researchers have studied various subject characeristics in relation to performance on the WeST (Drewe,
1974; Fey, 1951; Grant & Patel, 1957; Loranger & Misiak,
1960; Malmo, 1974; Milner, 1963; Ross, Rupel, & Grant,
1952; Tarter & Parsons, 1971; Teuber, Battersby, & Bender,
951). Performance on the WeST has been examined in
elation to subject's age, stress, anxiety, psychiatric disorder,
lnd neurological status. Through the investigations of such
esearchers as Milner (1963), Drewe (1974), and Nelson
1976), the sensitivity of the WeST to frontal lobe lesions
vas demonstrated. Other investigations found the WeST to
Ie sensitive to the cognitive changes of chronic alcoholism
Tarter, 1973; Tarter & Parsons, 1971). Unfortunately, many
tudies differed in the WeST materials and procedures used
'lee Appendix A) and in the derivation of WeST scores
xamined (see Appendix B). Thus, the ability to compare
ndings across studies was greatly compromised.
In an effort to alleviate the problem of comparability of
~search findings across studies, Heaton and his colleagues
(Heaton, 1981; Robinson et aI., 1980) provided a standard

method of administering and scoring the WeST based on
the original systematic card configuration developed by
Grant and Berg (1948). In addition to the presentation of
validity evidence attesting to the sensitivity of the WeST in
samples of brain-damaged patients, descriptive statistics
from 150 normal control subjects were provided (Heaton,
1981) to assist in the clinical interpretation of WeST performance. Since publication of the WeST manual in 1981,
these procedures have been widely used in various studies
of clinical and normal groups (Van der Does & Van den
Bosch, 1992). The sections that follow review the research
literature pertaining to the reliability and validity of the
WeST as a measure of executive function and present additional new findings regarding the reliability and validity of
the WeST.
Reliability
Interscorer and Intrascorer Reliability
Axelrod et aI. (1992) conducted two studies on the reliability of scoring the WeST. Both studies used WeST data
obtained from 30 psychiatric adult inpatients and focused
on scoring Perseverative Responses, Perseverative Errors,
and Nonperseverative Errors. None of the scorers in either
study administered the WeST to any of the patients whose
data were used for scoring.
In the first study, three clinicians who were experienced
in neuropsychological assessment procedures independently
scored the WeST data according to their own interpretation
of the procedures given by Heaton (1981). Interscorer
agreement was found to be excellent, with intraclass correlation coefficients (rICC) of .93 for Perseverative Responses,
.92 for Perseverative Errors, and .88 for Nonperseverative
Errors. Consistency of scorers in scoring the 30 protocols
(i.e., intrascorer reliability) was also found to be excellent,
rICc = .96, rICC = .94, and rICC = .91 for Perseverative
Responses, Perseverative Errors, and Nonperseverative
Errors, respectively.
39
The second study used six novice scorers who had not
had any previous experience in scoring the WCST. Scorers
were assigned to one of two groups. One group received
only the scoring procedures given by Heaton (1981) while
the other group received these same materials plus a set of
supplemental scoring instructions. Scoring of the WCST
data was conducted independently by the scorers.
Generalizability theory (Cronbach, GIeser, N anda, &
Rajaratnam, 1972) was used to analyze the data and to calculate generalizability (reliability) coefficients. Similar to
the results of the first study, interscorer agreement was found
to be excellent for both the standard scoring instructions
(rICC = .88, rICC = .97, and rICC = .75 for Perseverative
Responses, Perseverative Errors, and Nonperseverative
Errors, respectively) and for the standard instructions with
the supplemental material (rICC = .95, rICC = .93, and rICC =
.83 for Perseverative Responses, Perseverative Errors, and
Nonperseverative Errors, respectively). Consistency among
scorers in scoring the 30 protocols was also found to be
excellent for both groups. Although both groups were
equally proficient in scoring the WCST, the use of the supplemental scoring material resulted in significant time
saving in learning to score these three WCST variables.
Huettner et aI. (1989) investigated the interscorer and
intrascorer reliability of the WCST with data obtained from
a sample of 50 children and adolescents who were referred
for a neuropsychological evaluation. WCST data were collected as part of a larger battery of tests. The WCST was
administered and scored according to the procedures given
by Heaton (1981), with slightly modified procedures for
scoring perseverative responses and failure to maintain set.
Scorers were two clinicians who underwent extensive
training and practice in the scoring procedures. Of the 50
WCST protocols collected, 8 were used for training. The
remaining 42 protocols were scored independently by the
two scorers, whose data were used to examine inters corer
reliability. Approximately 2 to 3 months after initial
scoring, one scorer blindly rescored the 42 protocols and
these data were used to examine intrascorer reliability.
With the exception of the Learning to Learn score
(r = .658), inters corer reliability coefficients ranged from
.895 to 1.000 for the 11 scores of the WCST. Intrascorer
reliability coefficients ranged from .828 to 1.000. These
findings of high interscorer and intrascorer reliability of
WCST data obtained from children and adolescents are consistent with those of Axelrod et aI. (1992), who examined
WCST data collected from an adult sample.
generalizability theory focuses on the construct of interest

(i.e., how well the instrument measures subjects' true
scores) while traditional reliability theory focuses on less
central constructs (e.g., homogeneity of test-item content).
Unlike traditional reliability methods, generalizability
theory explicitly recognizes multiple sources of test score
variance simultaneously through the use of analysis of variance (ANOVA) methodology. For each factor in the
ANOVA generalizability study, a variance component can
be estimated and then used in a decision study to calculate
generalizability coefficients. Generalizability coefficients
can be viewed as analogues to traditional reliability coefficients. However, generalizability coefficients reflect the
fidelity of true-score measurement. Brennan (1983),
Cronbach et aI. (1972), and Shavelson, Webb, and Rowley
(1989) present more complete discussion and development
of generalizability theory and procedures.
A subset of 46 child and adolescent subjects from
the standardization sample were administered the WCST
on two occasions. The sample consisted of 22 males and
24 females who ranged in age from 6 1/2 to 17 years (M =
13.09, SD = 3.09). The average interval between test
administrations was approximately 1 month (M = 32.61
days, SD = 8.86). WCST scoring was performed through a
computer program (Harris, 1990), which scores WCST data
according to the procedures given by Heaton (1981). A
repeated-measures ANOVA design was used, with time of
WCST administration comprising the within-subjects factor
and subjects comprising the blocking factor. Raw scores
were converted to standard scores based on the subject's
age, and these standard scores were used in the analysis.
Generalizability coefficients were then calculated for all of
the continuously normed scores. Table 4 presents the results
of the generalizability study.
Generalizability coefficients for WCST scores based on
a single test administration ranged from .39 to .72 and averaged .57 with a median of .60. Compared to traditional reli-'
ability coefficients, generalizability coefficients in thi~
range appear to be only moderate in value. However.:
Cicchetti and Sparrow (1981) and Mitchell (1979) suggesl
that generalizability coefficients of .60 or higher should bE
regarded as demonstrating very good scale reliability
According to these guidelines, the WCST scores of Percen
Perseverative Responses and Percent Perseverative Erron.
showed only fair reliability while the remainder of the:
WCST scores showed moderate to good reliability in thi:
sample of normal children and adolescents.
Fidelity of Measurement
Standard Error of Measurement
Generalizability theory (Cronbach et aI., 1972) was

used to design a study to estimate subjects' true-score
variance on the WCST. The advantage of generalizability
theory over more traditional reliability theory is that
The standard error of measurement (SEM ) is a measure 0

reliability that is particularly suited for the interpretation 0
individual scores. It provides an estimate of the standard devi
ation that would be obtained for a series of measurements fo
40
Table 4
Generalizability Analysis of WCST Standard Scores for the
Child and Adolescent Reliability Sample
weST score
Source of
variation
ANOVA
mean square
Estimated
variance
component
Decision
variance
component a
Generalizability
coefficientb
Subject (S)
Time (T)
Residual (E)
340.03
8,160.95
99.77
120.13
175.24
99.77
120.13
87.62
49.89
.71
8.08
Subject (S)
Time(T)
Residual (E)
369.01
10,877.28
135.63
116.69
233.51
135.63
116.69
116.76
67.82
.63
9.12
Subject (S)
Time (T)
Residual (E)
372.96
8,999.86
175.02
98.97
191.84
175.02
98.97
95.92
87.51
.53
10.28
Subject (S)
Time (T)
Residual (E)
333.67
8,700.91
203.68
65.00
184.72
203.68
65.00
92.36
101.84
.39
11.72
Subject (S)
Time(T)
Residual (E)
363.93
9,335.71
174.61
94.66
199.15
174.61
94.66
99.58
87.31
.52
10.39
Subject (S)
Time(T)
Residual (E)
337.11
9,541.18
213.62
61.75
202.77
213.62
61.75
101.39
106.81
.37
11.91
Subject (S)
Time (T)
Residual (E)
328.49
6,679.46
93.04
117.72
143.18
93.04
117.72
71.59
46.52
.72
7.94
Subject (S)
Time (T)
Residual (E)
329.41
6,902.84
106.31
111.55
147.75
106.31
111.55
73.88
53.16
.68
8.49
Subject (S)
Time(T)
Residual (E)
359.08
8,962.08
143.74
107.67
191.72
143.74
107.67
95.86
71.87
.60
9.49
Standard
error of
measurement C
Percent Errors
Perseverati ve Errors
= 46. Subject df= 45, Time df= 1, and Residual df= 45.
aDecision variance component = estimated variance component/frequency of sampling in the study. Frequency of sampling = I for subject, 2 for time, and 2 for
residual. bGeneralizability coefficient = & 2(S) / & 2(S) + & 2(E), as estimated by the decision variance components. CStandard error of measurement = SD-Vl - rxx and
Note. N
was based on the generalizability coefficient of the score and a standard deviation of 15.
the same individual on a given test. In practical terms, there

is approximately a 68% chance that the individual's "true"
score on a test will fall within plus or minus 1 SEM from his
Jr her obtained score (there is a 95% chance that the "true"
,core will lie within 1.96 SEM of the obtained score). The
,tandard errors of measurement for WCST standard scores
).e., scores with a mean of 100 and a standard deviation of
l5) for children and adolescents in the reliability sample are
)rovided in Table 4. These calculations were based upon the
'espective generalizability coefficient for the score and a stan:lard deviation of 15. Because it is likely that the SEMs will
liffer in different populations, additional research studies are
leeded that investigate the standard errors of measurement for
clinical populations of children and adolescents and for normal

and clinical adult popUlations.
Validity
The WCST has been used extensively in clinical and
research applications as a measure of executive function.
Clinical groups investigated have included subjects with
focal and diffuse brain damage (Drewe, 1974; Milner, 1963;
Robinson et aI., 1980), seizure disorders (Hermann, Wyler,
& Richey, 1988), Parkinson's Disease (Beatty & Monson,
1990), multiple sclerosis (Rao, Hammeke, & Speech, 1987),
and psychiatric disturbances such as schizophrenia
41
(Berman, Zec, & Weinberger, 1986; Van der Does & Van
den Bosch, 1992; Weinberger, Berman, & Zec, 1986).
Recently, the WCST has been considered as a potentially
useful tool for evaluating developmental changes in cognition (Dempster, 1992; Shute & Huertas, 1990) and for
studying cognition in attention deficit disorder and learning
disability in children and adolescents (Boucugnani & Jones,
1989; Chelune, Ferguson, Koon, & Dickey, 1986; Snow,
1992). Although an exhaustive presentation of the research
literature is beyond the scope of this manual, findings from
representative research studies are discussed and additional
validity data are presented in the sections that follow.
Studies with Adults

Concurrent validity. Evidence for the construct validity
of the WCST as a measure of executive function has been
demonstrated in two studies. Shute and Huertas (1990)
administered a battery of neuropsychological tests, a measure of Piagetian formal operational reasoning ability, and
four additional cognitive tasks to a sample of 58 undergraduate students. The data were factor analyzed, and a four
factor solution was found to best fit the data (variance
accounted for = 70%). The perseverative errors score from
the WCST was found to load on the factor defined by the
measure of Piagetian formal operations. Perrine (in press)
administered the WCST, the HCT, and four tests of concept formation to 96 veteran neurological or psychiatric
inpatients. Concept formation tests consisted of two tests
of attribute identification during concept formation and two
tests of rule learning during concept formation. Results of
stepwise multiple regression analysis revealed that perseverative responses, total number of errors, and number of categories completed from the WCST were related to attribute
identification but not to rule learning. The HCT, however,
was found to be related more to rule learning than to
attribute identification. The results of these two studies lend
support to the validity of the WCST as a measure of executive function in adults.
Physiological correlates. Weinberger and his colleagues
conducted a series of studies with schizophrenic patients
and various control groups (Berman, Zec, & Weinberger,
1986; Weinberger, Berman, & Illowsky, 1988; Weinberger,
Berman, Suddath, & Torry, 1992; Weinberger, Berman, &
Zec, 1986). These studies examined regional cerebral blood
flow (rCBF) in the dorsolateral area of the prefrontal cortex
in relation to performance on the WCST. Weinberger et ai.
(1986) examined this association in a group of 20 chronic
unmedicated schizophrenic patients and 25 normal controls.
Dorsolateral rCBF was measured when subjects were
resting, as well as during administration of the WCST and
during administration of a number-matching control task.
Control subjects were found to show an increase in dorsolateral rCBF during administration of the WCST when
42
compared to the resting condition and during administration of the number-matching task. Schizophrenic patients
showed no significant increase in rCBF from the resting
condition. Also, number of perseverative errors on the
WCST was found to negatively correlate with change in
rCBF in the schizophrenic group. Similar findings regarding
rCBF activation, but not in the relationship between frontal
~CBF an~ a~equacy of WC~T performance, were obtained,
m a rephcatIOn study (Wemberger et aI., 1988) and in a
study of monozygotic twins discordant for schizophrenia
(Weinberger et aI., 1992). Overall, these findings support
the role of the prefrontal cortex in executive function and
suggest that activation of the prefrontal cortex is a factor in
adequate performance on the WCST, with the dorsolateral
prefrontal area being particularly important.
In contrast to the evidence of Weinberger and his colleagues for the role of the prefrontal cortex in adequate.
WCST performance, Mattes, Cohen, Berg, Canavan, and
Hopman (1991) measured slow cortical potentials (SCPs) in
15 schizophrenic patients and 15 age- and education-
matched control subjects during administration of the
WCST. Schizophrenic patients were found to perform more
poorly on the WCST compared with the control subjects.
However, no differences in SCPs suggestive of differential
frontal lobe activation were found. These authors suggested
that poor performance on the WCST by patients with schizophrenia is not attributable to deficits in processing perceptual stimuli.
Seizure disorders. Hermann et ai. (1988) studied WCST
performance in patients with complex partial seizure disorder. The 41 patients examined were categorized into two
experimental groups and a control group. One experimental
group consisted of 16 patients with recorded seizure onset
in the language dominant temporal lobe, while the other
experimental group consisted of 19 patients with seizure
onset in the non dominant temporal lobe. The control group:
consisted of 6 patients with seizure onset in the right parietal lobe. Of this group, 5 of the 6 patients had generalized
seizures. The WCST was readministered to 7 patients from
the dominant temporal-lobe group and to 10 patients from.
the nondominant temporal-lobe group 6 months following
temporal lobectomy.
Results showed that 39% of the language dominanl
temporal-lobe group, 74% of the nondominant temporallobe group, and 17% of the control group performed at [;
level that, in the focal lesion group comparisons in Heator
(1981), suggested frontal lobe involvement. Patients in the
nondominant temporal-lobe group made more errors, perseverative errors, and perseverative responses than the domi
nant temporal-lobe patients. Dominant temporal-lobe
patients were more impaired on these scores than the con
trol group, which performed at normal levels according t(
the Heaton (1981) norms. Analysis of presurgical versus

postsurgical testing data found postsurgical improvement
that no longer suggested frontal lobe impairment. The
authors suggested that although the patients studied did not
evidence focal frontal lobe lesions, impairment in frontal
lobe function may have been attributable to neural noise
created by the seizure disorder and propagated through the
pathways connecting the anterior temporal lobe and hippocampal area with the frontal cortex.
Multiple sclerosis. Several investigations of the cognitive
changes that occur in mUltip1p ~':!~!"~:;::; (~y~~~, d progressive
demyelinating disease, have used the WeST to measure
executive function in relation to white matter lesions. Rao et
ai. (1987) administered the WeST to 33 chronic-progressive
and 36 relapsing-remitting MS patients, and to 41 chronicpain inpatient control subjects. The control group was similar
in age and education to the chronic-progressive MS group. A
subset of 19 pain patients who were similar in age, education,
and gender to the relapsing-remitting MS group was selected
for comparison with this MS patient group. Results showed
that the chronic-progressive MS group had more perseverative responses and more perseverative errors than the total
control group. No differences were found between the
relapsing-remitting MS group and the 19 control patients.
Results of regression analyses suggested that the differences
were related to the chronic course of the disease rather than
to length of illness or degree of physical disability. Similar
findings have been reported by Beatty, Goodkin, Monson,
and Beatty (1989) and Beatty, Goodkin, Beatty, and
Monson (1989).
Parkinson's disease. The WeST has been used in a
number of studies that examined the cognitive deficits associated with Parkinson's disease (PD), a progressive disorder
with primary early involvement in the basal ganglia.
Bowen, Kamienny, Burns, and Yahr (1975) compared the
WeST performance of 71 PD patients with that of 35 control subjects matched for age and verbal IQ. Patients completed significantly fewer categories than control subjects
and produced scores similar to those of patients with frontal
lobe brain lesions. Levodopa treatment appeared to improve
vigilance but not cognitive ability. Beatty and Monson
(1990) found impaired WeST performance in 27 patients
with PD when compared with 25 normal controls.
Performance in the PD group was comparable to that typically found in patients with focal lesions involving the
frontal lobes (Heaton, 1981) and was associated with poor
performance on mental status examinations. Starkstein,
Bolduc, Preziosi, and Robinson (1989) studied 94 patients
with PD and classified them into groups according to the
severity of Parkinson's symptoms and the presence of
depression. Results showed poorer performance on the
WeST for patients with more severe PD symptoms.
Depression was also found to be associated with impaired
weST performance only within the severe Parkinson's

symptom group.
Focal brain damage. Milner (1963) administered the
WeST to 71 patients a few days before and approximately
18 days after surgical treatment of focal seizure disorder.
Lesions before surgery were atrophic in nature and involved
the dorsolateral frontal areas for 18 patients but involved
various other cerebral areas for the remaining 53 patients,
who served as a nonfrontal control group. Both groups were
comparable in age and Full Scale IQ prior to surgery.
However, the dorsolateral frontal group made significantly
more total errors and more perseverative errors on the
WeST prior to surgery than the control group. Following
surgery, the mean Full Scale IQ decreased slightly in both
groups (8.4 points and 7.2 points for the control and dorsolateral frontal groups, respectively), but the groups showed
very different patterns of change on the WeST. Subjects in
the dorsolateral frontal group performed much worse compared with their pre surgery performance, while subjects in
the control group showed a modest improvement. The dorsolateral group also performed significantly worse following surgery compared with the control group on all
WeST scores with the exception of nonperseverative errors.
Roughly comparable results were obtained with another
dorsolateral frontal (n = 7) and another control
(n = 16) group, both of whom received the WeST only
following surgery. Milner noted that inferior and orbital
excision did not cause greater impairment on the WeST.
These findings emphasized the importance of the dorsolateral area within the frontal lobes. Findings from more recent
physiological studies (Weinberger et aI., 1988; Weinberger
et aI., 1986) also support this notion. Based on the absence
of differences in performance between patients with right or
left dorsolateral frontal lesions and the fact that lefthemisphere excisions tended to be smaller than righthemisphere excisions, Milner also suggested that it may
be necessary to have a larger lesion in the right hemisphere to produce the same deficits in performance as
those produced by left-hemisphere dorsolateral lesions.
Based on observational data, Milner also noted that the
poorer performance of the dorsolateral frontal patients did
not appear to be attributable to impaired abstract thinking
ability because of some patients' ability to spontaneously
verbalize the three sorting principles and yet not be able to
benefit from this insight when shifting categories. The
finding that the dorsolateral frontal group was unimpaired
in terms of nonperseverative errors supports this interpretation. She also observed that patients with posterior lesions
made fewer perseverative errors as the test progressed
whereas patients with dorsolateral frontal lesions did not
show evidence of such learning.
Drewe (1974) compared the WeST performance of
four patient groups having nonacute focal brain lesions
43
in different locations: left frontal (n = 20), right frontal

(n = 22), left nonfrontal (n = 20), and right nonfrontal
(n = 23). Results showed the left frontal group to have
worse performance on most WCST scores, but the right
frontal group had the highest median perseverative errors
score. Analyses of the effect of lesion location within the
frontal lobes yielded only a few significant results. Patients
with medial frontal involvement completed significantly
fewer categories than patients without medial involvement.
Involvement of the orbital frontal areas was associated with
somewhat better performance (number of categories completed) for left- but not for right-hemisphere lesions. Finally,
patients with frontal lesions excluding the dorsolateral areas
made significantly more total errors than did the remaining
frontal patients. These findings tend to support those of
Milner (1963) with respect to the sensitivity of the WCST to
frontal lobe lesions but did not confirm the specific importance of the dorsolateral frontal areas to WCST performance. Interpretation of the findings from this investigation
are complicated, however, by the fact that the frontal groups
had significantly lower Performance IQ estimates compared
to the nonfrontal groups, and that the overall level of neuropsychological impairment was not controlled.
Janowsky, Shimamura, Kritchevsky, and Squire (1989)
examined putative frontal lobe function in organic amnesic
disorder. These authors studied seven patients with
Korsakoff's syndrome, six nonamnesic alcoholic patients,
five amnesic nonalcoholic patients, seven nonamnesic
patients with focal frontal lobe lesions, and eight normal
control subjects. They found that patients with Korsakoff's
syndrome and patients with focal frontal lobe lesions had a
greater percentage of perseverative errors and completed
fewer categories on the WCST in comparison to the nonamnesic alcoholic and amnesic nonalcoholic patient groups.
All clinical groups performed worse compared to the
normal control group. The authors interpreted these findings
as indicating that some of the features of Korsakoff's syndrome may be attributable to frontal lobe dysfunction and
are not merely a consequence of the amnesic aspects of the
disorder. Similar findings in the WCST performance of
patients with organic amnesic disorder have been reported
by Leng and Parkin (1988).
Stuss et al. (1983) administered the Wechsler Adult
Intelligence Scale (WAIS; Wechsler, 1955), the WCST, and
two additional tests of cognitive function to a group of
schizophrenic patients who underwent prefrontal leucotomy, a group of chronic schizophrenic patients who did not
undergo prefrontal leucotomy, and a group of normal control subjects. Prefrontal leucotomized patients were further
classified into three groups based on degree of recovery:
good recovery, moderate recovery, and no recovery. For leucotomized patients, all lesions were bilateral and maximal
in the orbitofrontal area. Results showed that, for the first
44
64 cards of the WCST, no significant differences among the

groups existed. However, patients with surgical lesions had
greater difficulty maintaining set within the second 64 cards
than did the other groups. These findings could not be
attributed to differences in intellectual ability among the
groups.
Crockett, Bilsker, Hurwitz, and Kozak (1986) studied
the performance of 89 inpatients on the WCST and on two
other neuropsychological measures thought to be sensitive
to frontal lobe impairment. Patients were assigned to frontal
dysfunctioning (n = 18), nonfrontal dysfunctioning (n = 22),
or psychiatric disordered (n = 43) groups based on the
results of clinical, neurological, CT scan, or EEG evaluation. Compared with data presented in other research studies
of brain-impaired adults, all three groups were found to perform at similar levels of impairment on the WCST. Subjects
in the frontal and nonfrontal dysfunctioning groups were
found to have poorer performance on the WCST than the
psychiatric disordered group in this study.
Heaton (1981) examined the performance of 208
patients with structural cerebral brain lesions and 150
normal control subjects on the WCST. These two samples
included the 107 brain-damaged patients and 123 normal
control subjects previously studied by Robinson et al.
(1980). Subjects were also administered the WAIS and the
Halstead-Reitan Neuropsychological Battery (HRNB;
Reitan & Davison, 1974), which were used as measures of
general neuropsychological impairment.
Brain-damaged patients were classified into one of four
lesion location groups: frontal (i.e., focal lesions restricted
to the frontal lobes only, n = 43), frontal plus (i.e., focal
lesions involving frontal and nonfrontal areas, n = 36), dif- I
fuse (i.e., lesions occurring in three or all four lobe areas,
n = 94), and nonfrontal (i.e., focal lesions restricted to one
or two nonfrontal lobe areas, n = 35). Classification was
based on analysis of historical, clinical, neuroradiological,
and neurosurgical data by a board-certified neurosurgeon
who was blind to the results of the neuropsychological test
data. Scores from the WCST, WAIS Full Scale IQ, and the _Average Impairment Rating (AIR; Russell, Neuringer, & Goldstein, 1970) of the HRNB were evaluated by analysis
of covariance (ANCOVA) to control for group differences
in age and education. Results of the ANCOVAs showed that
the total brain-damaged group scored significantly worse on _
Full Scale IQ, AIR, and all WCST measures (with theexception of Failure to Maintain Set) when compared with normal controls. Comparisons among brain-damaged
groups showed the frontal and frontal plus groups combined
to have significantly worse performance when compared
with the nonfrontal group. The diffuse group was found to
perform more like the frontal and frontal plus groups than
like the nonfrontal group. The results of this study provide additional support for the validity of the WCST as a -
measure of executive function that is sensitive to brain

impairment, and highlight the importance of the frontal
lobes in WCST performance. However, the results also indicate that performance on the WCST cannot be used to discriminate focal frontal from diffuse cerebral lesions, and
that nonfrontal lesions may also cause impaired performance on the WCST.
For the present manual, an investigation was undertaken
to reproduce the findings of Heaton (1981) using an
expanded sample of normal and clinical subjects and demographically corrected scores. WCST data were obtained
from a total clinical sample of 343 subjects who had been
diagnosed as having structural cerebral brain lesions. Of this
clinical sample, 184 subjects were part of the braindamaged sample studied and described by Heaton (Heaton,
1981). WCST data from another 99 brain-damaged subjects
who were clinical referrals to the University of Colorado
Neuropsychological Laboratory between 1980 and the present were also included in the present study. An additional
60 subjects who were referred to and diagnosed in a general
neurology setting in Washington, DC, comprised the
remainder of the clinical sample for this study. SUbjects in
this expanded clinical sample ranged in age from 20
through 86 years. Education level ranged from 5 to 20
years. Approximately 67% of the subjects were male and
33% were female.
A normal comparison group was composed of 356 subjects who were drawn from the current WCST normative
sample and who were similar in age and education to the
adult clinical sample. These subjects ranged in age from 20
through 89 years. The education level for this group ranged
from 7 to 20 years. Of these subjects, 75% were male and
25% were female.
Similar to Heaton (1981), adult clinical subjects were
classified into four lesion groups. These groups were frontal
(n = 59), frontal plus (n = 53), diffuse (n = 177), and nonfrontal (n = 54). Classification was based on results from
appropriate neuroradiological procedures (e.g., CT scan,
MRI, angiogram, etc.) and/or neurosurgical procedures.
Subjects within the four lesion location groups did not differ
from one another in Full Scale IQ. Table 5 presents descriptive statistics for age, education, Full Scale IQ, and WCST
scores in the adult normal control group and in the clinical
sample by lesion location group.
A one-way multivariate analysis of variance
(MANOVA) was performed on selected WCST scores.
Age- and education-residualized scores were analyzed to
control for the effects of these demographic variables on
WCST performance. Group identification formed the independent variable for the analysis. Variables selected for
inclusion in the analysis were Total Number of Errors,
Perseverative Responses, Percent Conceptual Level
Responses, Number of Categories Completed, Trials to
Complete First Category, and Failure to Maintain Set.

Perseverative Errors and Nonperseverative Errors were not
included in this analysis because of their redundancy with
Total Number of Errors. Learning to Learn was also excluded
because of the inability to calculate this score for subjects
who failed to complete or attempt a total of three categories.
Based on Wilks' criterion, results of the MANOVA
indicated that a significant difference existed among the
groups, A = .75, F MULT .(24, 2404.84) = 8.42, p < .0001.
Group identification accounted for 25% of the variance in
WCST scores (i.e., 1 - A). Discriminant function analysis
was employed as a post hoc procedure to determine the
nature of the group differences and yielded one significant
discriminant function. The group centroids on the discriminant dimension, which are the multivariate analogues of
group means, were then examined. Table 6 presents these
data while Figure l3 illustrates the relation among the centroids. As can be seen from these data, the discriminant
analysis maximally separated the normal group, which was
located toward the negative end of the dimension, from the
frontal, frontal plus, and diffuse groups, which were located
toward the positive end of the dimension. The nonfrontal
group was located on the positive side but toward the
middle of the dimension.
Results of discriminant analysis, when used as a post
hoc test to significant MANOVA results, have been commonly interpreted by examining (a) the standardized discriminant function coefficients to identify the variables
most influential (i.e., nonredundant) in separating the
groups and (b) the discriminant structure coefficients to
identify the underlying construct of the discriminant dimension (Bray & Maxwell, 1985). Thomas (1992), however,
has suggested that the results be interpreted by examining
the set of parallel discriminant ratio coefficients (DRCp)
and the set of total discriminant ratio coefficients (DRCT)
of the significant functions. The DRCp, which is the product
of the standardized discriminant function coefficient and the
structure coefficient, is useful for identifying influential
variables and the underlying construct of the dimension.
The DRCp, when considered concurrently with its corresponding DRCT, can be used to identify suppressor relationships among the variables. Suppressor relationships may exist
when the value of the DRCp is small but the value of the
DRCT is large. Thomas (1992) presents a complete discussion of this method of discriminant analysis interpretation.
Table 7 presents the standardized discriminant function
coefficients, structure coefficients, DRCps, and DRCTs of
the discriminant analysis. Examination of the DR Cps and
DRCTs indicated that Total Number of Errors, Percent
Conceptual Level Responses, and Number of Categories
Completed were the most important WCST variables in differentiating the groups. As indicated by the group means on
age-adjusted scores (data not presented), subjects in the
45
Table 5
Descriptive Statistics for Age, Education, IQ, and WCST Raw Scores
for the Adult Normal Comparison Group and Clinical Samples by Lesion Location
Frontal
(n = 59)
Age
M
SD
Education
M
SD
Full Scale IQa
M
SD
M
SD
Total Number of Trials
M
SD
Total Number of Correct Responses
M
SD
M
SD
Percent Errors
M
SD
M
SD
Percent Perseverati ve Responses
M
SD
M
SD
M
SD
M
SD
M
SD
M
SD
M
SD
Learning to Learnb
M
SD
M
SD
Frontal
plus
(n = 53)
Diffuse
= 177)
(n
Nonfrontal
(n = 54)
Normal
= 356)
(n
42.00
14.32
41.81
14.08
45.42
17.22
41.83
13.81
47.69
16.58
12.68
2.71
12.98
3.30
13.62
3.33
13.85
3.18
15.13
2.76
93.65
17.04
94.88
11.84
95.34
14.76
101.20
15.79
117.42
11.23
3.46
2.25
3.79
1.96
3.53
2.15
4.31
2.18
5.18
1.52
116.10
20.10
114.94
20.64
116.87
17.63
104.31
23.53
92.86
22.92
64.59
18.79
67.72
14.10
66.50
16.72
67.76
14.52
68.81
10.85
51.51
28.75
47.23
23.35
50.37
25.84
36.56
27.07
24.05
20.01
41.94
20.50
39.13
16.24
41.18
18.37
31.74
18.84
23.14
14.47
43.08
37.20
33.94
23.87
37.89
29.66
25.93
26.66
14.40
15.25
34.64
28.23
28.12
18.00
30.78
22.40
22.17
19.80
13.59
11.27
35.44
27.57
28.57
18.28
31.45
22.44
21.98
20.58
12.92
12.46
28.63
20.69
23.70
13.58
25.63
16.80
18.97
15.05
12.30
9.04
16.07
12.15
18.66
11.18
18.93
14.59
14.56
11.89
11.13
9.66
13.30
9.06
15.43
7.99
15.56
10.99
12.76
8.55
10.82
7.73
34.27
43.30
25.53
29.70
34.51
39.94
28.31
37.02
14.39
14.93
1.00
1.20
0.87
1.18
1.07
1.18
0.91
1.28
0.67
1.09
-6.66
10.98
-5.20
8.87
-3.22
12.65
-2.08
6.81
-2.65
5.64
47.39
27.20
48.92
22.44
47.42
23.76
59.43
25.50
71.27
20.08
aStatistics for Full Scale IQ are based on 256 normal group subjects, 57 frontal group subjects, 50 frontal plus group subjects, 167 diffuse group subjects, and 50 nonfrontal group subjects for whom these data were available. bLearning to Learn statistics are based on 342 normal group subjects, 43 frontal group subjects, 43 frontal
plus group subjects, 133 diffuse group subjects, and 45 nonfrontal group subjects for whom Learning to Learn scores could be calculated.
46
0 Frontal
6 Frontal plus
0 Diffuse
I I
-1.5
-.5
-1
Nonfrontal
Normal
60J
I
.5
1.5
First function
Figure 13. Group centroids on the significant discriminant function for adults by lesion location group.
Table 6
Group Centroids for the Adult Normal Comparison Group
and Clinical Samples by Lesion Location
Group
Centroid
Frontal
Frontal plus
Diffuse
Nonfrontal
Nonnal
0.618
0.419
0.649
0.071
-0.498
Table 7
Discriminant Analysis Results for the Adult Normal Comparison Group
WCST
score
Standardized
discriminant
coefficient
0.784
0.278
-0.534
0.668
0.141
0.378
frontal, frontal plus, and diffuse groups made more errors,

completed fewer categories, and showed a lower percentage
of conceptual level responses on the WeST than did subjects in the nonfrontal group, whose performance was poorer than that of the normal group subjects. There was no evidence of suppressor relationships among the WeST variables in these data. Thus, it appears that the ability to think
abstractly and to efficiently form concepts is the underlying
construct of the discriminant dimension.
Although there was overlap among subjects between
the current study and that of Heaton (1981), the findings
Discriminant ratio coefficient

Structure
coefficient
0.933
0.823
-0.893
-0.755
0.528
0.260
Parallel
Total
0.731
0.229
0.477
-0.505
0.075
0.098
0.660
0.230
0.446
0.544
0.111
0.288
from this investigation clearly reproduced those of Heaton

(1981). All brain-damaged subjects performed worse than
normal controls, and subjects with frontal lobe involvement
(i.e., frontal, frontal plus, and diffuse) performed worSe than
those subjects whose lesions did not involve the frontal
lobes. Again, subjects with diffuse cerebral damage could
not be distinguished from those with focal frontal lesions on
the basis of WeST scores.
Not all studies of patients with focal brain damage
have found any specific sensitivity of the WeST to frontal
lobe lesions. Heck and Bryer (1986) present the caSe of a
47
41-year-old female with bilateral frontal atrophy involving

both the orbital and the dorsolateral frontal areas.
Localization was determined by CT scan. Her brain lesions
were thought to have been caused by an episode of
encephalitis, which she contracted when she was about 20
years old. Prior to the episode, she was enrolled in her
second year of college, where she majored in physics and
mathematics and was reported to be an excellent student.
After the infection was treated, she received psychiatric
inpatient treatment for agitation and mental disorganization.
Following discharge over a year later, she was described as
having continuing difficulties with planning ability, as well
as irritability, mood swings, and poor family and interpersonal relationships.
On tests of neuropsychological functioning (i.e., WAlS-R,
WCST, and HCT), she obtained a Verbal IQ of 124,
Performance IQ of 92, and Full Scale IQ of 109. She completed the WCST in 64 trials and made only 8 errors. Her
performance of 14 errors on the HCT was comparable to
that on the WCST. Heck and Bryer noted that this woman
spontaneously verbalized the correct conceptual principles
during administration of the WCST and HCT and spontaneously generated coding schemes during the Block Design
subtest of the WAIS-R. In light of the neuroradiological
findings and behavioral difficulties but excellent performance on the WCST and HCT seen in this case, Heck and
Bryer cautioned against inferring an absence of brain
lesions based upon normal WCST and HCT performance.
Anderson, Damasio, Jones, and Tranel (1991) studied
91 patients with stable focal lesions whom they classified
into three lesion location groups: frontal only (n = 49),
nonfrontal (n = 24), and frontal plus (n = 18). The frontal
plus group consisted of patients whose lesions were not
limited to the frontal area. Classification into groups was
made on the basis of neuroimaging studies. On the
WCST, the average performance of the groups was very
similar to that of a mixed group of brain-damaged
patients (Heaton, 1981). However, no significant differences in performance were found between the frontal and
nonfrontal groups. Closer analysis by lesion location
within the frontal lobe areas (e.g., left versus right versus
bilateral) also failed to show significant differences in
WCST performance. Additionally, size of lesion was not
significantly related to performance on the WCST. In
sum, the results of this study found that the WCST performances of patients with frontal lesions and patients with
nonfrontal lesions were variable and ranged from poor to
within normal limits for both groups, although the
average performance of both groups was below normal
expectations.
Grafman, Jones, and Salazar (1990) studied 421
Vietnam veterans with structural cerebral lesions acquired
48
from penetrating head wounds. They also studied a control

group of 84 veterans who matched the brain-injured sample
in age, education, pre-injury intelligence, and length of military service. The clinical subjects were classified into three
lesion location groups based on CT studies: frontal only
(n = 126), frontal plus (n = 112), and nonfrontal (n = 183).
Examination of perseverative errors and the number of categories completed on the WCST revealed that all of the
brain-injured subject groups performed significantly worse
than the control group. Although some differences were
found among subjects in the frontal plus group who had
left-hemisphere lesions when compared with the other
groups, no differences were found between subjects with
frontal lesions only and those whose lesions were not
located in the frontal lobes. Volume of brain loss was found
to account for all differences in WCST performance among
the groups.
The results of Anderson et al. (1991) and Grafman et al.
(1990) challenge other research findings regarding the
specificity of the WCST to frontal lobe brain lesions.
Although the preponderance of evidence from physiological
studies and studies of various neurological groups suggests
that focal disorders involving the frontal lobes are more
likely to be associated with impaired WCST performance
than are nonfrontal disorders, the differences are not sufficiently robust to warrant the use of the test as a "frontal lobe
sign" in diagnosing individual patients. Unless additional
research evidence indicates more definitively a relationship
between the WCST and frontal lobe damage, WCST performance should not be used as the sole criterion for inferring
the presence or absence of structural frontal lobe lesions.
Psychiatric disorders. One of the defining characteristics of schizophrenia is disordered thought processes and
impaired reasoning abilities. Thus, it is not surprising that
the WCST has been used in studies investigating deficits in
cognitive processes in the schizophrenic disorders. Fey
(1951) studied 22 schizophrenic patients and 47 normal
controls on the WCST. The patient and control subjects
were matched with respect to gender, age, education, and
Full Scale IQ. Results showed that schizophrenic patients
completed fewer categories, produced fewer conceptual
level responses, and had a greater percentage of perseverative responses than did normal control subjects.
Kolb and Whishaw (1983) studied 30 schizophrenic,
patients and 30 normal control subjects matched for age, ..
education, and handedness. All subjects received a battery
of neuropsychological tests, which included the WCST.
Results showed that the schizophrenic group performed
poorer than controls on number of categories completed, the
only WCST score included in the analyses. This finding is.
similar to that of Fey (1951).
Braff et al. (1990) administered a large battery of neuropsychological tests to 40 chronic schizophrenic patients and
40 demographically matched, normal control subjects. There
were no striking differences between these two groups on
the WCST, although the group differences were statistically
significant, p < .05. The schizophrenic subjects showed
much poorer performance on other neuropsychological measures compared with the control group. The authors noted
that subjects suffering from schizophrenia are quite heterogeneous and that there may be a subgroup of schizophrenic
patients who perform poorly on the WCST, but questioned
the pervasiveness and specificity of frontal lobe dysfunction
in the full range of schizophrenic disorders.
In a review article, Van der Does and Van den Bosch
(1992) examined the results of 14 studies that investigated
performance on the WCST, or a modification, in patients
with various subtypes of schizophrenia. They concluded
that the majority of evidence suggests that patients with
schizophrenia demonstrate impaired levels of performance
on the WCST when compared with normal control subjects.
However, evidence that impaired performance on the
WCST is specific to the schizophrenic disorders and not to
other psychiatric diagnostic categories is lacking. Also, they
noted that there are insufficient data to determine whether
the impaired performance in schizophrenic disorders is
attributable to structural abnormalities of the frontal cortex
or is a result of other brain dysfunctions (e.g., physiological
disturbances) that produce frontal-like symptoms.
Studies with Children and Adolescents

Focal Brain Damage. For the current manual, validity
evidence for use of the WCST with children and adolescents was examined in clinical field trials by comparing
WCST performance of normal subjects with that of subjects
diagnosed as having various clinical disorders. An initial
clinical sample of 172 children and adolescents was used as
a base from which the subsamples were selected. Subjects
comprising this initial clinical sample were obtained from
10 different general referral, school counseling, or inpatient
sites located throughout the United States. Subjects ranged
in age from 6 1/2 through 17 years. Approximately 69% of
the subjects were male and 31 % were female. Inadvertently,
race data were not recorded for 5 subjects. Of the 167 subjects for which race data were recorded, approximately 92%
of the sample were white, 5% were black, and 3% were
other racial minorities.
From this larger clinical sample, a subsample of 83 subjects who had been diagnosed as having structural cerebral
lesions was identified. Subjects in this subsample ranged in
age from 6 1/2 through 17 years. Approximately 64% of
these subjects were male and 36% were female. Of this subsample, approximately 92% were white, 4% were black,
and 4% were other racial minorities. Race information was
not recorded for one subject. A normal comparison group

was selected from the normative sample and consisted of
459 subjects who ranged in age from 6 1/2 through 17 years.
Similar to Heaton (1981), subjects in the clinical subsample were classified into four lesion location groups.
These groups were frontal (n = 9), frontal plus (n = 5), diffuse (n = 32), and nonfrontal (n = 37). Classification was
based on results from appropriate neuroradiological procedures (MRI or CT scan in addition to scalp EEG or prolonged video EEG) and/or neurosurgical procedures
(craniotomy, biopsy, or resection). The verbal score from
the Cognitive Abilities Test (CAT; Thorndike & Hagen,
1983) was available for 289 subjects in the normal comparison group and was used as an estimate of intelligence level.
WISC-R Verbal IQ scores were available for 7 subjects in
the frontal group, 5 subjects in the frontal plus group, 6 subjects in the diffuse group, and 34 subjects in the nonfrontal
group. Results of a one-way ANOVA showed that the
normal group differed from the frontal and nonfrontal
groups while the nonfrontal group differed from the frontal
group on level of intelligence. Table 8 presents descriptive
statistics for age, intelligence, and WCST raw scores for
each of these groups.
The same set of WCST variables previously described
in the study of adult brain-damaged subjects (see Studies
with Adults, Focal Brain Damage above) was selected for
analysis. A one-way MANOVA was performed on ageresidualized scores, with group identification as the independent variable for the analysis. Results of the MANOVA
indicated that a significant difference existed among the
lesion location groups, A = .81, F MULT .(24, 1857.14) =
4.68, p < . 0001. Group identification accounted for approximately 19% of the variance in WCST scores.
Discriminant function analysis was employed as a post
hoc procedure to determine the nature of the group differences. The discriminant analysis yielded three significant
functions which accounted for approximately 11 %, 5%, and
3% of the total variance in WCST scores, respectively. The
group centroids on the discriminant dimensions are presented in Table 9, while Figure 14 illustrates these relationships. As can be seen from these data, the first discriminant
function maximally separated the frontal, frontal plus, and
diffuse groups from the nonfrontal group and from the
normal group. The second function maximally separated the
diffuse group from the frontal and frontal plus groups. The
third function separated the frontal plus group from the
frontal group.
Table 10 presents the standardized discriminant function coefficients, structure coefficients, DRCps, and DRCTs
of the discriminant analysis. Examination of the DRCps and
DRCTs indicated that, for the first function, Total Number
of Errors, Perseverative Responses, Percent Conceptual
Level Responses, and Trials to Complete First Category
49
Table 8
Descriptive Statistics for Age, Intelligence Level, and WCST Raw Score
for the Child and Adolescent Normal Comparison Group
Frontal
(n
=9)
Frontal
plus
Diffuse
=5)
(n = 32)
Nonfrontal
(n = 37)
(n = 459)
(n
Normal
Age
M
SD
14.76
2.25
11.85
2.99
16.16
1.56
13.30
3.95
11.64
3.22
76.14
11.36
92.00
10.93
93.33
19.90
93.03
15.90
108.26
12.95
3.22
2.33
3.60
1.52
4.22
1.95
5.05
1.60
4.96
1.47
128.00
0.00
117.80
22.81
114.97
17.50
106.73
19.73
107.98
20.57
69.00
23.83
64.80
6.65
74.00
11.38
70.68
10.69
72.97
10.90
59.00
23.83
53.00
23.86
40.97
19.63
36.05
21.97
35.01
20.36
46.09
18.62
42.65
16.00
34.14
13.58
31.56
14.78
30.33
13.68
46.67
33.62
46.20
23.40
24.75
15.18
22.11
18.48
20.56
15.80
36.46
26.26
37.03
16.46
20.56
11.16
19.08
13.51
17.71
11.44
38.00
24.21
37.80
18.85
21.94
12.70
19.35
14.63
18.12
12.69
29.69
18.91
30.26
13.26
18.28
9.23
16.78
10.48
15.66
9.00
21.00
15.07
15.20
5.93
19.03
11.04
16.70
11.57
16.88
11.67
16.41
11.77
12.39
3.54
15.85
8.03
14.78
8.22
14.64
8.40
57.22
50.88
15.20
6.26
23.06
31.53
16.70
21.24
16.61
15.33
0.89
0.78
0.60
0.89
1.47
1.29
0.68
0.78
0.98
1.12
-0.97
2.91
-9.88
9.28
-5.30
6.82
-3.06
4.56
-2.95
6.69
40.02
23.69
46.36
21.10
55.04
19.56
60.74
19.20
61.98
18.42
Intelligence level"
SD
SD
SD
SD
SD
Percent Errors
M
SD
SD
Percent Perseverati ve Responses
SD
SD
SD
M
SD
SD
SD
SD
Learning to Learnb
SD
SD
aStatistics for intelligence level are based on 289 normal group subjects, 7 frontal group subjects, 5 frontal plus group subjects, 6 diffuse group subjects, and 34 nonfrontal group subjects for whom these data were available. bStatistics for Learning to Learn are based on 421 normal group subjects, 9 frontal group subjects, 5 frontal
plus group subjects, 28 diffuse group subjects, and 37 nonfrontal group subjects for whom Learning to Learn scores could be calculated.
50
Table 9
Group Centroids
Centroids
Group
First
function
Second
function
Frontal
Frontal plus
Diffuse
Nonfrontal
Nonnal
2.378
0.618
0.530
0.046
-0.094
0.487
0.960
-0.768
0.211
0.017
Third
function
0.489
-1.693
-0.239
-0.014
0.027
3 """._-r
Second function
o
-1
-2
First function
Third function
,
I,
Figure 14. Group centroids on the first, second, and third discriminant functions for children and adolescents by lesion location group.
51
were the most important WCST variables differentiating the

frontal, frontal plus, and diffuse groups from the nonfrontal
and normal groups. The frontal, frontal plus, and diffuse
groups scored poorer on these WCST variables than did the
nonfrontal group, which scored poorer than the normal
comparison group (age-adjusted means not presented).
There was no evidence of suppressor relationships among
the WCST variables in these data. Thus, it appears that the
ability to think abstractly and shift cognitive set are the constructs represented by the first discriminant dimension.
Examination of the DRCps and DRCTs for the second
discriminant function indicated that Total Number of Errors
and Percent Conceptual Level Responses acted as suppressor variables (i.e., a small DRCp value in conjunction
with a large DRC T value) in this function (see Table 10).
Taking into account scores on these two variables, Failure
to Maintain Set was the most important WCST variable in
differentiating the diffuse group from the frontal and frontal
plus groups, with the diffuse group showing more set failures than the other two groups (age-adjusted means not presented). The ability to maintain cognitive set appears to be
the construct underlying this discriminant dimension.
A suppressor relationship was also found in the third
discriminant function. Examination of the DRCps and
DRCTs for this function indicated that Total Number of

Errors again acted as a suppressor variable (see Table 10).
Taking into account the score on this variable, Perseverative Responses, Number of Categories Completed,
and Trials to Complete First Category were the most important WCST variables in differentiating the frontal plus group
from the frontal group, with the frontal group performing
poorer on these measures (age-adjusted means not presented). It would appear, then, that this discriminant dimension represents flexibility in thinking.
The results of the discriminant analysis are strikingly
similar to those found in the adult study, even considering
the small sample sizes of the lesion groups. The first discriminant function was very similar to the significant discriminant function found in the adult study. This dimension
appears to represent a gradient of abstract reasoning ability
and efficient concept formation. In both studies, groups
with frontal lobe involvement were clustered together and
separate from the nonfrontal group, all of which were separate from the normal control group. In the child and adolescent study only, the second discriminant function
(which differentiated subjects with focal frontal lobe
involvement from subjects with more diffuse brain
damage that also involved the frontal cortex) and the
Table 10
Discriminant Analysis Results
WeST
score
Standardized
discriminant
coefficient
Structure
coefficient

Parallel
Total
First function
-0.471
0.664
-0.629
0.367
0.701
0.170
0.660
0.814
-0.665
-0.649
0.861
0.182
-0.311
0.541
0.418
-0.238
0.604
0.031
0.360
0.515
0.480
0.281
0.545
0.128
Second function
3.001
0.616
3.593
-0.041
0.068
-0.941
-O.lDl
0.150
0.157
0.259
-0.026
-0.720
-0.303
0.092
0.564
-0.011
-0.002
0.677
2.292
0.478
2.746
0.032
0.053
0.709
Third function
Perseverati ve Responses
1.068
-0.983
0.263
0.946
1.028
0.009
-0.334
-0.532
0.338
0.398
0.399
-0.105
-0.357
0.523
0.089
0.377
0.410
-0.001
0.815
0.763
0.201
0.723
0.799
0.007
52
third discriminant function (which differentiated frontal

from frontal plus groups) appear to make more relative discriminations among subjects with frontal lobe damage.
However, because of the small number of subjects in the
lesion groups, these findings should be viewed cautiously
until the results can be replicated on larger, independent
samples of brain-damaged children and adolescents.
Attention deficit disorder. The similarity between the
"release" (i.e., release from inhibition) behaviors observed
in patients who have suffered damage to the frontal lobe
areas and the symptoms of inattention, impulsivity, and
hyperactivity seen in children and adolescents with attention
deficit disorder (ADD) and attention deficit disorder with
hyperactivity (ADHD) has been noted by Benson (1991),
Heilman, Voeller, and Nadeau (1991), and Mattes (1980). In
light of this apparent similarity, a number of studies have
investigated the possible role of frontal lobe dysfunction in
attention deficit disorder.
Chelune et al. (1986) examined the performance of 24
children diagnosed as having ADD and 24 age-matched
controls on a variety of neuropsychological measures,
including the WCST. Children in the ADD group completed
fewer categories and made more perseverative errors than
children in the control group. Results of a stepwise discriminant analysis using the perseverative errors and failure to
maintain set scores from the WCST, along with four other
variables, correctly classified 85.4% of the subjects. The
authors noted that improved performances of children with
ADD, as well as normal children, were associated with
increasing age.
Boucugnani and Jones (1989) also studied performance
on the WCST and two other neuropsychological measures
considered sensitive to frontal lobe function in a group of 28
children diagnosed as having ADHD and a group of 28
normal controls who were equivalent to the ADHD group in
age and gender. Intellectual ability, as estimated by the combined score on the Similarities and Block Design subtests of
the WISC-R, was used as a covariate in the analyses. Group
comparisons showed that the ADHD group completed fewer
categories and made more perseverative responses and perseverative errors than the control group. Results of a stepwise discriminant analysis showed these three WCST scores
to be influential in successfully predicting group membership (78.6%). These authors also reported a developmental
trend similar to that found by Chelune et al. (1986).
Barkley, Grodzinsky, and DuPaul (1992) reviewed 22
studies that compared children diagnosed as having ADHD
with various normal or clinical control groups. Of these 22
studies, 13 included the WCST in the assessment battery. A
majority of studies (8 of the 13) that compared children
with ADHD to control groups found that children with
ADHD completed fewer categories and made more perseverative responses and perseverative errors on the WCST.
The five studies that did not find differences in WCST performance among groups studied adolescent SUbjects.
Barkley et al. suggested that improved performance with
increasing age may account for the negative findings of
these latter studies.
In the same article, Barkley et al. (1992) present the
results of a study they conducted that examined the effect of
hyperactivity on neuropsychological test performance while
controlling for the possible influence of coexisting learning
disabilities (LD). Only boys were included in the four samples. A sample of 12 boys with ADHD, 12 boys with ADD,
11 boys with LD, and 12 boys without ADD or LD were
administered a battery of neuropsychological tests. No differences were found among the groups on any of the scores
from the WCST. Although the authors recognized the limited
statistical power caused by the small sample sizes in the
study, the failure to find group differences on the WCST
questions the utility of the WCST in psychoeducational
assessments. Similar concerns have been raised by other
authors (Zarski, Cook, West, & O'Keefe, 1987).
For the present manual, the WCST performances of
children and adolescents with a variety of diagnoses,
including subjects diagnosed as having a reading learning
disability, were examined. For this investigation, a subsample of 156 subjects was drawn from the total child and
adolescent clinical sample of 172 subjects previously
described. Subjects ranged in age from 6 1/2 through 17
years. Approximately 71 % of the subjects were male and
29% of the subjects were female. Of this subsample,
approximately 92% were white, 5% were black, and 3%
were other racial minorities. Race data were missing for 5
subjects in this sample. The same normal comparison group
employed in the child and adolescent brain-damage study
was also included in this study, n = 459.
Clinical subjects were classified into groups on the
basis of diagnosis. Diagnostic groups were defined as:
traumatic brain injury, seizure disorder, attention deficit
disorder (with and without hyperactivity), and learning
disabled-reading. The traumatic brain injury group was
composed of 30 subjects who were classified, on the basis
of CT scan and/or other radiographic evidence, as having
experienced head trauma with subsequent brain injury.
Typically, the WCST was administered to these subjects 6
months or later following head trauma. Subjects in this
group did not receive any invasive operative procedures.
Subjects in the seizure disorder group (n = 53) were
diagnosed by a history of chronic seizures that were refractory to medical treatment. Subjects were considered
intractable after failing to respond to multiple medications.
The WCST was administered prior to any invasive surgical
procedures.
The attention deficit disorder group was composed of
49 subjects, each of whom received a diagnosis of attention
53
deficit disorder by a physician or psychologist or received

an educational classification of attention deficit problem
from the school system. School system classification was
based on ratings obtained through standard behavioral measures and questionnaires. Given the variability in criteria for
classifying subjects as having an attention deficit disorder, it
is likely that this group is composed of a heterogeneous
group of subjects.
The learning disabled-reading group consisted of 24
subjects. Assignment into this group was made when a subject: (a) obtained an average or higher score on the verbal or
full scale portion of a standardized cognitive abilities test but
also obtained a standardized reading achievement test score
that was at least one standard deviation (i.e., 15 standard
score points) below that of the cognitive abilities test (n =
14) or (b) obtained a reading quotient that fell below .90 for
his or her age, education, and IQ level (n = 10). Subjects
classified into this group by the first criterion had an average
cognitive abilities test score of 107.00, an average reading
achievement test score of 81.64, and an average difference
between these two scores of 26.78. Similar to the attention
deficit disorder group, it is likely that the subjects in the
learning disabled-reading group are quite heterogeneous.
WISC-R Verbal IQ scores were available for 4 subjects
in the traumatic brain injury group, 49 subjects in the
seizure disorder group, 48 subjects in the attention deficit
disorder group, and 24 subjects in the learning disabledreading group. These data, along with the CAT scores of the
normal comparison group, were used as estimates of intelligence level. ANOVA results showed that subjects in the
seizure disorder group had significantly lower intelligence
level scores compared with subjects in the attention deficit
disorder, the learning disabled-reading, and the normal
comparison groups. Subjects in the attention deficit disorder
group also had lower intellectual level scores than did subjects in the normal comparison group. Table 11 presents
descriptive statistics for age, intelligence, and WCST raw
scores for these groups.
The same set of WCST variables previously described
in the study of focal brain damage in children and adolescents (see Studies with Children and Adolescents, Focal
Brain Damage above) was selected for analysis. A one-way
MANOVA was performed on the age-residualized scores,
with diagnostic group as the independent variable for the
analysis. Based on the Wilks' criterion, results indicated
that a significant difference existed among the groups, A =
.90, F MULT .(24, 2111.80) = 2.78, p < .0001. Diagnostic category accounted for approximately 10% of the variance in
WCST scores.
Discriminant function analysis was employed as a post
hoc procedure to determine the nature of the group differences. The discriminant analysis yielded two significant discriminant functions that accounted for approximately 6%
54
and 3% of the variance in WCST scores, respectively. The

group centroids on the two discriminant functions are presented in Table 12. Figure 15 also illustrates these relationships. As can be seen from these data, the first discriminant
function maximally separated the traumatic brain injury
group from all of the other groups. The second discriminant
function separated the traumatic brain injury group from the
seizure disorder and attention deficit disorder groups.
Table 13 presents the standardized discriminant function coefficients, structure coefficients, DRCps, and DRCTs
of the discriminant analysis. Examination of the DRCps and
DRCTs indicated that, for the first function, Total Number
of Errors, Percent Conceptual Level Responses, and Failure
to Maintain Set were the most important WCST variables
differentiating the traumatic brain injury group, which
obtained the poorest scores on these variables, from the
other groups (age-adjusted means not presented). Thus, it
appears that the first discriminant dimension represents the
ability to efficiently form and maintain concepts.
For the second function, Total Number of Errors,
Percent Conceptual Level Responses, and Perseverative
Responses were the most important WCST variables differentiating the traumatic brain injury group from the seizure
disorder and attention deficit disorder groups. The second
dimension, which distinguished among children and adolescents with a diagnosed disorder only, appears to represent
the construct of flexibility in thinking. Again, the traumatic
brain injury group obtained poorer scores on these WCST
variables than did the seizure disorder and attention deficit
disorder groups (age-adjusted means not presented). There
was no evidence of suppressor relationships among the
WCST variables in these data for either function.
These findings appear to be consistent with those
reported by other studies of clinical samples of children and
adolescents (Boucugnani & Jones, 1989; Chelune et aI., .
1986; Snow, 1992; Snow & Castro, 1992). In addition, these:
results suggest that the WCST may not, in and of itself, pro-
vide adequate information for the clinical diagnosis of cog_
nitive impairment in these diagnostic groups. While the
results of the MANOVA revealed significant differences
among the groups, the total percentage of variance
accounted for in WCST scores by group identification
amounted to only 10%. There was also some redundancy
among the discriminant functions, in that Total Number of
Errors and Percent Conceptual Level Responses were:
important variables in each function. However, the results
of the present study seem to suggest that the relative pattern
of performance on the WCST may prove useful for
assessing impaired executive function in various diagnostic
groups of children and adolescents. Additional research into
the pattern of WCST performance along with the patterns of
performance on collateral assessment instruments needs to
be conducted in order to support this implication.
Table 11
Descriptive Statistics for Age, Intelligence Level, and WCST Raw Scores
and Clinical Samples by Diagnostic Category
Traumatic
brain
injury
(n = 30)
Seizure
disorder
(n = 53)
Attention
deficit
disorder
(n = 49)
Learning
disabledreading
(n = 24)
Normal
= 459)
(n
Age
M
SD
15.97
1.76
14.19
3.34
10.38
2.83
9.52
2.29
11.64
3.22
97.25
18.36
89.41
15.18
100.75
15.28
109.25
11.63
108.26
12.95
4.23
1.87
4.66
1.80
4.29
1.89
4.58
1.64
4.96
1.47
115.53
17.03
112.08
19.50
111.55
22.84
115.92
16.65
107.98
20.57
75.07
9.58
71.43
12.35
67.37
17.41
74.37
14.25
72.97
10.90
40.47
17.67
40.64
22.72
44.18
27.22
41.54
20.92
35.01
20.36
33.69
12.06
34.16
15.54
36.91
19.06
34.56
14.49
30.33
13.68
24.50
14.71
26.92
22.39
30.10
30.24
26.25
21.15
20.56
15.80
20.34
10.86
22.30
16.58
24.90
22.90
21.70
15.81
17.71
11.44
21.43
11.85
23.36
17.61
25.24
22.65
23.25
15.68
18.12
12.69
17.85
8.64
19.44
12.85
20.98
16.98
19.32
11.50
15.66
9.00
19.03
10.38
17.28
11.67
18.94
15.56
18.29
12.03
16.88
11.67
15.83
7.54
14.73
8.46
15.93
11.45
15.25
8.96
14.64
8.40
21.73
26.91
23.25
27.33
20.55
28.44
15.25
8.45
16.61
15.33
1.60
1.30
0.79
0.79
0.90
1.01
1.37
1.28
0.98
1.12
-5.28
7.14
-2.08
8.41
-5.31
9.89
-2.71
9.83
-2.95
6.69
55.43
17.73
56.78
20.68
53.63
24.72
57.46
18.66
61.98
18.42
Intelligence level a
M
SD
M
SD
M
SD
M
SD
M
SD
Percent Errors
M
SD
M
SD
M
SD
M
SD
M
SD
M
SD
M
SD
M
SD
M
SD
Learning to Learn b
M
SD
M
SD
"Statistics for intelligence level are based on 289 normal group subjects, 4 traumatic brain injury group subjects, 49 seizure disorder group subjects, 48 attention deficit
iisorder group subjects, and 24 learning disabled-reading group subjects for whom these data were available. bStatistics for Learning to Learn are based on 421 normal
~roup subjects, 26 traumatic brain injury group subjects, 48 seizure disorder group subjects, 45 attention deficit disorder group subjects, and 24 learning
iisabled-reading group subjects for whom Learning to Learn scores could be calculated.
55
Table 12
Group Centroids for
the Child and Adolescent Normal Comparison Group
Centroids
Group
First
function
Traumatic brain injury

Seizure disorder
Attention deficit disorder
Learning disabled-reading
Normal
1.031
0.167
0.093
0.040
-0.099
Second
function
-0.278
0.454
0.330
-0.024
-0.068
Second function
o
o
1.25 - -

Seizure disorder
D Attention deficit disorder
Normal
1.00 - -
.75 - -
.50 - .... 0
D.
.25 - rI
-1.25
-1.00
-.75
First function
-.50
-.25
I
I
.25
.50
.75
1.00
1.25
-.25 - r-
o
-.50 -r-.75
-I-
-1.00 -r-1.25 -'-
Figure 15. Group centroids on the first and second discriminant functions for children and adoles-
cents by diagnostic group.
56
Table 13
Discriminant Analysis Results
Standardized
discriminant
coefficient
Structure
coefficient
Parallel
Total
First function
-2.692
0.400
-3.108
0.116
-0.032
0.791
0.620
0.602
-0.658
-0.690
0.389
0.621
-1.668
0.241
2.046
-0.080
-0.012
0.491
1.989
0.296
2.298
0.085
0.023
0.584
Second function
2.069
0.688
1.942
0.234
0.310
-0.607
0.577
0.764
-0.545
-0.386
0.481
-0.485
1.194
0.526
-1.059
-0.090
0.149
0.294
1.528
0.510
1.436
0.173
0.227
0.448
WeST
score
Summary
Overall, the evidence from studies of children, adolescents, and adults suggests that the WeST is a valid measure
of executive function in neurologically impaired populations. Research studies examining the WeST performance
of adults in such diverse clinical groups as seizure disorders, multiple sclerosis, Parkinson's disease, structural brain
lesions of other etiologies, and schizophrenia find impaired
performance levels compared with those of normal adults.
In addition, studies of physiological correlates of WeST
performance and the performance of groups of focal brainlesioned subjects suggest that the WeST is sensitive to
frontal lobe dysfunction in particular. Findings from the current study of children and adolescents with focal brain
lesions also support these conclusions. However, data exist
which are contradictory to the specificity of the WeST to
frontal lobe lesions, and the frontal-nonfrontal differences

that have been reported do not appear to be sufficiently
robust to warrant using the WeST as a "frontal lobe sign"
when diagnosing individual patients.
Results of research studies that examined WeST performance in children and adolescents who have been diagnosed as having attention deficit disorder, learning disability
in reading, seizure disorder, or traumatic brain injury suggest that the WeST may be helpful in evaluating executive
function in these conditions. However, the findings of the
study conducted for the current manual suggested that the
relative pattern of WeST performance may yield more specific information about executive function deficit in these
diagnostic groups. Additional research needs to be conducted to verify this finding.
57
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Appendix A
Variations in WeST Materials and Test Administration
Procedures Used in Previous Studies
Response Cards and Deck Sizes
Use of Card Sorting Tray
1. Original figures with systematic configuration.
1. Yes (Fey, 1951; Gormezano & Grant, 1958; Grant, 1951;
(a) 60-card decks (Berg, 1948).

(b) 64-card decks (Fey, 1951; Grant & Berg, 1948;
Grant et aI., 1949; Loranger & Misiak, 1960;
Robinson et aI., 1980).
2. Modified figures, systematic configuration, 64-card deck
(Teuber et aI., 1951).
3. Original figures with nonsystematic configuration.
Grant & Cost, 1954; Grant & Curran, 1952; Grant et aI.,
1949; Grant & Patel, 1957; Loranger & Misiak, 1960;
Ross et aI., 1952).
2. No (Drewe, 1974; Robinson et aI., 1980).
3. Unspecified but probably not (Berg, 1948; Grant & Berg,
1948; Malmo, 1974; Milner, 1963; Tarter, 1973; Tarter &
Parsons, 1971; Teuber et aI., 1951).
(a) 64-card decks (Grant & Cost, 1954; Grant & Curran,
1952).
Criteria for Shifting Sorting Categories
(b) 48-card deck with varied card order (Gormezano &

Grant, 1958).
2. Six consecutive correct sorts, category shifts announced

(Nelson, 1976).
4. Original figures, both systematic and nonsystematic

configurations, 64-card decks (Grant, 1951).
1. Five consecutive correct sorts (Berg, 1948).
5. Original figures, unspecified configuration, 64-card

decks (Drewe, 1974; Grant & Patel, 1957; Malmo, 1974;
Milner, 1963; Ross et aI., 1952; Tarter, 1973; Tarter &
Parsons, 1971).
3. Ten consecutive correct sorts (Drewe, 1974; Fey, 1951;

Gormezano & Grant, 1958; Grant, 1951; Grant &
Curran, 1952; Grant et aI., 1949; Grant & Patel, 1957;
Loranger & Misiak, 1960; Malmo, 1974; Milner, 1963;
Robinson et aI., 1980; Ross et aI., 1952; Tarter, 1973;
Tarter & Parsons, 1971).
6. Original figures, ambiguous cards removed (Nelson,

1976).
4. Varied number of consecutive correct sorts (Grant &

Berg, 1948; Grant & Cost, 1954).
Order of Cards Within Decks
5. Enforced shifts after every 10 card sorts (Teuber et aI.,

1951).
1. Random order (Berg, 1948).
2. Experimentally varied card order (Gormezano & Grant,

1958).
3. Standardized order so that no two response cards in succession have the same color, form, or number (Drewe,
1974; Grant & Berg, 1948; Grant & Patel, 1957; Ross et
aI., 1952).
t. A different standardized order, but following the same
rule as in 3 above (Fey, 1951; Grant, 1951; Grant & Cost,
1954; Grant & Curran, 1952; Grant et aI., 1949;
Tarter, 1973; Tarter & Parsons, 1971; Teuber et aI.,
1951).
Number and Order of Sorting Categories

1. Two categories in standard order: color, number
(Gormezano & Grant, 1958).

2. Six categories in standard order: color, number, form,
number, color, form (Grant & Berg, 1948).
3. Six categories in standard order: color, form, number,
color, form, number (Drewe, 1974; Fey, 1951; Grant,
1951; Grant & Cost, 1954; Grant & Patel, 1957;
Robinson et aI., 1980; Ross et aI., 1952).
4. Six categories varied in 24 orders (Grant & Curran,
1952; Grant et aI., 1949; Tarter & Parsons, 1971).
63
5. Six categories, in unspecified order (Teuber et aI., 1951).

6. Nine categories, varied in 96 orders (Berg, 1948).
7. Six "cycles" each having three categories in standard
order: color, form, number (Tarter, 1973).
Criteria for Test Completion/Discontinuation
1. Completion of two categories or failure to complete
either category within 48 card sorts, whichever occurred

first (Gormezano & Grant, 1958).
2. Completion of six categories or sorting of more than 64
cards in a single category, whichever occurred first (Fey,
1951; Loranger & Misiak, 1960).
3. Completion of six categories; potential subjects who
sorted 64 cards in any single category before completing
the category were excluded from the study (Grant, 1951;
Grant & Berg, 1948). Although the articles do not state
this clearly, five other studies appear to have used these
64
criteria (Grant & Cost, 1954; Grant & Curran, 1952;

Grant et aI., 1949; Grant & Patel, 1957; Tarter &
Parsons, 1971).
4. Completion of six categories; potential subjects who
sorted 256 cards without completing the sixth category
were excluded from the study (Ross et aI., 1952).
5. Completion of six categories or sorting 128 cards,
whichever occurred first (Drewe, 1974; Malmo, 1974;
Milner, 1963; Robinson et aI., 1980).
6. Discontinued after 60 cards were sorted (Teuber et aI.,
1951).
7. Completion of nine categories or sorting 120 cards,
whichever occurred first (Berg, 1948).
8. Completion of 18 categories or completion of three categories with a maximum of 15 sorts in each, whichever
occurred first (Tarter, 1973).
Appendix B
Scoring Variations of the WeST Used in Previous Studies
Overall Measures of Success
1. Total number of correct sorts.

(a) Including the 10 sorts in each "criterion run" (Fey,
1951; Grant & Berg, 1948; Grant et aI., 1949).
(b) Excluding the 10 sorts in each "criterion run"
(Gormezano & Grant, 1958; Grant & Cost, 1954;
Grant & Curran, 1952; Grant & Patel, 1957; Ross et
aI., 1952).
(c) Excluding the 10 sorts in each "criterion run" and
excluding any ambiguous response that occurs
immediately after a shift in sorting category (Drewe,
1974; Grant, 1951).
2. Average number of correct sorts = total number correct 7
the number of categories completed (Loranger & Misiak,
1960).
3. Total number of trials (Fey, 1951; Gormezano & Grant,
1958; Tarter, 1973; Tarter & Parsons, 1971).
4. Total number of errors (Berg, 1948; Drewe, 1974; Fey,
1951; Gormezano & Grant, 1958; Grant & Berg, 1948;
Grant & Cost, 1954; Grant et aI., 1949; Malmo, 1974;
Milner, 1963; Tarter, 1973; Tarter & Parsons , 1971,
Teuber et aI., 1951).
5. Number of categories completed.
(a) Number of categories in which the subject made the
required number of correct sorts (usually 10) in a
row (Drewe, 1974; Fey, 1951; Loranger & Misiak,
1960; Malmo, 1974; Milner, 1963; Robinson et aI.,
1980).
(b) Number of concepts "attained" (not defined, but
probably inferred on the basis of the subject's verbalization of sorting strategies) (Teuber et aI., 1951).
Measures of Perseverative Tendencies
1. Perseverative errors.
(a) Total errors in categories two through six that would
have been correct in the immediately preceding category (Fey, 1951; Grant & Cost, 1954; Grant et aI.,
1949; Grant & Patel, 1957; Tarter & Parsons, 1971).
(b) All perseverative errors (defined as above) in categories two through six, excluding the first perseverative error after each shift in sorting category (Drewe,
1974; Grant, 1951; Grant & Curran, 1952; Ross
et aI., 1952).
(c) Errors in category one that are made according to the
subject's initial sorting preference, plus all errors in
categories two through six that would have been correct in the immediately preceding category (Malmo,
1974; Milner, 1963).
(d) Same as l(a) above except scored only for the first
10 trials after each shift in sorting category (Tarter,
1973).
(e) Same as l(b) above, except scored only for the
second category (Gormezano & Grant, 1958).
(f) Perseverative errors on the following categories =
" ... the degree to which each sorting category or concept perseverates at all stages of the experiment"
(Grant et aI., 1949, p. 555).
(g) Perseverative error only when a different principle
was not attempted after negative feedback (Nelson,
1976).
2. Percent perseverative errors = number of perseverative
errors as defined in l(a) above 7 total number of errors
(Fey, 1951).
3. Average perseverative errors = number of perseverative
errors as defined in 1(a) above 7 the number of categories completed (Loranger & Misiak, 1960).
4. Perseverative responses.
(a) For categories two through six, all perseverative
errors as defined in l(a) above, plus any ambiguous
correct responses that match the perseverati ve
dimension (color, form, or number) and are both preceded and followed by a perseverative error (Grant
& Berg, 1948).
(b) For categories one through six, all perseverative
errors as defined in l(c) above, plus any ambiguous
correct responses that match the perseverative
65
dimension and are both preceded and followed by a

perseverative error (Robinson et aI., 1980).
5. Number in maximum classification = the maximum
number of cards sorted to any single dimension (color,
form, number, or other), excluding the 10 correct sorts in
each "criterion run." Drewe (1974) suggested this score
to cover situations in which a subject is responding very
perseveratively, but not to an immediate previous category (e.g., perseveration in the first category).
6. Inclination to persist with an incorrect mode of
responding = percent of categories in which a sequence
of five or more consecutive errors was made (Tarter,
1973).
Measures of Nonperseverative Sources of Error
1. Nonperseverative errors.
(a) All errors in the entire test that are not designated
perseverative (Drewe, 1974; Fey, 1951; Grant, 1951;
Grant & Berg, 1948; Grant & Cost, 1954; Grant &
Curran, 1952; Grant et aI., 1949; Grant & Patel,
1957; Malmo, 1974; Milner, 1963; Ross et aI., 1952;
Tarter, 1973).
(b) All errors in categories two through six that are not
designated perseverative (Tarter & Parsons, 1971).
(c) Errors only in category two that are not designated
perseverative (Gormezano & Grant, 1958).
2. Average nonperseverative errors = number of nonperseverative errors + the number of categories completed
(Loranger & Misiak, 1960).
66
3. Unique responses = unique errors = the number of sorts

to stimulus cards that do not match on any of the three
major dimensions of color, form, and number (Drewe,
1974; Fey, 1951).
4. Average unique errors = number of unique errors + the
number of categories completed (Loranger & Misiak,
1960).
5. Failure to maintain set.
(a) Runs of three to nine consecutive correct responses,
but short of the criterion of 10 (Fey, 1951).
(b) Runs of five to nine consecutive correct responses,
but short of the criterion of 10 (Tarter, 1973; Tarter
& Parsons, 1971).
Measures of Conceptual Ability
1. Conceptual level responses = correct responses occurring

in consecutive runs of three or more (Fey, 1951).
2. Percent conceptual level responses = total conceptual
level responses + the total number of trials in the test
(Fey, 1951).
3. Trials to completion of the first category (Tarter &
Parsons, 1971).
Measures of Learning Efficiency
1. Learning to learn = differences in percent errors (i.e.,
total errors + total trials) between successive categories

of the WCST (Tarter, 1973).
Appendix C
Normative Data for U.S. Census Age-matched Adult Sample
67
0\
Table Cl
00
Normative Data for U.S. Census Age-matched Adult Sample

Raw scores
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
Percent
Errors
Perseverative
Responses
0-8
0-5
Percent
Perseverative
Responses
Perseverative
Errors
0-2
Percent
Perseverative
Errors
0-2
Nonperseverative
Errors
0
Percent
Nonperseverative
Errors
0-1
Percent
Conceptual
Level
Responses
91-100
3
2
3
0
0
9
3
4
6
90
2
10
4
5
5
3
3
11
4
5
4
13
16
14
15
16
17
18
19
20
21
22
23
17
18-19
20
21-22
23-24
'"
"
86
85
84
83
82
81
80
79
77-78
76
74-75
73
71-72
6
7
t5
6
5
14
11
12
87
5
7
13
10
88
12
9
89
8
9
10
8
8
8
9
10
10
9
10
11
11
12
13
14
8
9
11
9
10
12
11
11
12
12
13
13
10
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
I
<1
<1
<I
<I
<I
<1
<I
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
25-26
27-28
29-30
31-33
34-35
36-38
39-40
41-43
44-46
47-48
49-51
52-53
54-56
57-58
59-61
62-63
64-65
66-67
68-69
70
71-72
73
74
75-76
77
78
79
80
24-25
26
27-28
29
30-31
32
33-34
35-36
37-38
39
40-41
42-43
44-45
46-47
48
49-50
51-52
53
54-55
56
57-58
59
60
61
62
63
64
65
66
67
81
68
82
69
83
70
71
84
85-128
72-100
15
16
17
18
19
20-21
22
23
24-25
26-27
28
29-30
31-32
33-34
35-36
37-38
39-40
41-42
43-45
46-47
48-50
51-53
54-55
56-58
59-61
62-65
66-68
69-71
72-75
76-78
79-82
83-86
87-90
91-94
95-98
99-102
103-106
107-110
I I I-I 15
116-119
120-124
125-126
14
I3
14
15
15
16
17
18
19
20
21
22
23-24
25
26
27-28
29
30-31
32-33
34-35
36
37-38
39-40
41-42
43-45
46-47
48-49
50-52
53-54
55-57
58-60
61-63
64-65
66-68
69-71
72-75
76-78
79-81
82-84
85-88
89-91
92-94
95-98
99-100
16
17-18
19
20
21
22
23-24
25
26
27-28
29
30-31
32-33
34
35-36
37-38
39-40
41-42
43-44
45-46
47-48
49-51
52-53
54-55
56-58
59-60
61-63
64-65
66-68
69-71
72-73
74-76
77-79
80-82
83-84
85-87
88-90
91-93
94
14
15
16
17
18
19
20
21
22
23
24
25
26-27
28
29
30-31
32
33-34
35
36-37
38-39
40
41-42
43-44
45-46
47-48
49-50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-67
68-69
70-71
72-73
74-100
Raw scores
%iIe
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
3-6
1O-I3
2
I
0
14-19
20-31
32-129
Failure to
Maintain Set
Learning to
Learn
0-2
~-6.69
3
4-5
6-21
-6.70 to -I 1.69
-11.70 to -16.09
-16.10 to -25.49
$-25.50
%iIe
>16
11-16
6-10
2-5
$1
12
II
I3
12
13
14
15
16
17
18
19
20
21
22
23
24
25-26
27
28
29
30
31-32
33
34
35
36
37
38
39-40
41
42
43
44
45
46
47
48
49
50
51
52-128
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36-37
38
39-40
41
42-43
44
45-46
47-48
49
50-51
52-53
54
55-56
57-100
69-70
67-68
65-66
62-64
60-61
58-59
55-57
52-54
50-51
47-49
45-46
42-44
40-41
37-39
35-36
33-34
31-32
29-30
27-28
25-26
24
22-23
21
19-20
18
17
16
15
14
13
12
I1
10
9
0-8
Appendix D
Demographically Corrected Normative Data
71
>
Table Dl
-..J
IJCl
~
9'
Age: 6 Years 6 Months 0 Days Through 6 Years 11 Months 30 Days
~........
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
lIS
114
113
112
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
0-4
5
Percent
Errors
0-10
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0
1
0-2
0-1
0-3
0-2
0-3
90-100
11
89
88
3
12
87
2
86
13
5
14
10
84
11
12
15
13
16
14
17
83
15
16
5
5
6
19
7
7
79
7
78
17
18
19
20
21
9
23
24
25
26
27
28
29
11
10
10
10
10
10
II
II
II
30
31
32
33
34
35
36
12
13
14
12
13
13
12
15
16
14
15
14
15
16
13
18
19
20
21
22
23
24-25
16
17
18
19
20
21
75
74
73
72
11
17
77
76
8
9
10
8
8
8
20
21
22
22
23
24
25
26
27
28-29
30
31
32
33
34-35
36
37
38-39
40
41-42
43
82
81
80
6
6
18
85
II
12
17
18
19
20
21
22
12
13
12
14
15
13
14
15
16
16
17
17
18
19
20
14
15
18
16
71
70
69
68
67
66
65
64
63
62
60-61
59
58
57
55-56
54
jl
4/
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<1
<1
<1
<1
<1
<1
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
44-45
46
47-48
49-50
51
52-53
54-55
56-57
58-59
60-61
62
63-64
65-66
67-68
69-71
72-73
74-75
76-77
78-79
80-81
82-83
84-86
87-88
89-90
91-92
93-95
96-97
98-99
100-102
103-104
105-106
107-108
109-111
112-113
114-115
116-118
119-120
121-122
123-124
125-126
127-128
37
38
39
40
41
42
43
44
45-46
47
48
49
50-51
52
53
54-55
56
57
58-59
60
61-62
63
64-65
66
67-68
69
70-71
72-73
74
75-76
77-78
79
80-81
82-83
84
85-86
87-88
89
90-91
92-93
94
95-100
22
23
24
25
26
27
28
29
30
31-32
33
34
35-36
37
38
39-40
41
42-43
44
45-46
47
48-49
50-51
52
53-54
55-56
57-58
59
60-61
62-63
64-65
66-67
68
69-70
71-72
73-74
75-76
77
78-79
80-81
82-83
84-100
26
27
28-29
30
31-32
33
34-35
36
37-38
39-40
41-42
43-44
45-46
47-48
49-50
51-52
53-54
55-56
57-58
59-61
62-63
64-65
66-68
69-70
71-72
73-75
76-77
78-80
81-82
83-85
86-88
89-90
91-93
94-95
96-98
99-100
101-102
103-105
106-107
108-110
111-112
113-126
23
24
25
26
27
28-29
30
31
32-33
34
35
36-37
38
39-40
41-42
43
44-45
46-47
48
49-50
51-52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86
87-88
89-90
91-94
19
20
21
21
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39-40
41
42
43-44
45
46
47-48
49
50-51
52
53-54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70-71
72
73-128
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
40
41
42-43
44
45
46-47
48
49
50-51
52
53-54
55
56
57-58
59
60-61
62
63-64
65
66
67-100
Raw score
Number of
Categories
Completed
Trials to
Complete
First Category
>16
11-16
6-10
2-5
2-6
1
~1
10-23
24-78
79-98
99-123
124-129
%i1e
Failure to
Maintain Set
0-3
4
5-21
Learning to
Learn
%i1e
2:-11.34
-11.35 to -22.20
-22.21 to -27.80
-27.81 to -42.40
>16
11-16
6-10
2-5
~-42.41
~I
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38-39
40
41
42
43
44
45
46
47-48
49
50
51
52
53-54
55-100
53
51-52
50
49
47-48
46
44-45
42-43
41
39-40
38
36-37
34-35
32-33
31
29-30
27-28
25-26
23-24
21-22
19-20
17-18
16
14-15
11-13
9-10
7-8
5-6
3-4
1-2
0
>
Table D2
--J
.j:>.
CICI
('I)
--J
-;-l
....
....
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
7I
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
0-4
5
Percent
Errors
0-10
Perseverative
Responses
0-1
Percent
Perseverative
Responses
Perseverative
Errors
0-2
3
0-1
2
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-3
0-2
0-3
Percent
Conceptual
Level
Responses
90-100
89
11
88
2
7
12
87
4
13
9
10
3
86
3
5
14
85
4
5
84
11
15
83
12
5
13
16
14
15
17
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37-38
39
40-41
42
19
20
21
79
7
7
8
9
9
10
10
10
II
13
12
17
18
19
20
21-22
12
12
II
13
13
14
14
13
15
16
15
16
17
14
12
14
17
18
19
23
24
II
12
13
14
15
16
II
20
18
19
20
21
75
74
73
72
10
11
12
31
32
33
34
35
76
10
11
78
77
10
27
28
29
30
8
8
22
25
26
9
23
24
82
81
80
6
6
18
13
15
15
16
14
16
17
18
15
17
18
19
16
71
70
69
68
67
66
65
64
62-63
61
60
59
58
56-57
55
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
43-44
45
46-47
48
49-50
51-52
53-54
55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-84
85-86
87-88
89-90
91-92
93-95
96-97
98-99
100-101
102-104
105-106
107-108
109-110
111-112
113-115
116-117
118-119
120-121
122-123
124-126
127-128
36
37
38
39
40
41
42
43
44-45
46
47
48
49-50
51
52
53-54
55
56
57-58
59
60-61
62
63-64
65
66-67
68
69-70
71
72-73
74
75-76
77-78
79
80-81
82-83
84
85-86
87-88
89
90-91
92-93
94-100
25
26
27-28
29
21
22
23
24
25
26
27
28
29
30-31
32
33
34
35-36
37
38
39-40
41
42-43
44
45-46
47
48-49
50
51-52
53-54
55
56-57
58-59
60-61
62
63-64
65-66
67
68-69
70-71
72-73
74
75-76
77-78
79-80
81-100
30~31
32
33-34
35
36-37
38
39-40
41-42
43-44
45-46
47-48
49-50
51-52
53-54
55-56
57-58
59-60
61-63
64-65
66-67
68-70
71-72
73-74
75-77
78-79
80-81
82-84
85-86
87-89
90-91
92-93
94-96
97-98
99-100
101-103
104-105
106-107
108-1.26
22
23
24
25
26
27-28
29
30
31
32-33
34
35-36
37
38
39-40
41-42
43
44-45
46
47-48
49-50
51-52
53
54-55
56-57
58-59
60-61
62
63-64
65~66
67-68
69-70
71-72
73-74
75-76
77
78-79
80-81
82-83
84-85
86
87-94
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42-43
44
45
46
47-48
49
50
51-52
53
54
55-56
57
58
59-60
61
62
63-64
65-100
Raw scores
%ile
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
3-6
2
1
0
10-27
28-47
48-68
69-129
Failure to
Maintain Set
0-3
4-5
6-21
Learning to
Learn
%ile
;::-9.30
-9.31 to -10.99
-11.00 to -16.49
-16.50 to -25.10
$--25.11
>16
11-16
6-10
2-5
$1
20
21
22
23
24
25
26
27
28
29-30
31
32
33
34
35
36-37
38
39
40
41-42
43
44
45-46
47
48-49
50
51-52
53
54-55
56
57
58-59
60-61
62
63-64
65
66-67
68
69-70
71
72-128
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48
49-50
51
52
53
54-100
54
53
51-52
50
48-49
47
45-46
44
42-43
41
39-40
37-38
36
34-35
32-33
30-31
29
27-28
25-26
23-24
21-22
19-20
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
-.l
>
Table D3
0\
IJCI
~
00
t
qo
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
0-4
Percent
Errors
0-9
Perseverative
Responses
0-1
......
......
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-3
0-2
0-3
0-1
0-2
91-100
3
2
90
10
5
2
Percent
Conceptual
Level
Responses
89
6
11
4
7
12
8
9
4
5
86
4
5
11
14
15
87
13
14
13
88
10
12
85
84
15
16
6
5
83
82
81
17
16
17
18
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37-38
39
40-41
20
7
8
19
8
9
10
10
23
24
11
12
11
27
28
29
30
15
16
17
18
19
20
21
22
23
8
9
9
10
10
11
12
11
12
13
13
12
14
15
14
15
13
9
10
11
11
12
17
18
19
20
16
17
18
15
16
19
20
12
14
14
16
17
76
75
74
73
10
13
31
32
33
34
78
77
8
9
21
22
13
14
8
9
25
26
80
79
13
15
16
17
18
19
14
15
16
72
71
70
69
68
67
66
65
64
63
61-62
60
59
58
57
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<I
<1
<1
<1
<1
'+1
'J:J
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58-59
60-61
62-63
64-65
66
67-68
69-70
71-72
73-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-92
93-94
95-96
97-98
99-100
101-102
103-105
106-107
108-109
llO-1l1
112-113
114-1l5
116-117
118-119
120-122
123-128
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49-50
51
52
53
54-55
56
57-58
59
60
61-62
63
64-65
66
67-68
69
70-71
72-73
74
75-76
77
78-79
80
81-82
83-84
85
86-87
88-89
90
91-100
24
25
26
27-28
29
30-31
32
33
34-35
36-37
38
39-40
41-42
43
44-45
46-47
48-49
50-51
52-53
54-55
56-57
58-59
60-61
62-64
65-66
67-68
69-70
71-72
73-75
76-77
78-79
80-81
82-84
85-86
87-88
89-90
91-93
94-95
96-97
98-99
100-101
102-126
21
22
23
24
25
26
27-28
29
30
31
32-33
34
35
36-37
38
39-40
41
42-43
44
45-46
47
48-49
50-51
52
53-54
55-56
57
58-59
60-61
62-63
64-65
66
67-68
69-70
71-72
73
74-75
76-77
78
79-80
81-82
83-94
21
22
23
24
25
26
27
28
29
30
31-32
33
34
35
36-37
38
39
40-41
42
43-44
45
46-47
48
49-50
51
52-53
54
55-56
57-58
59
60-61
62
63-64
65-66
67
68-69
70-71
72
73-74
75
76-100
18
19
20
21
22
23
24
25
26
27
28
29 .
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46-47
48
49
50
51-52
53
54
55-56
57
58
59
60-61
62-100
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39-40
41
42
43-44
45
46
47-48
49
50-51
52
53-54
55
56
57-58
59
60-61
62
63-64
65
66-67
68
69-70
71-128
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45-46
47
48
49
50
51-52
53
54-100
55-56
54
53
51-52
50
48-49
47
45-46
44
42-43
41
39-40
37-38
36
34-35
32-33
30-31
29
27-28
25-26
23-24
21-22
19-20
17-18
16
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
S;I
Categories
Completed
3-6
2
1
0
Trials to
Complete
First Category
10-25
26-30
31-34
35-76
77-129
Failure to
Maintain Set
0-3
4
5-21
Learning to
Learn
%i1e
;::-6.00
-6.01 to -13.99
-14.00 to -16.40
-16.41 to -24.10
S;-24.11
>16
11-16
6-10
2-5
S;I
>
00
....
....
>
Table D4
CIQ
-..l
00
(D
\C
\C
.:...
I-'
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
0-4
0-9
10
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
0-2
0-3
0-2
Percent
Perseverative
Errors
0-3
4
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
0-2
92-100
91
90
3
4
2
89
6
11
3
88
7
12
5
5
4
86
13
4
85
10
11
4
14
5
5
12
87
8
9
15
83
5
6
13
16
14
15
7
8
7
79
78
8
7
19
8
9
19
20
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37-38
39
81
80
18
20
21
22
10
77
76
75
74
9
10
27
28
29
30
31
32
33
10
11
23
24
25
,26
9
10
11
82
17
7
16
17
18
84
73
10
10
11
12
13
12
12
14
15
13
14
13
14
16
17
18
19
20
21
22
15
15
16
11
12
11
12
11
13
12
13
16
17
18
19
17
18
19
14
14
15
13
15
16
14
17
16
17
15
18
72
71
70
69
68
67
66
65
64
63
62
60-61
59
58
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
.,
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
~:J
4U-41
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58-59
60-61
62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-87
88-89
90-91
92-93
94-95
96-97
98-99
100-101
102-103
104-106
107,108
109-110
111-112
113-114
115-116
117-118
119-128
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50-51
52
53
54-55
56
57
58-59
60
61-62
63
64-65
66
67-68
69
70-71
72
73-74
75
76-77
78-79
80
81-82
83
84-85
86
87-88
89-100
23
24
25
26-27
28
29
30
31-32
33
34-35
36
37-38
39-40
41
42-43
44-45
46-47
48
49-50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-90
91-92
93-94
95-96
97-126
20
20
21
22
23
24
25
26
27
28-29
30
31
32
33-34
35
36
37-38
39
40
41-42
43
44-45
46-47
48
49-50
51
52-53
54-55
56
57-58
59
60-61
62-63
64
65-66
67-68
69
70-71
72-73
74
75-76
77
78-94
21
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38-39
40
41
42-43
44
45-46
47
48-49
50
51-52
53
54-55
56
57-58
59
60-61
62
63-64
65
66-67
68
69-70
71-72
73-100
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43
44
45-46
47
48
49
50
51-52
53
54
55
56
57-58
59-100
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
4-6
3
2
10-18
19-24
25-34
35-53
54-129
0-1
Failure to
Maintain Set
0-3
4
5-21
Learning to
Learn
%i1e
<:-8.60
-8.61 to -17.29
-17.30 to -23.79
-23.80 to -29.60
$-29.61
>16
11-16
6-10
2-5
$1
19
20
16
17
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37
38-39
40
41
42-43
44
45
46-47
48
49-50
51
52-53
54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70-128
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46
47
48-49
50
51
52
53-100
57
55-56
54
53
51-52
50
48-49
47
45-46
44
42-43
41
39-40
37-38
36
34-35
32-33
31
29-30
27-28
25-26
23-24
22
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
;.-
Table D5
00
IJQ
~
......
I
......
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
92
64
91
90
88
87
86
84
82
81
79
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
liS
114
113
112
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
0-3
0-8
Perseverative
Responses
Percent
Perseverative
Responses
0-2
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-3
0-2
0-4
0-1
0-2
Percent
Conceptual
Level
Responses
92-100
91
10
90
3
3
2
89
11
5
88
7
8
12
4
87
3
9
86
13
6
10
6
14
85
5
84
11
12
IS
13
6
6
16
14
IS
17
16
18
7
8
8
19
81
80
20
9
10
21
II
22
23
12
II
24
25
13
14
13
26
27
28
29
IS
14
10
9
10
79
78
9
10
11
11
12
12
11
13
12
13
13
15
15
16
14
14
15
17
17
16
18
18
19
IS
16
14
17
16
74
73
72
71
12
13
14
77
76
75
10
11
16
17
18
19
20
21
8
8
10
12
30
31
32
7
7
9
9
19
20
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37-38
17
18
83
82
IS
70
69
68
67
66
65
64
63
62
60-61
59
.:..
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<I
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
39
40-41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58-59
60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
101-102
103-104
105-106
107-108
109-110
111-112
113-114
115-128
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50-51
52
53
54-55
56
57
58-59
60
61-62
63
64-65
66
67-68
69
70-71
72
73-74
75
76-77
78
79-80
81
82-83
84
85-86
87-100
22
23
24
25
26-27
28
29
30
31-32
33
34-35
36
37-38
39
40-41
42
43-44
45-46
47-48
49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86
87-88
89-90
91-126
19
20
17
20
21
22
23
24
25
26
27
28
29-30
31
32
33
34
35-36
37
38
39-40
41
42-43
44
45-46
47
48-49
50
51-52
53
54-55
56
57-58
59-60
61
62-63
64
65-66
67
68-69
70
71-72
73
74-94
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40-41
42
43
44-45
46
47-48
49
50
51-52
53
54-55
56
57-58
59
60-61
62
63-64
65
66
67-68
69-100
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50
51
52
53-54
55
56-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:0;1
00
Categories
Completed
Trials to
Complete
First Category
6
5
4
3
0-2
10-13
14
15-17
18-95
96-129
Failure to
Maintain Set
Learning to
Learn
0-1
~-3.90
2
3
4-21
-3.91 to -6.20
-6.21 to -7.79
-7.80 to -26.09
:0;-26.10
%i1e
>16
11-16
6-10
2-5
:0;1
18
19
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34
35
36-37
38
39
40-41
42.
43
44-45
46
47
48-49
50
51-52
53
54
55-56
57
58-59
60
61-62
63
64-65
66
67-68
69-128
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49
50-51
52
53-100
58
57
55-56
54
53
51-52
50
48-49
47
45-46
44
42-43
41
39-40
38
36-37
34-35
32-33
31
29-30
27-28
25-26
24
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
>
Table D6
00
IV
CJCl
to
........
Raw scores
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
0-3
Percent
Errors
0-8
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-2
0-3
0-2
0-4
Nonperseverative
Errors
0
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
93-100
92
9
3
91
5
10
90
5
11
4
3
89
88
8
12
87
3
9
13
10
11
12
13
86
6
6
5
85
14
15
4
6
7
83
16
7
18
82
81
80
79
77
7
8
17
19
20
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
84
14
15
16
17
18
8
8
9
19
20
21
22
23
78
9
9
10
10
11
11
10
8
10
11
12
13
14
26
27
28
29
15
16
17
30
31
18
19
20
75
74
73
10
72
10
l1'
12
24
25
12
11
11
13
13
12
12
14
14
13
13
12
15
16
15
16
14
15
13
14
17
17
15
16
17
14
18
76
15
71
70
69
68
67
66
65
64
63
62
60-61
....I
........';"'
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
37-38
39
40-41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58
59-60
61-62
63-64
65-66
67-68
69-70
71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94-95
96-97
98-99
100-101
102-103
104-105
106-107
108-109
110-111
112-128
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50-51
52
53
54-55
56
57
58-59
60
61-62
63
64
65-66
67
68-69
70
71-72
73
74-75
76
77-78
79
80-81
82-83
84
85-100
21
22
23
24
25
26
27-28
29
30
31
32-33
34
35-36
37
38-39
40
41-42
43
44-45
46-47
48-49
50
51-52
53-54
55-56
57-58
59
60-61
62-63
64-65
66-67
68-69
70-71
72
73-74
75-76
77-78
79-80
81-82
83
84-85
86-126
18
19
20
19
20
21
22
23
24
25
26
27
28
29
30
31-32
33
34
35
36-37
38
39
40-41
42
43
44-45
46
47-48
49
50-51
52
53
54-55
56
57-58
59
60-61
62
63-64
65
66-67
68
69
70-94
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42-43
44
45
46-47
48
49
50-51
52
53
54-55
56
57-58
59
60
61-62
63
64
65-100
16
17
18
19
18
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39-40
41
42
43-44
45
46
47-48
49
50-51
52
53-54
55
56
57-58
59
60-61
62
63-64
65
66-67
68-128
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50
51
52
53-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
S;1
00
Categories
Completed
3-6
2
1
0
Trials to
Complete
First Category
10-15
16-19
20-24
25-38
39-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
~-13.99
-14.00 to -18.19
-18.20 to -21.50
-21.51 to -26.90
S;-26.91
%i1e
>16
11-16
6-10
2-5
S;1
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43
44
45
46-47
48
49
50
51-52
53-100
59
58
57
55-56
54
53
51-52
50
48-49
47
45-46
44
42-43
41
39-40
38
36-37
34-35
32-33
31
29-30
27-28
25-26
24
22-23
20-21
18-19
16-17
14-15
12-l3
10-11
9
7-8
5-6
3-4
1-2
0
>
Table D7
00
.j>.
IJCl
re
......
......
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
0-2
3
Percent
Errors
0-7
8
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-2
0-4
0-3
0-4
Nonperseverative
Errors
0
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
94-100
93
92
2
4
9
91
5
90
10
4
4
6
7
11
12
89
2
88
5
6
3
86
13
10
85
11
14
12
13
15
14
15
16
24
25
81
80
79
78
77
10
10
11
12
11
84
83
9
9
22
23
82
6
8
18
20
21
19
19
20
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
5
7
16
18
8
17
4
6
17
87
10
10
8
9
10
11
10
11
11
13
12
12
14
15
13
13
12
12
11
26
27
28
29
14
14
13
16
17
18
13
14
15
16
15
16
14
15
16
30
19
17
17
15
12
13
76
75
74
73
72
71
70
69
68
67
66
65
64
14
63
62
.:..
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
1
I
1
<1
<1
<I
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
36-37
38
39
40-41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58
59-60
61-62
63-64
65-66
67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92
93-94
95-96
97-98
99-100
101-102
103-104
105-106
107-108
109-128
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49-50
51
52
53
54-55
56
57
58-59
60
61-62
63
64
65-66
67
68-69
70
71-72
73
74-75
76
77-78
79
80-81
82
83-100
20
21
22
23
24
25
26
27-28
29
30
31
32-33
34
35
36-37
38
39-40
41
42-43
44
45-46
47-48
49
50-51
52-53
54
55-56
57-58
59-60
61
62-63
64-65
66-67
68
69-70
71-72
73-74
75
76-77
78-79
80
81-126
18
19
18
19
20
16
17
20
21
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38-39
40
41
42-43
44
45
46-47
48
49
50-51
52
53-54
55
56
57-58
59
60
61-62
63
64-65
66
67-94
21
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38
39
40-41
42
43
44
45-46
47
48
49
50-51
52
53
54-55
56
57
58-59
60
61
62-100
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45-46
47
48
49
50
51-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:<;1
00
Vl
Categories
Completed
3-6
1-2
0
Trials to
Complete
First Category
10-18
19-29
30-67
68-90
91-129
Failure to
Maintain Set
0-2
3
4
5-21
Learning to
Learn
%i1e
;:::-14.50
-14.51 to -15.70
-15.71 to -22.19
-22.20 to -33.09
:<;-33.10
>16
11-16
6-10
2-5
:<;1
17
15
18
19
20
17
21
22
23
24
25
26
27
28
29
30
31-32
33
34
35
36
37-38
39
40
41-42
43
44
45-46
47
48
49-50
51
52-53
54
55
56-57
58
59-60
61
62-63
64
65
66-128
16
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48-49
50
51
52-100
60-61
59
58
57
55-56
54
53
51-52
50
48-49
47
45-46
44
42-43
41
39-40
38
36-37
34-35
32-33
31
29-30
27-28
25-26
24
22-23
20-21
18-19
16-17
14-15
13
11-12
9-10
7-8
5-6
3-4
1-2
0
>
....
t..l
Table D8
00
0\
CJCI
~

Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
92
64
91
90
88
87
86
84
82
81
79
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
0-2
Percent
Errors
0-7
t..l
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-3
0-4
0-3
0-4
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
94-100
0
3
93
92
2
9
91
5
10
4
90
3
2
88
5
12
6
6
10
13
II
14
27
28
29
30
31
32-33
34
86
8
6
18
8
9
9
19
10
20
21
10
79
78
7
8
77
76
75
74
73
10
72
8
10
11
22
23
12
11
12
13
24
25
26
27
28
29
10
11
12
11
11
14
15
13
13
12
14
14
15
13
16
17
18
15
16
12
13
12
14
13
15
16
14
14
16
83
82
10
II
84
81
80
8
8
9
18
19
20
21
22
23
24
25
26
16
17
16
17
7
7
14
15
85
6
6
7
15
87
12
13
89
11
....f
.....:...
71
70
69
68
67
66
65
64
63
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
I
I
I
I
1
<I
<1
<I
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
35
36-37
38
39
40-41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58
59-60
61-62
63-64
65
66-67
68-69
70-71
72-73
74-75
76-77
78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95
96-97
98-99
100-101
102-103
104-105
106-128
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49-50
51
52
53
54-55
56
57
58-59
60
61-62
63
64
65-66
67
68-69
70
71-72
73
74-75
76
77
78-79
80
81-100
19
20
21
22
23
24
25
26
27
28-29
30
31
32
33-34
35
36
37-38
39
40-41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56
57-58
59-60
61
62-63
64-65
66
67-68
69-70
71
72-73
74
75-76
77-126
17
17
18
19
18
19
20
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
40
41-42
43
44
45-46
47
48
49-50
51
52
53-54
55
56
57
58-59
60
61
62
63-94
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43
44-45
46
47
48
49
50-51
52
53
54
55-56
57
58
59-100
15
17
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40-41
42
43
44-45
46
47-48
49
50
51-52
53
54-55
56
57
58-59
60
61-62
63
64
65-128
16
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48-100
Raw scores
Number of
Categories
Completed
Trials to
Complete
First Category
>16
11-16
6-10
2-5
3-6
2
~I
0-1
10-18
19-57
58-60
61-75
76-129
%i1e
Failure to
Maintain Set
0-2
3
4
5-21
Learning to
Learn
%i1e
-14.81 to -16.99
-17.00 to-19.20
-19.21 to -29.40
>16
11-16
6-10
2-5
~-29.41
~I
~-14.80
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50-51
52-100
62
60-61
59
58
57
55-56
54
53
51-52
50
48-49
47
45-46
44
42-43
41
39-40
37-38
36
34-35
32-33
31
29-30
27-28
25-26
24
22-23
20-21
18-19
16-17
15
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
;J;-
Table D9
00
00
(ICI
I'D
......
....
b
I
......
....
,!...

Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
0-1
2
Percent
Errors
0-7
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-3
0-4
0-3
0-4
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0
1
Percent
Conceptual
Level
Responses
95-100
94
0
93
3
8
92
5
2
4
9
91
5
6
10
11
90
3
6
5
8
88
12
9
10
86
13
11
6
7
14
12
15
7
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31-32
33
8
8
6
7
9
9
78
77
10
10
76
75
74
73
10
10
20
21
11
22
23
12
10
11
11
11
12
13
26
27
28
29
9
10
79
19
24
25
82
81
80
17
18
72
11
12
11
13
14
15
16
14
15
13
12
14
15
13
14
17
18
85
84
83
7
8
15
16
87
3
6
13
14
89
16
16
12
13
12
14
15
13
14
71
70
69
68
67
66
65
64
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<I
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
34
35
36-37
38
39
40-41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58
59-60
61-62
63
64-65
66-67
68-69
70-71
72-73
74
75-76
77-78
79-80
81-82
83-84
85-86
87
88-89
90-91
92-93
94-95
96-97
98
99-100
101-102
103-128
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49-50
51
52
53-54
55
56
57
58-59
60
61-62
63
64
65-66
67
68-69
70
71-72
73
74
75-76
77
78-79
80-100
19
20
21
22
23
24
25
26
17
18
19
27
23
24
25
26
25
26
27
28
29
30
31-32
33
34
35
36
37
38
39-40
41
42
43
44-45
46
47
48
49-50
51
52
53
54-55
56
57
58
59
60-94
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49
50-51
52
53
54
55
44
45-46
47
48-49
50
51-52
53-54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70
71-72
73-126
16
20
21
22
23
24
20
21
22
28
29
30-31
32
33
34
35-36
37
38-39
40
41
42-43
IS
17
18
19
56-100
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
$1
Categories
Completed
4-6
3
0-2
Trials to
Complete
First Category
10-24
25-33
34-41
42-129
Failure to
Maintain Set
0-2
3-21
Learning to
Learn
~-6.60
-6.61 to-l0.50
-10.51 to-12.60
-12.61 to -14.80
$-14.81
%i1e
>16
11-16
6-10
2-5
$1
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37
38-39
40
41
42-43
44
45
46-47
48
49
50-51
52
53-54
55
56
57-58
59
60-61
62
63
64-128
IS
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38-39
40
41
42
43
44
45
46-47
48
49
50
51-100
63
62
60-61
59
58
57
55-56
54
52-53
51
50
48-49
47
45-46
44
42-43
41
39-40
37-38
36
34-35
32-33
31
29-30
27-28
25-26
24
22-23
20-21
18-19
16-17
15
13-14
11-12
9-10
7-8
5-6
3-4
2
0-1
>
Table DIO
\0
(JCI
('!)
....
\It
Raw scores
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
8f
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
Percent
Errors
0-1
0-6
\It
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-3
0-4
0-3
0-4
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0
Percent
Conceptual
Level
Responses
95-100
94
0
3
93
8
92
5
4
9
5
6
91
10
90
3
89
11
2
88
8
12
9
13
86
7
6
7
14
12
85
4
84
83
15
13
14
6
82
81
8
8
17
18
19
10
20
21
11
22
23
12
24
25
6
7
7
9
18
19
20
21
22
23
24
25
26
27
28
29
30
31-32
5
8
16
15
16
17
87
3
6
10
11
11
13
15
14
27
16
17
15
77
10
10
76
75
74
73
II
II
72
II
12
26
8
10
11
13
14
80
79
78
12
28
10
10
....I
,!...
....
12
13
12
14
13
13
14
12
13
IS
15
71
70
69
68
67
66
65
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
95
94
93
44
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
92
33
34
35
36-37
38
39-40
41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58
59-60
61-62
63
64-65
66-67
68-69
70-71
72
73-74
75-76
77-78
79-80
81
82-83
84-85
86-87
88-89
90
91-92
93-94
95-96
97
98-99
100-128
29
30
18
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48-49
50
51
52
53-54
55
56
57-58
59
60
61-62
63
64
65-66
67
68-69
70
71-72
73
74
75-76
77
78-100
19
20
21
22
23
24
25
26
27
28
29
30
31-32
33
34
35
36-37
38
39
40-41
42
43
44-45
46
47-48
49
50-51
52
53-54
55
56-57
58
59-60
61
62-63
64
65
66-67
68
69-126
16
16
17
14
17
18
19
18
19
15
17
18
19
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40
41
42
43-44
45
46
47
48
49-50
51
52
53
54
55
56
57-94
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48
49
50
51
52
53-100
17
18
19
20
21
22
16
20
21
22
20
21
22
16
23
24
25
26
27
28-29
30
31
32
33
34
35-36
37
38
39
40-41
42
43
44-45
46
47
48-49
50
51
52-53
54
55-56
57
58
59-60
61
62
63-128
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-100
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48-49
50
51-100
64
63
61-62
60
59
58
56-57
55
54
52-53
51
50
48-49
47
45-46
44
42-43
40-41
39
37-38
36
34-35
32-33
30-31
29
27-28
25-26
24
22-23
20-21
18-19
16-17
15
13-14
11-12
9-10
7-8
5-6
4
2-3
0-1
Raw scores
Number of
%ile
>16
11-16
6-10
2-5
~1
Categories
Completed
5-6
2-4
1
0
Trials to
Complete
First Category
10-13
14-19
20-27
28-33
34-129
Failure to
Maintain Set
0-2
3
4-5
6-21
Learning to
Learn
%ile
:2:-4.79
-4.80 to -5.20
-5.21 to -6.30
-6.31 to -9.70
>16
11-16
6-10
2-5
~-9.71
~1
;I>-
....
'!'
i
....
'!'
....
....
>
Table Dll
'D
tv
IJtI
<'D
......
0\
I
......
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
0-1
Percent
Errors
0-6
Perseverative
Responses
0-3
9"
......
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-4
0-3
0-4
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0
Percent
Conceptual
Level
Responses
96-100
95
94
5
93
3
8
4
92
4
2
9
91
5
6
90
10
5
7
11
8
6
6
88
12
4
9
10
13
11
14
6
7
12
5
84
83
7
7
15
16
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30-31
8
8
17
18
19
10
7
7
9
10
11
22
23
12
24
25
26
27
10
10
11
10
11
11
12
12
14
16
15
13
12
14
15
13
12
13
14
15
76
75
74
73
72
11
13
15
77
9
9
10
11
12
13
14
80
79
78
8
8
20
21
82
81
9
9
87
86
85
13
14
89
13
71
70
69
68
67
66
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
I
1
<1
<1
<1
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
32
33
34
35-36
37
38
39-40
41
42-43
44
45
46-47
48-49
50
51-52
53
54-55
56-57
58
59-60
61-62
63
64-65
66-67
68-69
70
71-72
73-74
75-76
77-78
79
80-81
82-83
84-85
86
87-88
89-90
91-92
93
94-95
96-97
98-128
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46
47-48
49
50
51
52-53
54
55
56
57-58
59
60
61-62
63
64-65
66
67
68-69
70
71-72
73
74
75-76
77-100
14
17
18
16
17
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38-39
40
41
42-43
44
45
46-47
48
49-50
51
52
53-54
55
56-57
58
59
60-61
62
63
64-65
66-126
14
16
17
18
15
16
18
19
19
20
21
22
20
21
22
23
24
25
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48
49
50-51
52
53
54
55-94
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51-100
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
$1
Categories
Completed
3-6
2
0-1
Trials to
Complete
First Category
10-19
20-29
30-31
32-34
35-129
Failure to
Maintain Set
Learning to
Learn
2:-9.09
-9.10 to -18.39
-18.40 to -27.80
3-21
$-27.81
0-1
%i1e
>16
11-16
6-10
2-5
$1
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38-39
40
41
42
43-44
45
46
47-48
49
50-51
52
53
54-55
56
57
58-59
60
61-62
63-128
65
64
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50-100
63
61-62
60
59
58
56-57
55
54
52-53
51
49-50
48
46-47
45
43-44
42
40-41
39
37-38
35-36
34
32-33
30-31
29
27-28
25-26
23-24
22
20-21
18-19
16-17
14-15
13
11-12
9-10
7-8
5-6
4
2-3
0-1
>
Table D12
\D
.j:>.
IJQ
II>
....-...l
Raw scores
T
%i1e
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
0
Percent
Errors
0-5
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-3
0-4
0-3
0-4
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0
Percent
Conceptual
Level
Responses
97-100
96
6
95
2
7
94
5
5
4
93
4
92
2
5
9
91
10
5
89
11
8
9
88
12
10
13
11
12
14
13
14
90
6
7
87
3
86
85
4
5
84
7
7
15
83
82
81
80
79
78
16
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29-30
17
18
19
9
9
9
10
10
8
77
20
21
10
11
22
23
12
11
12
10
10
11
11
11
12
13
24
25
26
10
14
13
15
14
72
11
13
12
12
13
14
13
14
76
75
74
73
12
13
71
70
69
68
67
....I
....~
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
1
1
<I
<1
<I
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
31
32
33
34
35-36
37
38
39-40
41
42-43
44
45-46
47
48-49
50
51-52
53
54-55
56-57
58
59-60
61-62
63
64-65
66-67
68-69
70
71-72
73-74
75-76
77
78-79
80-81
82-83
84
85-86
87-88
89
90-91
92-93
94
95-128
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43
44
45
46-47
48
49
50
51
52-53
54
55
56-57
58
59
60-61
62
63
64-65
66
67-68
69
70
71-72
73
74
75-100
16
17
18
19
20
21
22
23
24
15
16
14
17
17
18
15
18
19
16
19
20
21
20
21
25
26
27-28
29
30
31
32
33
34
35-36
37
38
39
40-41
42
43
44-45
46
47
48-49
50
51
52-53
54
55
56
57-58
59
60
61
62-126
15
16
15
16
17
18
22
23
24
25
26
27
22
23
24
25
26
27
28
19
20
21
22
23
28
29
30
31
32
33
34
35
36-37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52-94
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49-100
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:0;1
Categories
Completed
6
5
4
0-3
Trials to
Complete
First Category
10-12
13
14-23
24-67
68-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
~-3.30
-3.31 to -4.60
-4.61 to -6.70
-6.71 to -8.60
::;-8.61
%i1e
>16
11-16
6-10
2-5
:0;1
17
18
19
20
21
22
23
24
25
26
27
28
29-30
31
32
33
34
35
36-37
38
39
40
41-42
43
44
45-46
47
48
49-50
51
52
53-54
55
56-57
58
59
60-61
62-128
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44
45
46-47
48
49
50-100
66
65
64
62-63
61
60
59
57-58
56
55
53-54
52
50-51
49
48
46-47
45
43-44
41-42
40
38-39
37
35-36
33-34
32
30-31
28-29
27
25-26
23-24
21-22
20
18-19
16-17
14-15
13
11-12
9-10
7-8
5-6
4
0-3
'D
0\
>
Table D13
IJQ
('t>
....
00
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
64
91
90
88
87
86
84
82
81
79
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
0
Percent
Errors
0-5
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-3
0-4
0-3
0-4
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
98-100
97
0
96
95
2
5
7
94
4
4
93
8
2
92
9
91
10
90
5
7
11
89
8
9
10
11
12
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
16
7
7
84
83
82
81
80
79
8
9
6
8
7
18
9
9
10
11
12
10
10
78
10
10
11
12
13
14
10
11
23
24
25
86
85
8
9
21
22
5
4
8
17
19
20
87
15
88
13
14
12
13
4
6
11
11
12
12
13
12
13
13
....I
....,!...
\C
77
76
75
74
73
11
72
12
70-71
69
68
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
I
I
I
I
1
I
<I
<I
<I
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
29
30
31-32
33
34
35
36-37
38
39
40-41
42
43-44
45
46-47
48
49-50
51
52-53
54-55
56
57-58
59
60-61
62-63
64
65-66
67-68
69-70
71
72-73
74-75
76
77-78
79-80
81
82-83
84-85
86
87-88
89-90
91
92-128
26
27
28
29
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44
45
46
47-48
49
50
51
52-53
54
55
56
57-58
59
60
61-62
63
64
65-66
67
68-69
70
71
72-73
74-100
15
16
14
14
13
15
15
14
17
18
19
16
16
17
15
17
20
21
18
19
18
19
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
40
41-42
43
44
45
46
47-48
49
50
51
52-53
54
55
56
57
58-126
16
20
21
22
20
21
22
23
24
17
18
19
23
24
25
26
27
28
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49-94
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46-100
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
$1
Categories
Completed
4-6
3
2
0-1
14
15
16
Trials to
Complete
First Category
10-14
15-22
23-34
35-55
56-129
Failure to
Maintain Set
0-1
2
3-4
5-21
Learning to
Learn
%i1e
:2:-5.39
-5.40 to -8.89
-8.90 to -15.29
-15.30 to -43.19
$-43.20
>16
11-16
6-10
2-5
$1
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39
40-41
42
43
44-45
46
47
48-49
50
51
52-53
54
55
56-57
58
59
60-128
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49-100
67
66
65
64
63
61-62
60
59
58
56-57
55
54
52-53
51
49-50
48
46-47
45
43-44
42
40-41
39
37-38
35-36
34
32-33
30-31
29
27-28
25-26
23-24
22
20-21
18-19
17
15-16
13-14
11-12
9-10
8
6-7
0-5
l"'l
Table D14
\.0
00
Q.

Education: Less Than or Equal To 8 Years
c"
rD
'"l
rJl
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Percent
Errors
0-12
13
0-13
14
Perseverative
Responses
0-14
0-12
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-12
0-11
0-3
0-2
Percent
Conceptual
Level
Responses
86-100
85
13
15
84
14
15
83
4
15
13
82
16
16
81
17
17
12
16
18
18
19
19
20
80
79
78
77
20
21
76
17
15
22
14
14
13
75
21
15
23
24
22
25
23
18
16
74
73
71
10
70
69
9
16
14
72
10
26
27
28
24
29
30
31
32
26
27
20
28
21
33
34
35
36
37
38
39
29
30
22
19
25
17
II
17
15
18
18
16
31
32
33
23
24
12
11
13
12
13
15
14
20
20
17
16
17
21
68
67
66
65
64
14
19
19
1/\
'-<
Raw scores
Percent
Perseverative
Responses
rD
00
Total
Number
of
Errors
>
CICl
-= L
r>
15
63
62
61
60
59
58
........'P
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
40
41
42-43
44
45
46
47
48-49
50
51
52-53
54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70
71-72
73
74-75
76
77-78
79-80
81
82-83
84
85-86
87-88
89
90-91
92
93-94
95
96-97
98
99-128
34
35
36
37
25
21
22
22
23
23
24
18
18
19
19
20
21
22
26
27
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54-55
56
57
58
59
60-61
62
63
64
65-66
67
68
69
70-71
72
73
74-75
76
77
78-79
80-100
28
29
20
24
30
31
32
25
26
26
21
27
28
22
27
33
34
35
36
23
28
29
30
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60-126
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44
45-46
47
48
49
50-51
52
53
54
55-56
57
58
59
60-61
62-128
25
31
32
33
34
29
30
31
24
32
33
25
26
34
35
36
37
27
28
29
35
36
37
38
39
40
41
42
38
39
40
30
31
32
43
44
45
46
47
41
42
43
44
45
48
49
50
51-94
46-100
33
34
35
36
37
38
39-100
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50
51-100
57
56
54-55
53
52
51
50
49
47-48
46
45
43-44
42
41
39-40
38
37
35-36
34
32-33
31
29-30
28
26-27
24-25
23
21-22
20
18-19
16-17
15
13-14
11-12
10
8-9
6-7
5
3-4
1-2
0
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
~I
Categories
Completed
6
5
4
3
0-2
Trials to
Complete
First Category
10-12
13
14-17
18-23
24-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
%i1e
-4.30 to -8.29
-8.30 to -16.79
-16.80 to -26.49
>16
11-16
6-10
2-5
~-26.50
~1
~-4.29
trl
Q.
...= ~>
~
0:
0
1/\
QQ
'--
L
~
....,!...
'"
""l
......
trJ
Table D1S
0
0
Q.

Education: 9 Years Through 11 Years
C';
...... ,:...
......
t'I>
'-99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Percent
Errors
0-6
0-9
10
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-9
0-9
0-8
0-8
Nonperseverative
Errors
0
Percent
Nonperseverative
Errors
0
1
Percent
Conceptual
Level
Responses
92-100
91
10
90
8
11
10
12
11
2
9
3
13
89
88
9
10
87
86
11
3
12
14
13
85
84
14
15
15
11
10
12
4
83
10
16
82
5
16
17
11
18
18
19
12
17
19
79
78
7
12
20
21
22
23
24
25
26
27
22
28
29
30
31
32
77
14
76
13
21
13
15
12
16
9
9
14
23
24
10
17
27
28
29
18
72
11
15
12
11
13
12
14
15
13
15
19
16
16
75
74
73
10
14
13
25
26
81
80
13
11
20
Raw scores
Total
Number
of
Errors
>
IJQ
t'I>
=
b
=
'=
L
,:... '=
I'l
14
71
70
69
68
67
66
65
64
"'I
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
I
1
1
1
I
<I
<I
<1
<I
<1
<I
<I
<I
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
33-34
35
36
37
38
39
40-41
42
43
44
45-46
47
48-49
50
51
52-53
54
55-56
57
58-59
60
61-62
63
64-65
66-67
68
69-70
71
72-73
74
75-76
77-78
79
80-81
82
83-84
85
86-87
88-89
90
91-92
93-128
17
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-48
49
50
51
52
53
54-55
56
57
58
59-60
61
62
63
64-65
66
67
68-69
70
71
72-73
74
75-100
16
17
18
18
21
22
14
15
17
20
15
16
19
19
23
24
20
17
18
21
21
22
22
23
24
19
20
25
26
27
28
29
30
20
23
24
25
26
25
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55-126
26
27
28
29
30
31
32
33
34
21
27
28
29
22
30
31
32
24
33
34
35
36
37
26
27
23
25
28
29
38
39
40
41
42
35
36
37
38
39
40
43
44
45
46
47-94
41
42
43-100
30
31
32
33
34
35
36-100
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39
40
41-42
43
44
45
46-47
48
49
50
51-52
53
54
55-56
57
58
59-128
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48-49
50-100
63
62
61
60
59
57-58
56
55
54
52-53
51
50
48-49
47
46
44-45
43
41-42
40
38-39
37
35-36
34
32-33
31
29-30
28
26-27
24-25
23
21-22
19-20
18
16-17
14-15
I3
11-12
9-10
8
6-7
4-5
0-3
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
51
Categories
Completed
Trials to
Complete
First Category
6
5
4
3
0-2
10-12
13
14-17
18-23
24-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
~-4.29
-4.30 to -8.29
-8.30 to -16.79
-16.80 to -26.49
5-26.50
%i1e
>16
11-16
6-10
2-5
51
t"J
Q.
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=
=>
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o
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Education: 12 Years
0'.
N
rD
.,
Raw scores
rJl
%i1e
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
0-1
2
Percent
Errors
0-6
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-6
0-7
0-5
0-6
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
96-100
95
7
3
94
7
6
93
8
7
0
92
9
91
6
2
10
90
7
11
8
89
3
2
12
13
12
13
87
11
3
9
5
9
10
10
6
6
17
11
17
83
82
16
18
22
23
24
25
26
27
28
86
85
84
14
14
18
19
20
21
15
15
16
88
10
11
10
81
80
7
10
7
19
,20
12
21
13
8
11
12
11
10
11
10
12
22
23
24
25
26
13
14
15
16
13
12
14
13
=
.... I
'-o!!
Total
Number
of
Errors
;..(JQ
rD
12
12
13
75
74
73
72
11
14
79
78
77
76
71
70
69
68
N
IC
.:..
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
29
30
31-32
33
34
35
36
37-38
39
40
41-42
43
44
45-46
47
48-49
50
51-52
53
54-55
56
57-58
59
60-61
62
63-64
65
66-67
68-69
70
71-72
73
74-75
76-77
78
79-80
81
82-83
84
85-86
87
88-128
15
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49
50
51-52
53
54
55
56-57
58
59
60
61-62
63
64
65-66
67
68
69-70
71
72-100
14
13
15
16
17
14
15
17
14
18
16
16
19
20
17
17
18
18
19
19
20
17
21
21
22
18
22
23
23
24
19
21
22
15
16
23
24
25
26
20
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
20
24
25
26
27
25
26
22
28
29
30
31
27
28
29
30
31
23
24
25
32
33
34
35
36
32
33
34
49
50
51-126
21
35
36
37
37
38
39
40
41
38
39
40
c
41 100
42
43
44-94
26
27
28
29
30
31
32
33
34-100
18
19
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34
35
36
37-38
39
40
41
42-43
44
45
46
47-48
49
50
51
52-53
54
55
56
57-128
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48-100
67
66
65
64
63
61-62
60
59
58
56-57
55
54
52-53
51
50
48-49
47
45-46
44
42-43
41
39-40
38
36-37
35
33-34
31-32
30
28-29
27
25-26
23-24
22
20-21
18-19
17
15-16
13-14
11-12
10
8-9
0-7
Raw scores
%ile
>16
11-16
6-10
2-5
:0;1
Number of
Categories
Completed
Trials to
Complete
First Category
6
5
4
3
0-2
10-12
13
14-17
18-23
24-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
~-4.29
-4.30 to -8.29
-8.30 to -16.79
-16.80 to -26.49
:0;-26.50
%ile
>16
11-16
6-10
2-5
:0;1
t'"l
Q.
=
r>
~
e.
0
=
.....
I'-J
'-<
..,
rJl
>
IJQ
~
I'-J
L
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.....
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Table D17
>-'
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Q..
(ICI
=:
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~

=
....
'-f
....
Ut
Raw scores
I'D
%i1e
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
Percent
Errors
0-4
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-4
0-5
0-4
0-5
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
98-100
97
5
6
96
5
6
0
95
2
7
94
3
8
93
92
6
5
90
10
7
3
89
88
11
8
12
10
11
13
12
13
14
14
15
16
8
9
17
5
6
7
8
79
78
9
7
11
11
10
10
77
9
12
14
9
10
11
12
10
11
11
12
13
12
76
75
74
73
72
11
12
84
83
82
81
80
10
13
23
24
4
5
18
21
22
86
85
9
9
19
20
10
17
18
19
20
21
22
23
24
25
26
87
8
8
15
16
91
71
70
>
.,
~
rJJ
I'D
t
\C)
.:..
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<I
<1
<I
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
27
28
29
30
31
32-33
34
35
36
37-38
39
40
41-42
43
44-45
46
47
48-49
50
51-52
53
54-55
56-57
58
59-60
61
62-63
64
65-66
67-68
69
70-71
72
73-74
75-76
77
78-79
80
81-82
83
84-85
86-128
25
13
15
26
14
27
16
28
29
30
31
17
18
32
33
34
35
36
37
38
39-40
41
42
43
44
45
46
47-48
49
50
51
52
53-54
55
56
57
58-59
60
61
62-63
64
65
66-67
68
69
70-100
13
12
14
15
16
13
14
14
13
15
15
16
16
17
17
15
18
18
19
16
20
21
17
14
19
20
21
22
23
24
15
17
18
19
20
21
22
19
20
21
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
23
24
19
20
25
26
27
25
26
21
22
23
28
29
30
31
32
27
28
29
30
31
32
24
25
33
34
35
36
37
33
34
35
49-126
18
22
23
24
22
23
24
25
26
27-28
29
30
31
32
33
34
35
36-37
38
39
40
41-42
43
44
45
46-47
48
49
50
51-52
53
54
55
56-128
36
37
38
39
40
41
38
39-100
42-94
26
27
28
29
30
31
32
33-100
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43
44
45-46
47
48-100
69
68
67
66
65
64
63
61-62
60
59
57-58
56
55
53-54
52
51
49-50
48
46-47
45
43-44
42
40-41
39
37-38
35-36
34
32-33
31
29-30
27-28
26
24-25
22-23
21
19-20
17-18
16
14-15
12-13
10-11
0-9
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
~I
Categories
Completed
Trials to
Complete
First Category
6
5
4
3
0-2
10-12
13
14-17
18-23
24-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
%i1e
-4.30 to -8.29
-8.30 to -16.79
-16.80 to -26.49
>16
11-16
6-10
2-5
~-26.50
~1
~-4.29
t"'i
Q..
r>
III
:::-;
0
::
.......
....
..:..
OJ
oVl
>
IrCi
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Ie
.., ....
.:..
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III
t"l
Table DIS
0\
Q..
=
r'>

=
....
'i"
....
-.J
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
0
1
Perseverative
Responses
Percent
Perseverative
Responses
0-3
Perseverative
Errors
0
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-3
2
100
3
99
4
98
4
4
2
5
95
94
7
3
3
3
5
0
8
9
4
6
10
4
3
5
12
11
12
13
14
15
16
17
18
19-20
21
7
14
15
5
8
7
7
16
17
7
8
8
9
18
19
20
8
9
9
10
10
89
88
87
13
90
11
8
9
10
93
92
91
6
7
97
96
c; c
Raw scores
Total
Number
of
Errors
>
IJCI
9
10
86
85
84
83
82
81
80
79
78
77
10
76
75
'"l
<Il
L
\C
,!...
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
I
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
22
23
24
25
26
27
28-29
30
31
32-33
34
35
36-37
38
39
40-41
42
43-44
45
46-47
48
49-50
51
52-53
54-55
56
57-58
59
60-61
62-63
64
65-66
67
68-69
70
71-72
73-74
75
76-77
78
79-80
81-128
21
22
23
24
10
10
11
11
11
11
13
12
12
13
14
12
12
15
16
17
18
19
20
21
14
15
11
11
12
13
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47-48
49
50
51
52-53
54
55
56
57-58
59
60
61-62
63
64
65-66
67-100
14
15
14
16
17
15
16
18
19
20
21
17
13
12
14
13
15
16
14
17
18
15
18
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46-126
16
19
20
19
20
17
21
22
23
24-
21
22
23
24
18
19
20
25
26
25
26
27
28
28
29
30
29
30
31
32
33
21
22
27
23
31
32
33
34
35
36-100
24
25
26
34
35
36
37
27
38
39-94
30
31-100
28
29
22
23
24-25
26
27
28
29
30
31
32
33
34-35
36
37
38
39-40
41
42
43
44-45
46
47
48
49-50
51
52
53
54-128
13
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46-100
74
73
72
71
70
68-69
67
66
65
64
62-63
61
60
58-59
57
55-56
54
53
51-52
50
48-49
47
45-46
43-44
42
40-41
39
37-38
35-36
34
32-33
30-31
29
27-28
25-26
24
22-23
20-21
19
17-18
15-16
0-14
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
::;1
Categories
Completed
6
5
4
3
0-2
Trials to
Complete
First Category
10-12
13
14-17
18-23
24-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
~--4.29
--4.30 to -8.29
-8.30 to -16.79
-16.80 to -26.49
::;-26.50
%i1e
>16
11-16
6-10
2-5
::;1
t"'i
Q..
r'>
>
'r'
....
-...l
=
....
~
to
'P
....
.., ....
'"
~
tri
TableD19
'""'"
0
00
Q..
IJCI
Q;
0
r'>
~

Education: Greater Than or Equal To 18 Years
=
IV
....
00
Raw scores
..,
'"
~
T
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
0-1
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
2
2
0
3
100
3
99
0
98
97
3
5
96
0
6
7
2
3
95
0
10
11
12
13
14
15
16
17
92
91
5
10
6
7
8
9
94
93
2
2
4
5
3
3
11
']2
5
4
13
14
15
16
17
7
6
7
4
5
8
9
5
6
8
18
90
89
88
87
86
85
84
83
82
81
80
79
78
>
L
~
....,!...
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
18
19
20-21
22
23
24
25
26-27
28
29
30-31
32
33
34-35
36
37-38
39
40
41-42
43
44-45
46-47
48
49-50
51
52-53
54
55-56
57-58
59
60-61
62
63-64
65
66-67
68-69
70
71-72
73
74-75
76
77-128
19
20
21
22
23
24
25
26
27
28
29
30
31-32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47-48
49
50
51-52
53
54
55
56-57
58
59
60-61
62
63
64-100
10
9
8
9
10
11
12
13
10
11
10
12
10
12
13
14
14
15
15
13
14
16
17
18
19
23
24
25
26
15
19
20
21
17
18
22
23
24
25
22
23
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-126
16
17
18
16
20
21
27
12
14
15
16
11
11
13
17
18
19
20
21
22
19
20
21
24
25
26
26
27
28
29
30
27
28
29
30
31
22
23
24
31
32
33
34
35
32
33
34
35-100
25
26
27
28
36
37-94
11
13
12
14
15
16
10
11
12
29-100
17
18
19
20
21
22
23
24
25
26
27-28
29
30
31
32
33
34-35
36
37
38
39-40
41
42
43
44-45
46
47
48
49-50
51
52
53-128
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38-39
40
41
42
43
44
45-100
77
76
75
74
73
72
70-71
69
68
67
65-66
64
63
61-62
60
59
57-58
56
54-55
53
51-52
50
48-49
47
45-46
43-44
42
40-41
39
37-38
35-36
34
32-33
30-31
29
27-28
25-26
23-24
22
20-21
18-19
0-17
Raw scores
%i1e
>16
11-16
6-10
2-5
:0;1
Number of
Categories
Completed
Trials to
Complete
First Category
6
5
4
3
0-2
10-12
13
14-17
18-23
24-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
~-4.29
-4.30 to -8.29
-8.30 to -16.79
-16.80 to -26.49
:0;-26.50
%i1e
>16
11-16
6-10
2-5
:0;1
t"l
Q..
,.,c: >
~
:t
0
=
IV
.....
QIO
'<
~
'"1
'"
IJQ
~
'?
N
'.c
,!..
.....
t"l
Table D20
Q..
>
I1Cl
-L
r'l

(t)
t.J
Q
CO
:: b
1/\
co 'P
....
., ....
Raw scores
(t)
rJl
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
Percent
Errors
0-8
0-10
Perseverative
Responses
0-11
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-11
0-9
0-9
0-1
0-1
11
9
Percent
Conceptual
Level
Responses
90-100
89
12
10
10
88
12
87
10
11
13
3
3
86
12
14
12
13
4
15
15
16
84
11
13
14
85
83
5
82
11
16
17
81
14
13
17
12
18
80
79
18
19
20
19
15
13
12
76
8
21
8
16
23
24
25
26
27
28
29
30
31
32
33
34
35
14
22
15
23
24
17
25
18
13
15
16
10
11
19
17
20
21
13
12
14
13
15
14
15
18
70
69
11
12
17
28
29
30
72
7I
10
14
75
74
73
16
26
27
78
77
14
20
21
22
18
16
68
67
66
65
64
63
62
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
36
37
38
39
40
41-42
43
44
45
46-47
48
49-50
51
52
53-54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70
71-72
73-74
75
76-77
78
79-80
81-82
83
84-85
86
87-88
89
90-91
92-93
94
95-128
31
32
33
34
22
19
19
16
15
23
24
20
17
17
20
18
16
19
20
21
17
18
21
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49-50
51
52
53
54
55
56-57
58
59
60
61-62
63
64
65-66
67
68
69
70-71
72
73
74-75
76
77-100
25
21
18
26
27
28
22
22
23
23
24
29
30
31
32
24
25
26
19
20
21
25
27
26
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51-52
53
54
55
56
57
58
59-126
28
29
27
28
22
23
30
31
32
33
29
30
24
25
26
31
32
34
35
36
37
38
39
33
34
35
27
28
29
30
40
41
42
43
44
45
46
36
37
38
39
40
41
42
43
47
48
49
50-94
44-100
31
32
33
34
35
36
37-100
19
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48
49-50
51
52
53
54
55-56
57-128
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46-47
48
49-100
61
60
58-59
57
56
55
54
52-53
51
50
49
47-48
46
45
43-44
42
40-41
39
37-38
36
34-35
33
31-32
30
28-29
26-27
25
23-24
21-22
20
18-19
16-17
15
13-14
11-12
10
8-9
6-7
4-5
3
1-2
0
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
6
5
4
1-3
0
10-12
13
14-23
24-40
41-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
~-3.29
-3.30to-4.1O
-4.11 to -6.80
-6.81 to -15.59
$-15.60
%i1e
>16
11-16
6-10
2-5
$1
trJ
Q..
-=
C
...,
~
>
I1CI
ttl
w

~

=
\C)
..,
~
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
0-1
Percent
Errors
0-5
6
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-6
0-7
0-5
0-6
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
96-100
2
95
7
3
7
94
0
7
6
93
8
8
92
2
91
90
10
7
89
7
8
11
3
88
9
9
87
12
10
13
11
12
14
13
14
15
85
5
84
83
82
81
80
79
78
77
10
10
76
75
74
73
10
5
9
16
15
16
17
11
11
6
10
17
18
18
19
19
20
21
22
23
24
25
26
27
28
10
7
12
12
20
21
13
22
23
14
11
11
13
12
12
15
24
25
26
86
4
10
13
72
11
11
14
16
14
15
12
13
It>
,:... ~
..... \C)
,:...
.....
'<
It>
Raw scores
Total
Number
of
Errors
>
IJCI
12
71
70
69
68
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
29
30
31
32
33-34
35
36
37
38-39
40
41
42-43
44
45-46
47
48
49-50
51
52-53
54
55-56
57
58-59
60-61
62
63-64
65
66-67
68
69-70
71-72
73
74-75
76
77-78
79-80
81
82-83
84
85-86
87
88-128
15
17
27
28
29
30
31
18
16
16
19
20
17
17
13
14
14
15
16
14
15
17
15
16
16
18
19
20
18
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48
49-50
51
52
53
54
55-56
57
58
59-60
61
62
63
64-65
66
67
68-69
70
71
72-100
21
18
19
19
20
20
21
21
22
18
22
23
24
19
22
23
24
25
26
13
17
18
17
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53-126
23
20
25
26
24
25
21
27
26
27
28
29
30
31
32
28
22
29
30
31
32
33
23
24
25
26
34
35
36
37
38
39
40
33
34
35
36
37
38
41
42
43
44
45
46-94
39
40
41-100
27
28
29
30
31
32
33
34-100
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
40
41
42
43
44-45
46
47
48
49
50-51
52
53
54-128
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47-100
67
66
65
64
62-63
61
60
59
58
56-57
55
54
52-53
51
49-50
48
47
45-46
44
42-43
41
39-40
37-38
36
34-35
33
31-32
29-30
28
26-27
24-25
23
21-22
19-20
18
16-17
14-15
13
11-12
9-10
7-8
0-6
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
6
5
4
1-3
0
10-12
13
14-23
24-40
41-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
~-3.29
-3.30 to -4.10
-4.11 to -6.80
-6.81 to -15.59
$-15.60
%i1e
>16
11-16
6-10
2-5
$1
trJ
Q.
'"=
=
~
'P
....
>
(JQ
('I)
r....I
.... I
'< r....I
.., 'P....
....
('I)
fIl
t"i
Table D22
......
.j>.
Q..
c:
r'l
~

Education: 12 Years
~
0
=
....
N
'<
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Percent
Errors
0-3
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-3
0-5
0-2
0-4
100
99
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
4
98
97
4
96
6
95
4
7
94
6
0
93
4
5
10
6
11
8
9
12
10
11
13
92
91
5
6
89
4
88
87
86
85
84
6
8
90
7
14
12
13
14
17
18
19
20
21
22
23
24
15
16
15
16
7
8
17
18
19
20
21
9
10
11
9
11
7
10
12
12
8
9
11
9
10
10
11
11
11
13
12
83
82
81
10
22
23
6
9
10
It>
Vol
L
\C
,!...
., ....
It>
Raw scores
Total
Number
of
Errors
>
IJCI
80
79
78
77
76
75
74
73
72
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<I
<1
<1
<1
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
25
26
27
28
29
30-31
32
33
34
35-36
37
38
39-40
41
42-43
44
45-46
47
48-49
50
51-52
53
54-55
56
57-58
59
60-61
62-63
64
65-66
67
68-69
70-71
72
73-74
75
76-77
78
79-80
81
82-83
84-128
71
13
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38-39
40
41
42
43
44
45
46-47
48
49
50
51
52-53
54
55
56-57
58
59
60
61-62
63
64
65-66
67
68
69-100
14
15
12
12
13
13
15
14
15
14
15
16
16
16
14
13
14
13
16
17
18
19
17
17
20
21
22
17
18
15
16
18
19
20
21
I7
22
18
19
20
19
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50-126
12
20
21
21
22
23
18
22
19
24
25
26
27
23
24
25
26
27
20
21
22
28
29
30
31
32
33
28
29
30
31
32
23
24
25
26
34
35
36
37
38
39
40
33
34
35
36
37
38
39-100
41
42
43-94
27
28
29
30
31
32
33-100
23
24
25
26
27
28
29
30
31-32
33
34
35
36
37
38
39
40-41
42
43
44
45
46-47
48
49
50
51
52-128
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46-100
70
69
68
66-67
65
64
63
62
60-61
59
58
56-57
55
53-54
52
51
49-50
48
46-47
45
43-44
41-42
40
38-39
37
35-36
33-34
32
30-31
28-29
27
25-26
23-24
22
20-21
18-19
17
15-16
13-14
11-12
0-10
Raw scores
%i1e
>16
11-16
6-10
2-5
:S;1
Number of
Categories
Completed
Trials to
Complete
First Category
6
5
4
1-3
0
10-12
13
14-23
24-40
41-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
%i1e
:2:-3.29
-3.30 to -4.10
-4.1 I to -6.80
-6.81 to -15.59
>16
11-16
6-10
2-5
:S;1
~15.60
t"'i
Q..
=
r"l
....
~
Q'
=
.....
N
'<
."
"'l
en
>
CIQ
."
c..l
'?
Q
c..l
'P
.....
.....
Table D23
.....
0\
trl
Q..
=
r'l

(H
=:
=
....
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
0-1
0-1
til
'<
(I)
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-3
0-1
0-3
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
4
4
100
3
2
99
2
4
98
0
97
5
0
5
6
96
95
3
2
94
7
0
2
93
8
4
92
5
6
7
8
9
91
3
90
2
10
5
11
89
88
87
86
85
12
7
6
10
11
12
13
13
14
14
15
16
17
18
19
20
21
16
6
7
15
84
83
82
81
80
79
78
77
8
7
8
6
7
17
9
18
19
20
21
10
10
7
8
9
9
10
II
11
10
,:... ....
'P
Raw scores
Perseverative
Responses
(I)
(H
Total
Number
of
Errors
;.~
10
10
76
75
74
..,
'"
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
1
1
1
<1
<1
<1
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
22
23
24-25
26
27
28
29
30-31
32
33
34-35
36
37
38-39
40
41-42
43
44-45
46
47-48
49
50-51
52
53-54
55
56-57
58
59-60
61-62
63
64-65
66
67-68
69-70
71
72-73
74
75-76
77
78-79
80
81-128
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49-50
51
52
53-54
55
56
57
58-59
60
61
62-63
64
65
66-67
68-100
12
12
11
11
13
12
14
15
12
13
13
14
14
16
11
12
11
12
13
13
14
15
14
13
15
17
15
14
18
19
20
16
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48-126
18
19
16
17
15
17
18
19
16
20
21
17
20
22
18
21
22
23
23
24
24
25
26
27
28
19
25
26
27
28
29
30
31
32
33
34
35
36
37-100
20
21
22
29
30
31
32
33
34
23
35
36
37
38
39
40
27
28
41-94
24
25
26
29
30
31
32-100
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30-31
32
33
34
35
36
37
38
39-40
41
42
43
44
45-46
47
48
49
50
51-128
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45-100
73
72
71
70
69
68
66-67
65
64
63
61-62
60
59
57-58
56
54-55
53
51-52
50
48-49
47
45-46
44
42-43
41
39-40
37-38
36
34-35
32-33
31
29-30
27-28
26
24-25
22-23
21
19-20
17-18
15-16
14
0-13
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
S;I
Categories
Completed
Trials to
Complete
First Category
6
5
4
1-3
0
10-12
13
14-23
24-40
41-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
~-3.29
-3.30 to -4.10
-4.11 to -6.80
-6.81 to -15.59
S;-15.60
%i1e
>16
11-16
6-10
2-5
S;I
t"1
Q.
=
t'l
e.
0
=
.....
>
I1Cl
('!)
w
w ~
.:..
UJ
"<
('!)
.,
~
rJl
.:..
.....
l"l
Table D24
00
Q.
t"l
~

Q;
=
....
Raw scores
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
0-1
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
2
100
3
3
0
0
99
98
3
0
97
5
96
0
1
2
0
7
95
94
4
93
3
4
2
2
9
5
6
7
8
9
10
11
12
13
14
15
16
92
91
90
89
5
5
10
11
12
13
14
15
16
17
3
5
5
6
6
8
7
88
87
86
85
84
83
82
81
80
79
9' 'P
....
-..l ....
....
'-<
..,en
~
Total
Number
of
Errors
>-
CICI
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<I
<I
<I
<I
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
17
18
19
20-21
22
23
24
25-26
27
28
29
30-31
32
33-34
35
36
37-38
39
40-41
42
43-44
45-46
47
48-49
50
51-52
53
54-55
56-57
58
59-60
61
62-63
64
65-66
67-68
69
70-71
72
73-74
75
76-128
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
40
41
42
43-44
45
46
47
48-49
50
51
52-53
54
55
56
57-58
59
60
61-62
63
64-100
78
9
10
10
11
11
10
10
12
12
II
II
9
10
10
11
11
12
13
13
14
15
16
14
14
17
15
15
16
12
13
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-126
16
17
18
19
20
21
22
23
24
25
13
17
18
19
15
20
21
22
23
24
17
16
18
19
20
21
22
23
24
31
32
33
34
35
36
29
30
31
32
33
25
26
27
28
37
38-94
34-100
14
15
16
17
18
19
14
25
26
27
28
29
30
26
27
28
12
13
29-100
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34
35
36-37
38
39
40
41
42
43-44
45
46
47
48
49-128
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-43
44-100
77
76
75
74
72-73
71
70
69
67-68
66
65
63-64
62
61
59-60
58
56-57
55
53-54
52
50-51
49
47-48
45-46
44
42-43
41
39-40
37-38
36
34-35
32-33
30-31
29
27-28
25-26
24
22-23
20-21
19
0-18
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
::;1
Categories
Completed
Trials to
Complete
First Category
6
5
4
1-3
0
10-12
13
14-23
24-40
41-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
%i1e
;::-3.29
-3.30 to -4.10
-4.11 to -6.80
-6.81 to-15.59
::;-15.60
>16
11-16
6-10
2-5
::;1
l"l
Q.
=
c:>
-=
r'l
>
c" IJCltil
.... 1='
9'
....-.J
I
(H
til
c:>
~
(H
'P
....
....
l"'i
Table D25
>-'
N
0
=
rl

=
IV
....
Raw scores
."
.,
~
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
2
2
0
100
99
3
2
98
0
I
2
3
4
5
6
7
8
9
97
96
5
0
6
7
2
0
3
0
3
4
8
4
10
II
12
10
II
13
12
13
14
15
5
5
4
6
5
4
5
4
5
=-. bc
QO
Total
Number
of
Errors
>
IJQ
."
7
6
7
95
94
93
92
91
90
89
88
87
86
85
84
83
82
'"
L
\C
....,!...
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
1
I
1
<1
<1
<1
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
14
15
16
17
18
19-20
21
22
23
24-25
26
27
28-29
30
31-32
33
34-35
36
37-38
39
40-41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56
57-58
59-60
61
62-63
64
65-66
67
68-69
70
71-72
73-128
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
40
41
42-43
7
6
9
10
10
78
77
11
11
12
13
14
15
12
13
76
74-75
73
44
45
46
47-48
49
50
51-52
53
54
55
56-57
58
59
60-61
62-100
8
9
9
10
9
10
10
11
10
11
12
11
12
11
12
13
14
13
14
15
16
17
18
19
13
14
12
13
15
15
16
17
16
14
15
17
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34
35
36
37
38
39
40
41
42-126
18
19
20
21
18
19
20
21
16
17
22
23
24
25
26
27
22
23
24
25
26
27
28
29
30
31
32
33-100
18
19
20
21
22
28
29
30
31
32
33
34
24
25
35
36-94
27
28-100
23
26
81
80
79
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30-31
32
33
34
35
36
37-38
39
40
41
42
43
44-45
46
47
48-128
72
71
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43-100
69-70
68
67
65-66
64
62-63
61
59-60
58
56-57
55
53-54
52
50-51
49
47-48
45-46
44
42-43
40-41
39
37-38
35-36
34
32-33
30-31
29
27-28
25-26
23-24
22
0-21
Raw scores
%ile
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
6
5
4
1-3
0
10-12
13
14-23
24-40
41-129
Failure to
Maintain Set
0-1
2
3
4-21
Learning to
Learn
%ile
:2:-3.29
-3.30 to -4.10
-4.11 to -6.80
-6.81 to-15.59
$-15.60
>16
11-16
6-10
2-5
$1
t"'1
Q.
c:
n
-=
~
IV
.....
00
"<
~
..,
'"
>
rKI
r
~
\C
,:..
.....
......
trl
Table D26
tv
tv
Q.
=
r>
~

Q;
0
=
1/\
00
(!)
~
[Jl
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
0-5
6
Percent
Errors
0-9
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
0-8
0-8
0-6
0-7
0-2
10
Percent
Nonperseverative
Errors
0-1
2
Percent
Conceptual
Level
Responses
92-100
91
7
8
90
11
89
3
3
88
12
8
87
10
10
13
10
11
12
86
4
85
14
84
9
13
15
11
83
11
14
15
16
16
17
17
18
18
10
82
10
11
79
78
13
20
77
12
76
15
14
13
9
22
23
16
15
17
25
26
27
28
29
30
12
21
14
13
14
11
18
11
16
19
20
21
22
17
12
15
18
17
18
19
19
12
13
16
14
15
75
74
73
72
71
10
15
16
10
24
26
27
28
29
30
31
32-33
34
35
81
80
13
14
21
22
23
24
25
6
6
12
19
19
20
12
11
...
(!)
1
'P
....
., ....
Raw scores
Total
Number
of
Errors
;.-
CICI
13
70
69
68
67
66
65
64
62-63
61
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
36
37
38
39-40
41
42
43-44
45
46-47
48
49
50-51
52
53-54
55-56
57
58-59
60
61-62
63-64
65
66-67
68-69
70
71-72
73-74
75-76
77
78-79
80-81
82-83
84
85-86
87-88
89-90
91
92-93
94-95
96
97-98
99-100
101-128
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-48
49
50
51
52
53-54
55
56
57-58
59
60
61-62
63
64
65-66
67
68-69
70
71
72-73
74
75-76
77
78-79
80
81-100
17
23
24
25
26
27
28
20
15
21
18
22
23
24
22
23
24
25
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49
50-51
52
53
54
55
56
57
58-59
60
61-94
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54-100
17
18
16
19
20
29
30
31-32
33
34
35
36
37
38
39-40
41
42
43-44
45
46
47-48
49
50-51
52
53
54-55
56
57-58
59
60-61
62
63
64-65
66
67-68
69
70
71-72
73-126
14
16
20
21
19
20
21
21
17
18
19
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45-100
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43
44
45
46
47-48
49
50
51
52
53
54-128
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-100
60
59
58
57
55-56
54
53
51-52
50
49
47-48
46
44-45
43
41-42
40
38-39
37
35-36
33-34
32
30-31
28-29
27
25-26
23-24
21-22
20
18-19
16-17
14-15
12-13
11
9-10
7-8
5-6
3-4
1-2
0
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
$1
Categories
Completed
6
4-5
3
1-2
0
Trials to
Complete
First Category
Failure to
Maintain Set
10-12
0-1
13-19
20-129
2
3-5
6-21
Learning to
Learn
:<:-3.09
-3.lOto-6.70
-6.71 to -13.20
-13.21 to -21.09
$-21.10
%i1e
>16
11-16
6-10
2-5
$1
t"'i
Q..
;l>-
-= "'"
f....
C
n
IJCl
~
1/\
QO
;;l
'C
,:..
trl
Table D27
>-'
.j:>.
Q.
i:
>
IJQ
~
rl
c"'"
e:
0

=
\C
,!...
...... ......
......
~
Raw scores
'<
~
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
>80
80
79
79
78
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
0-4
Perseverative
Responses
0-3
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-5
0-2
0-4
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0
Percent
Conceptual
Level
Responses
98-100
5
97
5
0
3
0
96
6
95
2
7
94
93
4
4
9
6
92
7
10
7
11
91
2
5
6
9
10
11
15
16
17
18
19
20
21
22-23
24
25
26
27
28
90
89
3
8
88
87
6
7
13
14
12
13
14
8
12
8
9
15
16
86
85
4
8
5
9
10
82
81
80
79
77
18
9
10
11
11
, 19
20
21
22
23
24
25
26
12
78
12
10
8
11
11
13
9
9
13
14
15
12
14
13
16
15
14
15
17
84
83
17
10
1'P
12
13
10
10
11
11
12
12
76
75
74
73
72
71
70
69
68
'1
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<i
<1
<1
<i
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
29
30
31-32
33
34
35-36
37
38
39-40
41
42-43
44
45-46
47
48-49
50
51-52
53-54
55
56-57
58-59
60
61-62
63-64
65
66-67
68-69
70-71
72
73-74
75-76
77-78
79
80-81
82-83
84
85-86
87-88
89-90
91
92-93
94-128
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46-47
48
49
50
51-52
53
54
55-56
57
58
59-60
61
62
63-64
65
66-67
68
69
70-71
72
73-74
75
76-100
16
18
19
20
21
14
13
15
14
13
14
16
15
16
17
15
16
17
17
18
19
18
22
23
24
25
26
27
28-29
30
31
32
33
34-35
36
37
38
39-40
41
42-43
44
45
46-47
48
49-50
51
52-53
54
55
56-57
58
59-60
61
62-63
64
65
66-67
68-126
19
20
20
21
22
23
24
21
22
23
24
25
25
26
27
28
29
30
31
32-33
34
35
36
37
38
39
40
41-42
43
44
45
46
47-48
49
50
51
52
53
54
55-56
57-94
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50-100
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-100
16
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48
49
50-51
52-128
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45-100
67
65-66
64
63
62
60-61
59
58
56-57
55
54
52-53
51
49-50
48
46-47
45
43-44
41-42
40
38-39
36-37
35
33-34
31-32
30
28-29
26-27
24-25
22-23
21
19-20
17-18
15-16
13-14
11-12
10
8-9
6-7
4-5
2-3
0-1
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
6
4-5
3
1-2
0
10-12
0-1
13-19
20-129
2
3-5
6-21
Failure to
Maintain Set
Learning to
Learn
%i1e
::::-3.09
-3.10 to -6.70
-6.71 to -13.20
-13.21 to -21.09
$--21.10
>16
11-16
6-10
2-5
$1
t"'i
Q..
c:
~
e.
e
=
\C
;I>~
01:>-
'?
,!... c
....
'<
~
;;!
1
\C
....,!...
l"'l
Table D28
0\
IJ(l
C'.
(')

Education: 12 Years
=
....
N
'<
('I)
Raw scores
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
0-1
Percent
Perseverative
Responses
0-3
Perseverative
Errors
0
;;!
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-3
100
3
0
4
99
98
4
97
5
96
0
6
94
4
5
9
10
6
7
3
3
92
3
6
6
4
12
13
14
13
15
16
18
19
20
21
22-23
24
91
90
89
10
11
12
17
4
3
11
14
15
16
93
8
9
95
7
2
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
Perseverative
Responses
7
4
6
8
8
9
8
17
18
19
20
88
87
8
9
10
10
7
9
11
8
10
10
11
9
9
21
22
23
12
13
12
11
13
12
11
10
10
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
>
('I)
""b
1
'P
....
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
I
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
25
26
27
28-29
30
31
32-33
34
35
36-37
38
39-40
41
42-43
44-45
46
47-48
49
50-51
52-53
54
55-56
57-58
59
60-61
62-63
64-65
66
67-68
69-70
71-72
73
74-75
76-77
78-79
80
81-82
83-84
85
86-87
88-89
90-128
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43-44
45
46
47
48-49
50
51
52-53
54
55
56-57
58
59
60-61
62
63-64
65
66-67
68
69
70-71
72
73-100
14
15
16
13
12
14
15
13
14
15
16
17
18
19
20
21
22
23
24
25
26-27
28
29
30
31
32-33
34
35
36-37
38
39
40-41
42
43-44
45
46
47-48
49
50-51
52
53-54
55
56-57
58
59
60-61
62
63
64-126
14
16
17
18
17
18
19
15
11
12
11
12
13
13
14
15
16
14
15
16
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40
41
42-43
44
45
46
47
48
49-50
51
52
53
54-94
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48-100
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-100
17
18
19
20
21
22
23
24
25
26
16
17
18
19
20
21
27
22
23
24
28
29
30
31
32
33
34
35
36-37
38
39
40
41
42
43
44
45-46
47
48
49
50-128
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-100
71
69-70
68
67
66
64-65
63
62
60-61
59
58
56-57
55
53-54
52
50-51
49
47-48
45-46
44
42-43
40-41
39
37-38
35-36
33-34
32
30-31
28-29
26-27
25
23-24
21-22
19-20
17-18
15-16
14
12-13
10-11
8-9
6-7
0-5
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
6
4-5
3
1-2
0
10-12
13-19
20-129
Failure to
Maintain Set
Learning to
Learn
0-1
~-3.09
2
3-5
6-21
-3.10 to -6.70
-6.71 to -13.20
-13.21 to -21.09
$-21.10
%i1e
>16
11-16
6-10
2-5
$1
t"'1
Q.
=
""
t:"
=
.....
N
;;J
;.C/Q
...
f
\C
,!..
.....
......
t"'l
Table D29
tv
00
Q..
I:
'"=:
~

......
'<
~
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-2
0-1
0
2
100
3
99
3
98
4
0
97
5
4
0
96
95
6
4
1
2
4
5
0
2
2
5
3
6
4
17
18
19
20
21
5
13
14
20
21
8
7
10
8
10
11
7
8
9
11
10
8
10
86
85
84
83
82
81
80
79
78
77
9
9
89
88
87
17
18
19
7
8
15
16
91
90
4
6
11
12
9
10
11
12
13
14
15
16
3
2
3
10
6
7
8
94
93
92
2
5
...
~
"=
.:...
til .:..
......
Raw scores
Percent
Perseverative
Responses
>
CJCI
10
76
75
74
""l
rIJ
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<I
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
22
23-24
25
26
27
28-29
30
31-32
33
34
35-36
37
38-39
40
41-42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58-59
60
61-62
63-64
65-66
67
68-69
70-71
72-73
74
75-76
77-78
79
80-81
82-83
84
85-86
87-128
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37
38
39
40-41
42
43
44
45-46
47
48
49-50
51
52
53-54
55
56
57-58
59
60-61
62
63
64-65
66
67-68
69
70
71-100
12
13
14
15
12
II
12
II
14
13
14
13
15
16
17
18
14
15
16
17
18
19
20
21
22
23
24-25
26
27
28
29
30-31
32
33
34-35
36
37
38-39
40
41-42
43
44-45
46
47
48-49
50
51-52
53
54-55
56
57
58-59
60
61-62
63-126
10
II
II
12
12
12
13
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-100
13
14
16
15
16
15
16
19
20
21
22
23
24
25
26
27
28
29
30-31
32
33
34
35
36
37
38-39
40
41
42
43
44
45-46
47
48
49
50
51
52-94
13
14
15
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39-100
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40
41
42
43
44-45
46
47
48
49-128
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-100
73
72
70-71
69
68
67
65-66
64
63
61-62
60
58-59
57
55-56
54
52-53
51
49-50
48
46-47
44-45
43
41-42
39-40
38
36-37
34-35
32-33
31
29-30
27-28
25-26
23-24
21-22
20
18-19
16-17
14-15
12-13
10-11
9
0-8
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:0;1
Categories
Completed
6
4-5
3
1-2
0
Trials to
Complete
First Category
10-12
13-19
20-129
Failure to
Maintain Set
Learning to
Learn
0-1
~-3.09
2
3-5
6-21
-3.1010-6.70
-6.7110 -13.20
-13.21 to -21.09
:0;-21.10
%i1e
>16
11-16
6-10
2-5
:0;1
l"i
Q..
-....o= >
r"l
III
tK/
('I)
..,..
'f
....
Ul
'-<
('I)
III
'"l
'"
1
'P
....
....
......
t'J
Table D30
v;l
=
'"'
~
=
....
....9'-:t
Raw scores
.,
."
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0
0
100
99
98
2
97
5
0
1
2
3
0
3
3
4
5
6
7
8
9
10
11
12
13
14
15
16
15
16
17
93
92
91
2
2
2
12
13
14
96
95
94
9
10
.11
0
8
5
3
3
6
4
6
5
5
6
7
8
6
7
7
8
."
<:>
"'"
=-.
0
b

Total
Number
of
Errors
>
90
89
88
87
86
85
84
83
82
81
80
79
'"
1
\C
,:...
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<I
<I
<1
<I
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
17
18-19
20
21
22
23-24
25
26
27-28
29
30-31
32
33-34
35
36-37
38
39-40
41-42
43
44-45
46-47
48
49-50
51-52
53
54-55
56-57
58-59
60
61-62
63-64
65-66
67
68-69
70-71
72-73
74
75-76
77-78
79
80-81
82-128
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39
40-41
42
43
44-45
46
47
48-49
50
51
52-53
54
55-56
57
58
59-60
61
62-63
64
65-66
67
68-100
8
9
10
10
11
11
9
10
12
10
13
14
15
16
17
18
19-20
21
22
23
24
25-26
27
28
29
30-31
32
33-34
35
36
37-38
39
40-41
42
43-44
45
46
47-48
49
50-51
52
53-54
55
56
57-58
59-126
9
10
10
11
12
13
8
9
11
11
12
13
12
11
12
13
14
14
15
15
16
17
18
19
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34
35
36-37
38
39
40
41
42
43-44
45
46
47
48
49-94
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-100
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37-100
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38
39
40
41
42-43
44
45
46
47-128
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39
40
41
42-100
78
76-77
75
74
73
71-72
70
69
67-68
66
65
63-64
62
60-61
59
57-58
56
54-55
52-53
51
49-50
47-48
46
44-45
42-43
41
39-40
37-38
35-36
34
32-33
30-31
28-29
26-27
24-25
23
21-22
19-20
17-18
15-16
13-14
0-12
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
6
4-5
3
1-2
0
10-12
0-1
13-19
20-129
2
3-5
6-21
Failure to
Maintain Set
Learning to
Learn
%i1e
:2:-3.09
-3.lOto-6.70
-6.71 to -13.20
-13.21 to -21.09
$-21.10
>16
11-16
6-10
2-5
$1
t"i
Q.
-=....
r"l
c;"
....9'-...J
'<
~
>
(JCI
.j:o.
'?
0
.., ....'P....
'"
~
Table D31
>-'
l;.)
t"'l
Q..
c:
r>
IV
ClIO
Raw scores
'<
~
..,
~
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Percent
Errors
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0
0
100
99
98
2
2
0
1
2
97
96
95
3
3
0
8
3
4
5
6
7
8
9
10
11-12
13
6
7
3
0
9
10
11
4
4
5
12
13
14
3
4
15
4
2
2
2
3
4
6
5
7
......
Perseverative
Responses
-o= ""
~

Total
Number
of
Errors
;I>
(JQ
94
93
92
91
90
89
88
87
86
85
84
83
82
'"
1
'P
......
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
14
15
16
17-18
19
20
21-22
23
24
25-26
27
28-29
30
31-32
33
34-35
36-37
38
39-40
41-42
43
44-45
46-47
48
49-50
51-52
53-54
55
56-57
58-59
60-61
62
63-64
65-66
67
68-69
70-71
72-73
74
75-76
77-78
79-128
16
17
18
19
20
21
22
23
24
25-26
27
28
29
30
31
32
33
34-35
36
37
38
39-40
41
42
43-44
45
46
47-48
49
50
51-52
53
54-55
56
57
58-59
60
61-62
63
64-65
66-100
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20-21
22
23
24
25-26
7
8
8
9
9
10
10
11
10
9
10
11
12
11
12
11
13
14
14
15
16
17
18
19
20
21
17
13
13
14
15
18
19
20
21
22
14
15
16
17
18
19
22
23
24
25
26
27-28
29
30
31
32
33
34-35
36
37
38
39
40
41-42
43
44
45
46
47-94
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-100
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-100
11
12
12
12
13
15
16
27
9
10
28
29-30
31
32
33-34
35
36-37
38
39-40
41
42
43-44
45
46-47
48
49-50
51
52
53-54
55
56-126
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40
41
42
43
44-45
46-128
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-100
81
80
78-79
77
76
75
73-74
72
71
69-70
68
66-67
65
63-64
62
60-61
59
57-58
56
54-55
52-53
51
49-50
47-48
46
44-45
42-43
40-41
38-39
37
35-36
33-34
31-32
29-30
28
26-27
24-25
22-23
20-21
18-19
17
0-16
Raw scores
%i1e
>16
11-16
6-10
2-5
:<;1
Number of
Categories
Completed
Trials to
Complete
First Category
6
4-5
3
1-2
0
10-12
13-19
20-129
Failure to
Maintain Set
0-1
2
3-5
6-21
Learning to
Learn
~-3.09
-3.lOto-6.70
-6.71 to -13.20
-13.21 to -21.09
:<;-21.10
%i1e
>16
11-16
6-10
2-5
:<;1
t"'i
Q.
=>
Q"
=
IV ~
-.
r"l
III
IJCI
....
QC)
.., If
....
'" ....
III
......
trJ
Table D32
Ij.)
.j:>.
IIQ
It>
0'.

b
=
1/\ I
'<
Raw scores
It>
~
""l
CIl
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
>80
80
79
79
78
96
95
95
94
93
92
l)1
90
88
87
86
K-+
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
6-t
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>1-+5
1-+5
1-+-+
143
142
141
1-+0
139
138
137
136
135
13-+
1-"3
1.12
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
III
110
109
108
107
106
105
10-+
103
102
101
100
99
98
97
96
0-6
7
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-10
0-6
0-7
0-5
0-6
0-3
0-3
Percent
Conceptual
Level
Responses
90-100
7
6
II
89
8
4
88
4
12
10
13
87
8
7
9
86
8
II
85
5
14
12
9
13
14
83
82
16
10
15
80
II
18
10
II
10
18
19
12
12
77
II
II
13
21
8
13
12
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
79
78
19
20
20
21
81
17
16
17
84
15
10
22
14
23
24
15
12
14
25
26
27
28
29
30
31
32
33
34
9
13
10
14
10
11
16
15
16
17
14
11
15
12
17
20
21
22
23
24
25
72
71
16
17
18
19
76
75
74
73
13
15
18
19
20
21
22
13
18
19
12
16
14
13
17
20
21
22
15
18
19
UJ
00
Total
Number
of
Errors
>
14
16
70
69
68
67
66
65
64
63
61-62
60
59
58
57
UJ
.:...
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
I
1
1
<i
<1
<I
<i
<i
<i
<i
<i
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
40-41
42
43
44-45
46
47-48
49
50-51
52
53-54
55-56
57
58-59
60-61
62
63-64
65-66
67-68
69-70
71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94-95
96
97-98
99-100
101-102
103-104
105-106
107-108
109-110
111-112
113-128
35
36
37
38
39
40
41
42
43
44
45
46
47-48
49
50
51
52-53
54
55
56-57
58
59
60-61
62
63-64
65
66-67
68
69-70
71
72-73
74
75-76
77
78-79
80
81-82
83-84
85
86-87
88
89-100
26
27
28
29-30
31
32
33
34-35
36
37
38-39
40
41-42
43
44-45
46-47
48
49-50
51-52
53-54
55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92
93-94
95-126
15
23
20
23
24
25
24
25
26
27
28
29
30
31-32
33
34
35
36
37-38
39
40
41-42
43
44-45
46
47
48-49
50
51-52
53
54-55
56-57
58
59-60
61
62-63
64
65-66
67-68
69
70-71
72
73-74
75
76-77
78-94
26
27
28
29
30
31
32
33
34
35
36
37
38-39
40
41
42
43
44-45
46
47
48-49
50
51
52-53
54
55-56
57
58
59-60
61
62-63
64
65
66-67
68
69
70-100
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48-49
50
51
52
53
54
55
56
57-100
17
18
19
20
16
17
18
21
22
19
23
24
25
26
27
20
21
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49
50
51
52
53
54-128
24
25
22
23
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47-100
55-56
54
53
51-52
50
49
47-48
46
44-45
43
41-42
40
38-39
36-37
35
33-34
31-32
29-30
28
26-27
24-25
22-23
20-21
19
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
::;1
Categories
Completed
6
4-5
2-3
1
0
Trials to
Complete
First Category
10-13
14-16
17-19
20-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
~-1.50
-1.5110-3.70
-3.71 10 -7.00
-7.0110 -23.09
::;-23.10
%i1e
>16
11-16
6-10
2-5
::;1
t"i
Q.
= I1C1>
~
0;
=
1/\
QO
'--
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
l35
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
0-5
Perseverative
Responses
0-1
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-4
0-1
0-4
Nonperseverative
Errors
0
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
97-100
96
95
2
2
5
5
2
92
3
9
5
10
6
11
8
9
12
10
13
11
14
89
3
4
7
4
7
5
8
6
15
16
9
16
17
10
II
10
18
17
18
19
20
21
22
23
24
25
26
27
28-29
30
31
32
6
6
10
19
20
11
21
22
12
13
86
85
84
83
8
9
88
87
12
91
90
6
4
13
14
15
94
93
82
81
80
79
7
7
78
77
10
12
23
24
25
26
14
15
16
27
28
29
17
18
19
20
11
11
13
14
12
13
12
14
15
14
16
17
10
11
15
17
18
11
12
16
18
16
76
75
74
73
72
10
13
15
'P
....
i'P
rt>
2
7
U1
rt>
.... ....
....
Raw scores
Total
Number
of
Errors
>
(JQ
13
12
71
70
69
68
67
65-66
64
63
Ql
'"i
rJl
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
I
I
I
I
1
<I
<1
<I
<I
<I
<l
<1
<l
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
33-34
35
36
37-38
39
40-41
42
43-44
45
46-47
48-49
50
51-52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95
96-97
98-99
100-101
102-103
104-105
106-128
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46-47
48
49
50-51
52
53
54-55
56
57
58-59
60
61-62
63
64-65
66
67-68
69
70-71
72-73
74
75-76
77
78-79
80
81-82
83-84
85-100
21
22
23
24
25-26
27
28
29
30-31
32
33-34
35
36-37
38
39-40
41-42
43
44-45
46-47
48-49
50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85
86-87
88-89
90-126
19
19
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34-35
36
37
38-39
40
41-42
43
44-45
46
47-48
49
50-51
52
53-54
55-56
57
58-59
60
61-62
63
64-65
66
67-68
69-70
71
72-73
74-94
20
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37
38-39
40
41
42
43-44
45
46
47-48
49
50-51
52
53
54-55
56
57-58
59
60
61-62
63
64
65-66
67-100
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50
51
52
53
54-100
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
6
4-5
2-3
1
0
10-13
14-16
17-19
20-129
Failure to
Maintain Set
0-2
3
4-21
14
13
15
16
14
17
Learning to
Learn
~-1.50
-1.5 I 10 -3.70
-3.7110-7.00
-7.01 to -23.09
$-23.10
%i1e
>16
11-16
6-10
2-5
$1
15
17
18
19
20
21
16
17
18
19
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39
40
41
42
43
44
45
46
47-48
49
50
51
52-128
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45-100
62
60-61
59
58
56-57
55
54
52-53
51
49-50
47-48
46
44-45
43
41-42
39-40
38
36-37
34-35
32-33
30-31
29
27-28
25-26
23-24
21-22
19-20
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
trl
Table D34
00
Q.
r>

Education: 12 Years
Ul
=
....
N
til
T
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
Percent
Perseverative
Responses
Perseverative
Errors
0-1
0-2
Percent
Perseverative
Errors
Nonperseverative
Errors
0-2
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0
100
2
3
99
98
4
3
5
97
0
3
96
0
95
2
94
7
3
4
5
10
6
7
11
8
9
10
3
2
90
89
3
3
13
14
4
88
87
12
4
7
6
15
7
16
17
18
19
8
9
10
10
9
10
7
8
77
11
13
24
25
26
14
15
16
17
11
12
12
13
10
11
8
9
11
9
12
14
13
15
16
14
15
12
10
10
11
11
13
14
86
85
84
83
82
81
80
79
78
20
21
22
23
91
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25-26
27
28
93
92
8
9
l'P
., ........
II>
Raw scores
Perseverative
Responses
II>
'<
Total
Number
of
Errors
;..
~
76
75
74
73
72
71
69-70
68
67
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
I
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
29
30-31
32
33-34
35
36-37
38
39-40
41
42-43
44
45-46
47-48
49-50
51
52-53
54-55
56-57
58-59
60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83
84-85
86-87
88-89
90-91
92-93
94-95
96-97
98-99
100-101
102-128
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43-44
45
46
47-48
49
50
51-52
53
54-55
56
57
58-59
60
61-62
63
64-65
66
67-68
69-70
71
72-73
74
75-76
77
78-79
80-81
82-100
18
19
20
21
22
23-24
25
26
27-28
29
30
31-32
33
34-35
36-37
38
39-40
41-42
43-44
45
46-47
48-49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74
75-76
77-78
79-80
81-82
83-84
85-86
87-126
16
17
18
17
18
19
20
19
20
21
22-23
24
25
26
27
28
29-30
31
32
33
34-35
36
37-38
39
40-41
42
43-44
45
46-47
48
49-50
51
52-53
54
55-56
57-58
59
60-61
62
63-64
65
66-67
68
69-70
71-94
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37-38
39
40
41
42-43
44
45-46
47
48
49-50
51
52
53-54
55
56-57
58
59
60-61
62
63-64
65-100
12
13
15
16
12
13
14
15
17
18
16
17
19
20
14
15
16
18
19
20
21
21
22
23
24
25
22
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46
47
48
49
50-51
52
53-100
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48
49
50-128
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44-100
66
64-65
63
62
60-61
59
57-58
56
55
53-54
51-52
50
48-49
47
45-46
43-44
42
40-41
38-39
36-37
34-35
33
31-32
29-30
27-28
25-26
23-24
21-22
19-20
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
Raw scores
Number of
%ile
>16
11-16
6-10
2-5
~1
Categories
Completed
6
4-5
2-3
1
0
Trials to
Complete
First Category
10-13
14-16
17-19
20-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
%ile
2:-1.50
-1.51 to -3.70
-3.71 to -7.00
-7.01 to -23.09
>16
11-16
6-10
2-5
~-23.l0
~1
trJ
Q.
= IJCI>
aS"
r"l
til
=
....
N
'<
;;!
til
....'P
....
......
t"l
Table D35
.J'>.
Q.
=
~

......
(j,l
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
'<
~
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
0
100
2
99
98
97
5
3
0
0
96
95
3
2
3
4
94
0
4
93
92
91
90
2
5
6
10
11
7
8
9
10
2
3
6
4
13
14
15
16
7
8
17
18
10
9
10
11
19
20
21
22
12
13
13
23
24
14
15
14
11
12
86
85
84
83
82
81
80
79
78
77
8
6
9
10
8
9
11
11
12
13
5
4
7
9
10
89
88
87
11
12
13
14
15
16
17
18
19
20-21
22
23
24
25-26
4
3
3
12
til
til
,!... 'P
til ......
Raw scores
Total
Number
of
Errors
>
IJtI
-= t
r>
12
13
9
10
10
11
76
75
74
73
72
71
69-70
""I
rIJ
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<I
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
27
28
29-30
31
32-33
34
35-36
37
38-39
40
41-42
43-44
45
46-47
48-49
50-51
52
53-54
55-56
57-58
59-60
61-62
63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92
93-94
95-96
97-98
99-128
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39
40-41
42
43
44
45-46
47
48-49
50
51
52-53
54
55-56
57
58-59
60
61-62
63
64-65
66
67-68
69
70-71
72
73-74
75-76
77
78-79
80-100
16
17
18
19
20-21
22
23
24
25-26
27
28-29
30
31-32
33
34-35
36
37-38
39-40
41-42
43
44-45
46-47
48-49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76
77-78
79-80
81-82
83-84
85-126
14
15
16
17
18
19
20
21
22
23
24
25-26
27
28
29
30-31
32
33
34-35
36
37-38
39
40
41-42
43-44
45
46-47
48
49-50
51
52-53
54
55-56
57-58
59
60-61
62
63-64
65
66-67
68
69-94
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38-39
40
41
42-43
44
45-46
47
48
49-50
51
52
53-54
55
56-57
58
59
60-61
62
63-100
11
14
15
12
12
13
14
16
17
15
16
18
19
17
18
19
20
20
21
22
23
24
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46
47
48
49-128
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44
45
46
47
48
49
50-51
52-100
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-100
68
67
65-66
64
63
61-62
60
58-59
57
55-56
54
52-53
51
49-50
47-48
46
44-45
42-43
40-41
39
37-38
35-36
33-34
31-32
29-30
27-28
25-26
23-24
22
20-21
18-19
16-17
14-15
12-13
10-11
8-9
5-7
3-4
1-2
0
Raw scores
%i1e
>16
11-16
6-10
2-5
~1
Number of
Categories
Completed
Trials to
Complete
First Category
6
4-5
2-3
1
0
10-13
14-16
17-19
20-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
%i1e
<:-1.50
-1.51 to -3.70
-3.71 to -7.00
-7.01 to -23.09
>16
11-16
6-10
2-5
~-23.10
~1
t"'i
Q..
,.,
=
-=....
~
c"
....til~
'<
~
>-
~
~
til
C
'P
.., ....
....
'"
~
tr:I
Table D36
.j:>.
tv
=
r>
~

C".
=
....
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
0
2
100
99
98
4
2
97
96
5
0
2
6
0
1
2
3
4
95
94
93
92
91
3
7
3
0
4
5
6
7
10
11
12
9
10
11
12
13
14
15-16
17
18
19
20
13
2
4
4
5
14
15
16
17
18
19
20
21
3
3
4
5
6
7
8
9
10
11
4
5
5
6
7
6
9
10
9
10
8
9
10
11
12
t'D
1Il
9'
....-...l ....'P
t'D ....
Raw scores
Total
Number
of
Errors
>
I1Cl
11
90
89
88
87
86
85
84
83
82
81
80
79
78
77
75-76
74
"1
rJl
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
I
1
<1
<1
<1
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
21-22
23
24-25
26
27
28-29
30
31-32
33-34
35
36-37
38-39
40
41-42
43-44
45
46-47
48-49
50-51
52-53
54-55
56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85
86-87
88-89
90-91
92-93
94-128
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39-40
41
42
43-44
45
46
47-48
49
50-51
52
53-54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70-71
72
73-74
75
76-100
12
13
14
15
16-17
18
19
20
21-22
23
24-25
26
27-28
29
30-31
32-33
34
35-36
37-38
39-40
41
42-43
44-45
46-47
48-49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76
77-78
79-80
81-126
II
12
i3
14
15
16
17
18
19
20
21
22
23-24
25
26
27
28-29
30
31-32
33
34
35-36
37
38-39
40
41-42
43
44-45
46-47
48
49-50
51
52-53
54
55-56
57-58
59
60-61
62
63-64
65
66-94
i3
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34-35
36
37
38-39
40
41
42-43
44
45-46
47
48
49-50
51
52-53
54
55
56-57
58
59-60
61-100
12
10
10
13
14
11
11
12
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44
45
46
47
48
49-100
13
14
12
i3
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38-39
40
41
42
43
44
45
46
47-128
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42-100
73
72
70-71
69
67-68
66
65
63-64
62
60-61
59
57-58
55-56
54
52-53
50-51
49
47-48
45-46
43-44
42
40-41
38-39
36-37
34-35
32-33
30-31
28-29
26-27
24-25
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
Raw scores
%i1e
>16
11-16
6-10
2-5
:0;1
Number of
Categories
Completed
Trials to
Complete
First Category
6
4-5
2-3
I
0
10-13
14-16
17-19
20-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
~-1.50
-1.51 to -3.70
-3.71 to -7.00
-7.01 to -23.09
:0;-23.10
%i1e
>16
11-16
6-10
2-5
:0;1
l"l
Q.
-=
I'>
.....
C'I
>
rKl
Ul
Q
6
.:..
-..J
I
Ul
.:..
'"l
.....
'<
~
CJJ
t"'l
Table D37
.j:>.
Q..
CIQ
C".
r'l

::I
IV
....
00
Raw scores
'<
to
~
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
77
77
76
75
75
74
73
73
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0
0
100
99
98
0
4
2
97
96
95
94
93
0
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14-15
16
17
2
3
7
8
92
3
9
10
0
4
4
5
1
11
12
13
14
15
16
17
18
2
3
4
5
6
7
8
9
3
4
3
5
7
8
9
5
6
7
10
91
90
89
88
87
86
85
84
83
82
81
80
79
77-78
>
""l
en
to
Ul
Ul
....'P
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
I
I
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
18
19-20
21
22-23
24
25-26
27
28-29
30
31-32
33
34-35
36-37
38-39
40
41-42
43-44
45-46
47
48-49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-128
19
20
21
22
23
24
25
26
27-28
29
30
31
32
33
34-35
36
37
38-39
40
41
42-43
44
45
46-47
48
49-50
51
52-53
54
55-56
57
58-59
60
61-62
63
64-65
66-67
68
69-70
71
72-73
74-100
11
10
11
12
13
14
15
16-17
18
19
20-21
22
23-24
25
26-27
28
29-30
31-32
33
34-35
36-37
38-39
40-41
42-43
44
45-46
47-48
49-50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-126
9
10
11
12
13
14
15
16
17
18
19
20
21
22-23
24
25
26-27
28
29
30-31
32
33-34
35
36-37
38
39-40
41
42-43
44
45-46
47-48
49
50-51
52
53-54
55
56-57
58-59
60
61-62
63
64-94
12
13
14
15
16
17
18
19
20
21
22
23
24
25-26
27
28
29
30
31-32
33
34
35-36
37
38
39-40
41
42
43-44
45
46-47
48
49
50-51
52
53-54
55
56
57-58
59-100
10
II
9
10
10
12
11
13
14
11
12
15
16
17
13
14
15
18
19
20
21
22
23
24
25
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46-128
26
27
28
29-30
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48-100
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38-39
40
41-100
76
75
73-74
72
71
69-70
68
66-67
65
63-64
62
60-61
59
57-58
55-56
54
52-53
50-51
48-49
47
45-46
43-44
41-42
39-40
37-38
35-36
33-34
31-32
29-30
27-28
26
24-25
22-23
19-21
17-18
15-16
13-14
11-12
9-10
7-8
5-6
0-4
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
$1
Categories
Completed
6
4-5
2-3
1
0
Trials to
Complete
First Category
10-13
14-16
17-19
20-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
%i1e
:2:-1.50
-1.51 to -3.70
-3.71 to -7.00
-7.01 to -23.09
$-23.10
>16
11-16
6-10
2-5
$1
t"i
c:
Q;
Q
=
IV
....
00
I'D
>
(JQ
I'D
\It
'P
... ....
....
'"
~
l"i
Table D38
>-'
.j:>.
a,
0-
=
t'>

0\
OIl
........""",
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
Perseverative
Responses
0-10
0-13
0-7
0-8
11
12
Perseverative
Errors
0-6
7
'<
....
~
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-7
0-5
0-4
86-100
Percent
Conceptual
Level
Responses
85
8
14
84
6
8
9
13
83
15
9
82
14
16
81
9
15
17
10
10
16
17
7
80
9
18
18
7
11
11
10
77
19
20
20
12
12
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42-43
44
45
76
75
11
21
21
22
23
23
14
24
15
25
16
9
13
12
14
13
12
14
26
17
27
18
28
29
30
19
20
35
36
37
38
21
22
23
24
25
26
27
28
29
30
72
10
69
68
67
66
65
64
63
62
61
60
59
58
57
55-56
54
53
52
50-51
11
14
16
15
12
11
17
18
19
18
19
20
21
20
21
22
23
24
25
22
23
24
25
26
71
70
13
15
16
74
73
9
10
15
17
31
32
33
34
II
13
22
79
78
10
19
16
13
17
14
18
19
15
12
13
16
14
17
15
20
21
22
=
1/\ I
'1
Percent
Perseverative
Responses
....
0'.
Raw scores
Total
Number
of
Errors
>
IJQ
18
'"
0\
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
46-47
48
49-50
51
52-53
54
55-56
57-58
59
60-61
62-63
64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
101-102
103-104
105-106
107-108
109-110
111-113
114-115
116-117
118-119
120-121
122-123
124-128
39
40
41
42
43
44
45-46
47
48
49
50
51-52
53
54
55-56
57
58
59-60
61
62-63
64
65
66-67
68-69
70
71-72
73
74-75
76
77-78
79-80
81
82-83
84-85 .
86
87-88
89-90
91
92-93
94-95
96
97-100
31
32-33
34
35
36-37
38
39-40
41
42-43
44
45-46
47-48
49-50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-73
74-75
76-77
78-80
81-82
83-84
85-87
88-89
90-91
92-94
95-96
97-99
100-101
102-103
104-105
106-108
109-110
111-112
113-126
27
28
29
30
31
32
33
34-35
36
37
38-39
40
41
42-43
44
45-46
47-48
49
50-51
52
53-54
55-56
57-58
59
60-61
62-63
64-65
66-67
68
69-70
71-72
73-74
75-76
77-78
79
80-81
82-83
84-85
86-87
88
89-90
91-94
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40-41
42
43
44-45
46
47-48
49
50-51
52
53-54
55
56-57
58-59
60
61-62
63-64
65
66-67
68-69
70-71
72
73-74
75-76
77-78
79
80-81
82-83
84
85-100
16
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48-49
50
51
52-53
54
55
56-57
58
59
60-61
62
63
64-65
66
67
68-100
19
20
21
22
17
18
19
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45-46
47
48
49
50
51
52
53
54
55
56-128
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
49
48
46-47
45
43-44
42
40-41
39
37-38
35-36
34
32-33
30-31
29
27-28
25-26
23-24
21-22
20
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
35
36
37
38
39
40
41
42
43
44
45
46
47-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:0;1
Categories
Completed
3-6
1-2
0
Trials to
Complete
First Category
10-13
14-19
20-21
22-37
38-129
Failure to
Maintain Set
0-2
3
4
5-21
Learning to
Learn
%i1e
:2:-11.70
-11.71 to -13.20
-13.21 to -15.20
-15.21 to-16.10
:0;-16.11
>16
11-16
6-10
2-5
:0;1
t"l
Q.
= ~>
=
r>
o
III
00
'<
It>
~
....
'"
0\
C
0\
"',!..."
....
trl
Table D39
.j>.
00
Q..
c:
r'>
~

Q:
0
=
'P
~
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
64
91
90
88
87
86
84
82
81
79
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
0-3
4
Percent
Errors
0-8
Perseverative
Responses
Percent
Perseverative
Responses
0-2
0-4
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
0-2
0-4
0-2
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-2
3
93-100
92
3
3
3
91
5
90
10
89
7
11
4
4
88
6
87
12
5
86
5
10
11
13
7
14
5
5
85
84
6
6
12
15
13
14
15
16
18
10
19
20
10
81
80
17
8
9
7
79
78
76
75
74
73
9
10
11
11
21
21
22
23
24
25
26
27
28
29-30
31
32
33
34
35-36
37
38
17
18
19
20
83
82
16
10
12
22
23
24
25
26
13
13
14
15
15
33
18
19
20
21
22
23
24
25
11
11
9
12
12
13
14
13
14
16
17
27
28
29
30
31
32
77
12
16
72
9
10
15
16
10
14
11
15
12
11
17
18
19
20
21
22
71
70
69
67-68
66
65
64
17
18
19
20
21
22
12
16
13
17
18
19
c:I\
Q
........ 1
....
,!..
....
Raw scores
Total
Number
of
Errors
;I>(JQ
14
15
13
14
63
62
61
59-60
58
57
""I
00
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<I
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
39-40
41
42-43
44
45-46
47
48-49
50-51
52
53-54
55-56
57-58
59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94-95
96-97
98-100
101-102
103-104
105-106
107-108
109-110
111-112
113-114
115-116
117-128
34
35
36
37-38
39
40
41
42
43
44
45-46
47
48
49
50-51
52
53-54
55
56
57-58
59
60-61
62
63-64
65
66-67
68
69-70
71-72
73
74-75
76-77
78
79-80
81
82-83
84-85
86
87-88
89-90
91-92
93-100
26
27
28-29
30
31
32-33
34
35-36
37-38
39
40-41
42-43
44-45
46
47-48
49-50
51-52
53-54
55-57
58-59
60-61
62-63
64-65
66-68
69-70
71-72
73-75
76-77
78-79
80-82
83-84
85-86
87-89
90-91
92-93
94-96
97-98
99-100
101-103
104-105
106-107
108-126
23
24
23
24
25
26
27
28
29
30
31-32
33
34
35-36
37
38-39
40
41-42
43
44-45
46-47
48
49-50
51-52
53
54-55
56-57
58-59
60-61
62
63-64
65-66
67-68
69-70
71-72
73
74-75
76-77
78-79
80-81
82
83-84
85-86
87-94
25
26
27
28-29
30
31
32
33
34
35-36
37
38
39-40
41
42-43
44
45-46
47
48-49
50
51-52
53
54-55
56-57
58
59-60
61-62
63-64
65
66-67
68-69
70
71-72
73-74
75-76
77
78-79
80-81
82-100
16
20
21
22
17
18
15
16
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44-45
46
47
48
49-50
51
52
53-54
55
56
57-58
59
60-61
62
63
64-65
66-100
19
20
21
22
23
17
18
19
20
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43
44
45
46
47
48
49
50-51
52
53
54-128
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45-100
55-56
54
53
51-52
50
48-49
47
45-46
43-44
42
40-41
38-39
37
35-36
33-34
31-32
30
28-29
26-27
24-25
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
$1
Categories
Completed
3-6
1-2
0
Trials to
Complete
First Category
10-13
14-19
20-21
22-37
38-129
Failure to
Maintain Set
0-2
3
4
5-21
Learning to
Learn
~-11.70
-11.71 to -13.20
-13.21 to -15.20
-15.21 to-16.1O
$-16.11
%i1e
>16
11-16
6-10
2-5
$1
t"'l
Q..
=
r>
o
::s
>
(JQ
t'D
Q\
'P b
....
....
1
...
..,en ........,
t'D
......
trj
Table D40
lJ\
Q.
=
t'>
~

Education: 12 Years
C';
0
:I
......
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
0-2
0-5
Perseverative
Errors
0
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-2
0-1
0-1
96-100
0
3
2
95
0
3
94
7
2
3
4
93
2
8
91
2
90
10
2
5
6
7
92
5
11
89
4
88
3
8
12
4
5
85
84
83
82
81
80
79
78
76
75
74
73
13
10
11
87
86
14
12
13
14
15
15
16
17
18
19
20
21
22
23
24
25
26
27-28
29
30
31
32-33
34
18
16
17
24
25
26
27
28
29
30
10
10
11
10
16
17
18
19
20-21
22
77
10
12
14
15
12
13
11
21
22
23
8
7
8
9
19
20
13
14
11
11
12
15
16
13
14
15
17
18
19
16
17
18
19
12
71-72
13
10
14
11
15
16
12
11
12
13
17
10
70
69
68
67
66
65
63-64
62
61
Q\
Q
r..,.
Q\
'<
~
,!...
Percent
Perseverative
Errors
..,
Raw scores
>
'"
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<I
<I
<I
<I
<I
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
35-36
37
38-39
40
41-42
43
44-45
46
47-48
49-50
51-52
53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94-95
96-97
98-99
100-101
102-104
105-106
107-108
109-110
111-112
113-128
31
32
33-34
35
36
37
38
39
40
41
42-43
44
45
46-47
48
49
50-51
52
53
54-55
56
57-58
59
60-61
62
63-64
65
66-67
68-69
70
71-72
73-74
75
76-77
78-79
80
81-82
83-84
85
86-87
88-89
90-100
23
24
25
26-27
28
29-30
31
32-33
34
35-36
37-38
39-40
41
42-43
44-45
46-47
48-49
50-51
52-53
54-55
56-58
59-60
61-62
63-64
65-67
68-69
70-71
72-74
75-76
77-78
79-81
82-83
84-85
86-88
89-90
91-93
94-95
96-97
98-99
100-102
103-104
105-126
18
20
21
22
23
24
25
26-27
28
29
30
31-32
33
34-35
36
37-38
39
40-41
42
43-44
45-46
47
48-49
50-51
52-53
54
55-56
57-58
59-60
61-62
63
64-65
66-67
68-69
70-71
72-73
74
75-76
77-78
79-80
81-82
83
84-94
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34-35
36
37
38-39
40
41-42
43
44-45
46
47-48
49-50
51
52-53
54
55-56
57-58
59-60
61
62-63
64-65
66
67-68
69-70
71-72
73
74-75
76-77
78
79-100
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40
41-42
43
44
45
46-47
48
49
50-51
52
53
54-55
56
57
58-59
60
61
62-63
64-100
14
15
13
14
16
17
18
19
15
16
17
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50
51
52-128
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-100
59-60
58
57
55-56
54
52-53
51
49-50
47-48
46
44-45
42-43
41
39-40
37-38
35-36
34
32-33
30-31
28-29
26-27
24-25
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
3-5
1-2
0
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:S;I
Categories
Completed
3-6
1-2
0
Trials to
Complete
First Category
10-13
14-19
20-21
22-37
38-129
Failure to
Maintain Set
0-2
3
4
5-21
Learning to
Learn
~-I1.7O
-11.71 to -13.20
-13.21 to-15.20
-15.21 to -16.10
:S;-16.ll
%i1e
>16
11-16
6-10
2-5
:S;I
t"'i
Q..
=
eo
=
.....
t"l
~
~
>
IJ'Cl
~
Q\
Q
i...,
.....
'" .....
""l
l"'i
Table D41
u.
N
Q.
=
=
......
I'l
~

%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
U1
......
......
'<
Perseverative
Errors
0-3
Percent
Perseverative
Errors
0-1
Nonperseverative
Errors
0
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
99-100
98
2
97
5
96
0
2
0
3
94
7
2
93
3
3
4
5
6
7
8
9
2
2
5
5
88
4
4
14
liS
II
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
12
13
14
15
16
17
18
19
20
21-22
23
24
25
26
27-28
29
30
31-32
8
7
20
21
22
23
24
25
26
27
28
29
8
9
11
11
12
14
15
16
17-18
19
20
10
10
11
12
11
10
10
12
13
80
79
78
7
9
18
19
13
14
15
16
17
18
87
86
85
84
83
82
81
15
16
17
90
89
12
13
92
91
3
9
10
10
11
95
77
8
8
12
9
9
13
13
14
15
16
10
14
15
11
17
16
72
10
II
12
76
75
74
73
12
71
69-70
68
67
66
64-65
63
r
Q
0\
t'I>
Total
Number
of
Errors
t'I>
0\
t.-
,!...
Raw scores
>
""l
'"
.j:o.
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
1
1
<1
<1
<I
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
33
34-35
36
37-38
39
40-41
42
43-44
45-46
47
48-49
50-51
52-53
54-55
56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-87
88-89
90-91
92-93
94-95
96-97
98-99
100-101
102-103
104-105
106-107
108-109
110-128
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44-45
46
47
48-49
50
51-52
53
54-55
56
57-58
59
60-61
62
63-64
65
66-67
68-69
70
71-72
73
74-75
76-77
78
79-80
81-82
83
84-85
86-87
88-100
21
22
23-24
25
26
27-28
29
30-31
32
33-34
35-36
37-38
39
40-41
42-43
44-45
46-47
48-49
50-51
52-54
55-56
57-58
59-60
61-62
63-65
66-67
68-69
70-72
73-74
75-76
77-79
80-81
82-84
85-86
87-88
89-91
92-93
94-95
96-97
98-100
101-102
103-126
19
20
21
22
23
24
25
26
27
28
29-30
31
32
33
34-35
36
37-38
39
40
41-42
43
44-45
46-47
48
49-50
51
52-53
54-55
56
57-58
59-60
61-62
63
64-65
66-67
68-69
70
71-72
73-74
75
76-77
78-100
18
19
20
21-22
23
24
25
26
27-28
29
30
31-32
33
34-35
36
37-38
39
40-41
42
43-44
45-46
47
48-49
50-51
52-53
54-55
56
57-58
59-60
61-62
63-64
65-66
67
68-69
70-71
72-73
74-75
76
77-78
79-80
81-82
83-94
17
18
19
20
13
14
15
16
13
14
15
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40
41-42
43
44
45-46
47
48
49-50
51
52
53-54
55
56
57-58
59
60
61-62
63-100
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49
50
51-128
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-100
62
60-61
59
57-58
56
55
53-54
51-52
50
48-49
47 .
45-46
43-44
41-42
40
38-39
36-37
34-35
32-33
30-31
28-29
26-27
24-25
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
3-6
10-13
14-19
20-21
22-37
38-129
1-2
0
Failure to
Maintain Set
0-2
3
4
5-21
Learning to
Learn
~-11.70
-11.71 to -13.20
-13.21 to -15.20
-15.21 to -16.10
$-16.11
%i1e
>16
11-16
6-10
2-5
$1
t"'i
Q..
'"' CJCi>
o
1:1
.....
'of
.....
Ul
'<
~
~
'"l
en
Q\
Q
Q\
""..........,
......
trl
Table D42
lJ\
.j>.
Q..
c:
r>
-=....
~

-...I
'<
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
>80
80
79
79
78
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
liS
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0
0
2
100
3
99
98
0
97
0
96
2
2
95
6
0
1
94
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16-17
18
19
20
21
22-23
24
25
26-27
93
3
3
0
11
4
5
9
10
7
8
11
12
9
10
11
12
13
14
3
4
15
16
17
18
19
20
21
5
6
6
7
8
9
10
II
12
22
23
24
25
4
2
12
13
13
14
15
16
14
15
92
0
4
10
13
14
10
C'I
9'
.... """,
~
Percent
Perseverative
Responses
C'I
Q" b
Raw scores
Total
Number
of
Errors
>
IIQ
7
7
8
91
90
89
88
87
86
85
84
83
82
81
80
79
78
76-77
75
74
73
II
12
72
13
10
14
II
70-71
69
68
9
10
"'l
rJl
........
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
1
1
1
<1
<1
<1
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
28
29
30-31
32
33-34
35-36
37
38-39
40-41
42
43-44
45-46
47-48
49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
101-102
103-104
105-128
26
27
28
29
30
31
32-33
34
35
36
37
38-39
40
41
42-43
44
45
46-47
48
49-50
51
52
53-54
55-56
57
58-59
60
61-62
63
64-65
66-67
68
69-70
71-72
73
74-75
76-77
78
79-80
81-82
83
84-100
15
16
17
18
19-20
21
22
23
24
25-26
27
28
29-30
31
32-33
34
35-36
37-38
39
40-41
42-43
44
45-46
47-48
49-50
51
52-53
54-55
56-57
58-59
60-61
62
63-64
65-66
67-68
69-70
71-72
73
74-75
76-77
78-79
80-94
16
17
18
19
20
21
22
23
24
25-26
27
28
29
30-31
32
33
34-35
36
37-38
39
40-41
42
43-44
45
46-47
48-49
50
51-52
53-54
55
56-57
58-59
60-61
62
63-64
65-66
67-68
69
70-71
72-73
74
75-100
17
18
19-20
21
22
23-24
25
26-27
28-29
30
31-32
33-34
35-36
37
38-39
40-41
42-43
44-45
46-48
49-50
51-52
53-54
55-56
57-59
60-61
62-63
64-66
67-68
69-70
71-73
74-75
76-77
78-80
81-82
83-84
85-87
88-89
90-91
92-94
95-96
97-98
99-126
II
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39-40
41
42
43
44-45
46
47
48-49
50
51
52-53
54
55-56
57
58
59-60
61-100
12
12
13
14
15
16
13
14
15
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48
49-128
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-100
66-67
65
64
62-63
61
59-.60
58
56-57
55
53-54
51-52
50
48-49
46-47
44-45
43
41-42
39-40
37-38
35-36
33-34
31-32
29-30
27-28
25-26
23-24
21-22
19-20
17-18
15-16
13-14
11-12
8-10
6-7
4-5
2-3
0-1
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
::;1
Categories
Completed
3-6
1-2
0
Trials to
Complete
First Category
10-13
14-19
20-21
22-37
38-129
Failure to
Maintain Set
0-2
3
4
5-21
Learning to
Learn
~-11.70
-11.71 to -13.20
-13.21 to -15.20
-15.21 to -16.10
::;-16.11
%i1e
>16
11-16
6-10
2-5
::;1
t"'1
Q..
= >:t.
=
......
t'l
CJCi
It>
Q\
Q
9'
Q
......
...;j
~
.., ............""
'---
U\
U\
'"
......
t"'i
Table D43
Ul
0\
Q.
=
e;
t'l
~

IX>
'<
re
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0
0
0
2
100
99
98
97
0
6
7
4
5
6
7
8
9
10
11
12
13
14
15
16-17
18
19
20
21-22
23
96
95
94
93
0
1
2
3
3
8
3
4
10
11
12
13
14
15
16
17
18
19
20
21
22
23
1
2
3
4
4
4
2
5
6
7
5
3
4
5
6
9
10
7
8
9
6
7
8
9
10
11
12
13
92
91
90
89
6
5
8
6
11
12
13
14
9
7
10
11
12
9
9
88
87
86
85
84
83
82
81
80
78-79
77
8
8
10
11
12
re
="
b
Q
=
IV ~
...... ...
Raw scores
Percent
Perseverative
Responses
>
(ICl
76
75
74
72-73
71
""I
rn
......
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
I
I
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
24-25
26
27-28
29
30-31
32
33-34
35
36-37
38-39
40-41
42
43-44
45-46
47-48
49-50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
101-128
24
25
26
27
28
29
30
31
32-33
34
35
36
37-38
39
40
41-42
43
44
45-46
47
48-49
50
51-52
53
54-55
56
57-58
59
60-61
62-63
64
65-66
67-68
69
70-71
72-73
74
75-76
77-78
79
80-81
82-100
14-15
16
17
18
19-20
21
22-23
24
25-26
27-28
29
30-31
32-33
34-35
36-37
38-39
40-41
42-43
44-45
46-47
48-49
50-51
52-54
55-56
57-58
59-61
62-63
64-65
66-68
69-70
71-72
73-75
76-77
78-79
80-82
83-84
85-86
87-89
90-91
92-93
94-95
96-126
13
14
15
16
17
18-19
20
21
22
23-24
25
26
27-28
29
30-31
32
33-34
35
36-37
38-39
40
41-42
43-44
45-46
47
48-49
50-51
52-53
54-55
56-57
58
59-60
61-62
63-64
65-66
67-68
69
70-71
72-73
74-75
76-77
78-94
IS
16
17
18
19
20
21-22
23
24
25
26
27-28
29
30
31-32
33
34
35-36
37
38-39
40-41
42
43-44
45
46-47
48-49
50
51-52
53-54
55
56-57
58-59
60-61
62
63-64
65-66
67
68-69
70-71
72-73
74-100
13
14
15
10
10
II
II
12
16
17
18
19
12
13
14
15
16
17
20
21
22
23
24
25
26
27
28-29
30
31
32
33
34
35-36
37
38
39
40-41
42
43
44-45
46
47
48-49
50
51
52-53
54
55
56-57
58
59-100
18
19
20
21
22
23
24
25
26
27
28
29-30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48-128
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-100
70
68-69
67
65-66
64
62-63
61
59-60
58
56-57
54-55
53
51-52
49-50
48
46-47
44-45
42-43
40-41
38-39
36-37
34-35
32-33
30-31
28-29
26-27
24-25
22-23
20-21
18-19
16-17
14-15
12-13
9-11
7-8
5-6
3-4
1-2
0
Raw scores
Number of
Categories
Completed
Trials to
Complete
First Category
>16
11-16
6-10
2-5
3-6
~I
1O-I3
14-19
20-21
22-37
38-129
%ile
1-2
Failure to
Maintain Set
0-2
3
4
5-21
Learning to
Learn
~-11.70
%ile
-11.71 to -13.20
-13.21 to-15.20
-15.21 to -16.10
>16
11-16
6-10
2-5
~-16.11
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u.
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Raw scores
t!>
~
'"I
rJJ
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
5S
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
0-15
0-16
Perseverative
Responses
0-10
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-9
0-9
0-8
0-7
0-6
Percent
Conceptual
Level
Responses
82-100
81
16
17
80
10
11
17
10
18
79
7
18
19
78
19
10
12
77
11
11
20
76
20
9
21
21
13
22
11
12
12
22
23
73
14
13
24
25
23
13
12
14
13
10
9
25
14
16
70
69
11
15
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47-48
49
50-51
72
71
15
24
26
27
7S
74
26
17
27
28
18
16
16
19
17
17
15
20
21
18
18
16
19
19
20
17
29
30
31
32
33
34
35
36
37
38
39
40
41
42
15
27
28
29
30-31
32
33
34
68
67
66
11
65
64
63
62
61
60
59
58
57
56
55
54
53
51-52
50
49
48
46-47
45
14
12
13
12
22
23
24
25
26
10
20
21
22
23
24
25
26
14
18
21
22
23
24
25
19
20
21
22
26
27
27
28
29
28
29
13
15
23
24
16
14
17
15
18
19
16
20
17
;l0IJtI
t!>
Q\
Ul
b,
'P
....
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
52
53-54
55
56-57
58
59-60
61-62
63
64-65
66-67
68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
101-103
104-105
106-107
108-109
110-111
112-113
114-115
116-117
118-120
121-122
123-124
125-126
127-128
43
44
45
46
47
48-49
50
51
52
53
54-55
56
57
58-59
60
61
62-63
64
65-66
67
68-69
70
71-72
73
74-75
76-77
78
79-80
81
82-83
84-85
86-87
88
89-90
91-92
93
94-95
96-97
98-99
100
35-36
37
38
39-40
41
42-43
44
45-46
47-48
49-50
51-52
53
54-55
56-57
58-60
61-62
63-64
65-66
67-68
69-71
72-73
74-75
76-78
79-80
81-83
84-85
86-88
89-90
91-93
94-95
96-98
99-101
102-103
104-106
107-108
109-111
112-113
114-116
117-118
119-120
121-123
124-126
30
31
32
33
34
35
36
37
38-39
40
41
42-43
44
45-46
47
48-49
50
51-52
53
54-55
56-57
58-59
60
61-62
63-64
65-66
67-68
69-70
71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92
93-94
95-100
30
31
32-33
34
35
36
37
38-39
40
41-42
43
44-45
46
47-48
49
50-51
52-53
54
55-56
57-58
59-60
61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94
25
26
27
28
29
30
31
32
33
34
35
36
37
38-39
40
41
42
43
44-45
46
47
48-49
50
51
52-53
54
55-56
57
58-59
60
61
62-63
64
65-66
67
68-69
70
71-72
73
74-75
76-100
21
18
22
23
19
24
25
26
20
21
22
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-48
49
50
51
52
53
54
55
56
57
58-128
23
24
25
26
27
28
29
30
31
32
33
34
43-44
42
41
39-40
38
36-37
34-35
33
31-32
30
28-29
26-27
24-25
22-23
21
19-20
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
35
36
37
38
39
40
41
42
43
44
45
46
47
48-100
Raw scores
Number of
%i1e
Categories
Completed
>16
11-16
6-10
2-5
2-6
1
~1
Trials to
Complete
First Category
10-32
33-36
37-76
77-129
Failure to
Maintain Set
0-1
2
3
4-6
7-21
Learning to
Learn
~-6.84
%i1e
-6.85 to -10.20
-10.21 to -12.70
-12.71 to -21.00
>16
11-16
6-10
2-5
~-21.01
~1
t"'l
Q.
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Table D45
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=
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Ql

Q:
Q
=
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........
Raw scores
'<
<'I>
..,
Ql
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
5S
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
5S
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
0-8
0-11
0-5
0-5
12
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-4
0-5
0-4
0-4
Percent
Conceptual
Level
Responses
88-100
5
6
87
5
86
10
13
85
11
7
14
84
12
83
13
15
6
82
7
8
14
16
17
16
17
18
18
19
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38
39-40
41
42
43-44
81
15
19
20
21
6
80
9
9
10
9
10
20
77
10
76
11
21
22
12
12
23
24
14
25
26
15
16
15
17
16
27
28
29
30
31
32
33
34
35
36
37
11
21
22
23
24
25
26-27
28
29
14
17
18
73
19
20
21
22
23
24
25
14
13
15
14
16
17
21
22
23
24
25
9
10
13
18
19
20
75
74
72
12
13
18
19
20
11
12
13
79
78
9
10
11
11
10
15
12
11
16
13
12
17
14
18
19
15
20
21
16
13
17
14
15
71
70
69
68
67
66
64-65
63
62
61
60
59
58
56-57
55
54
53
51-52
'"
>
IJCl
<'I>
Q\
Ul
t
Q\
~
.....:...
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<1
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
45
46-47
48
49-50
51
52-53
54-55
56
57-58
59-60
61-62
63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-92
93-94
95-96
97-98
99-100
101-102
103-104
105-106
107-109
110-111
112-113
114-115
116-117
118-119
120-121
122-123
124-128
38
39
40
41-42
43
44
45
46
47
48-49
50
51
52-53
54
55
56-57
58
59-60
61
62
63-64
65-66
67
68-69
70
71-72
73
74-75
76-77
78
79-80
81-82
83
84-85
86-87
88-89
90
91-92
93-94
95-96
97
98-100
30
31-32
33
34-35
36
37-38
39
40-41
42-43
44-45
46
47-48
49-50
51-52
53-54
55-57
58-59
60-61
62-63
64-66
67-68
69-70
71-73
74-75
76-78
79-80
81-83
84-85
86-88
89-90
91-93
94-95
96-98
99-100
101-103
104-106
107-108
109-110
111-113
114-115
116-118
119-126
26
27
28
29
30
31
32-33
34
35
36
37-38
39
40-41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58-59
60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-100
26
27
28
29-30
31
32
33
34-35
36
37
38-39
40
41-42
43
44-45
46-47
48
49-50
51-52
53-54
55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82
83-84
85-86
87-88
89-90
91-92
93-94
22
23
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39
40-41
42
43
44
45-46
47
48-49
50
51
52-53
54
55-56
57
58-59
60
61-62
63
64-65
66
67-68
69
70
71-72
73-100
18
16
19
17
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46
47
48
49
50
51-52
53
54
55
56-128
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
50
48-49
47
45-46
44
42-43
41
39-40
38
36-37
34-35
32-33
31
29-30
27-28
25-26
23-24
21-22
19-20
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
34
35
36
37
38
39
40
41
42
43
44
45
46-100
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
2-6
I
10-32
33-36
37-76
77-129
Failure to
Maintain Set
0-1
2
3
4-6
7-21
Learning to
Learn
~-6.84
-6.85 to -10.20
-10.21 to -12.70
-12.71 to -21.00
$-21.01
%i1e
>16
11-16
6-10
2-5
$1
t"'1
~
= >
e.
c
=
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Table D46
a,
Q.
r>

Education: 12 Years
t!>
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
0-4
Percent
Errors
0-8
Perseverative
Responses
0-1
Percent
Perseverative
Responses
Perseverative
Errors
0-3
0-2
""I
Percent
Perseverative
Errors
0-3
4
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-3
0-3
Percent
Conceptual
Level
Responses
92-100
91
9
5
4
90
10
89
4
3
5
7
11
5
8
10
87
86
4
6
5
13
14
15
12
13
14
20
21
22
23
24
25
26
27
28
29
30
31-32
33
34
35
36-37
38
39-40
6
6
7
81
80
17
8
18
17
18
19
83
82
85
84
16
7
15
16
88
5
II
12
79
78
9
19
10
77
20
21
10
10
11
11
10
22
23
12
12
11
24
25
13
14
15
32
33
34
11
9
12
13
16
10
10
14
15
14
11
12
11
13
12
17
16
18
19
20
21
22
17
16
18
17
15
16
18
19
20
17
18
14
21
22
19
20
15
23
24-25
26
19
20
21
22
23
76
75
74
73
72
12
13
15
26
27
28
29
30
31
9
13
14
t!>
0'1
U1
'<
Total
Number
of
Errors
>-
(IQ
=
e.
b
=l
......
13
14
71
70
69
68
67
66
65
64
63
62
60-61
59
58
57
55-56
'"
'P
......
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
I
I
I
1
1
<I
<I
<I
<I
<I
<I
<I
<I
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
41
42-43
44
45-46
47
48-49
50
51-52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-92
93-94
95-96
97-98
99-100
101-102
103-104
105-106
107-108
109-111
112-1 I3
II4-115
116-II7
118-119
120-128
35
36
37
38-39
40
41
42
43
44
45-46
47
48
49-50
51
52
53-54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70-71
72
73-74
75
76-77
78-79
80-81
82
83-84
85-86
87
88-89
90-91
92-93
94
95-100
24
25
26
27
28
29
30
31-32
33
34
35
36-37
38
39-40
41
42-43
44
45-46
47-48
49
50-51
52-53
54
55-56
57-58
59-60
61-62
63-64
65-66
67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-100
27
28-29
30
31
32-33
34-35
36
37-38
39-40
41
42-43
44-45
46-47
48-49
50-51
52-53
54-56
57-58
59-60
61-62
63-65
66-67
68-69
70-72
73-74
75-77
78-79
80-82
83-84
85-87
88-90
91-92
93-95
96-97
98-100
101-102
103-105
106-107
108-110
111-112
113-114
115-126
23-24
25
26
27
28
29
30-31
32
33
34-35
36
37-38
39
40-41
42
43-44
45-46
47
48-49
50-51
52-53
54-55
56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89
90-91
92-94
16
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42-43
17
15
18
16
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46-47
48
49
50
51
52
53
54-128
44
45
46-47
48
49-50
51
52
53-54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70
71-100
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45-100
54
52-53
51
49-50
48
46-47
45
43-44
41-42
40
38-39
36-37
35
33-34
31-32
29-30
27-28
25-26
23-24
21-22
19-20
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
0-2
Raw scores
Number of
Categories
Completed
Trials to
Complete
First Category
>16
11-16
6-10
2-5
2-6
I
10-32
33-36
37-76
77-129
~I
%ile
Failure to
Maintain Set
0-1
2
3
4-6
7-21
Learning to
Learn
~-6.84
%ile
-6.85 to -10.20
-10.21 to -12.70
-12.71 to -21.00
>16
11-16
6-10
2-5
~-21.01
~l
t"'l
Q..
,.,= >
o Q\
UI
-....=
~
'<
~
(KI
~
Q\
....'P
.., ....
'"
t"i
Table D47
0\
.j:>.
Q..
=
~

C'.
Q'I
....'-f ....'P
....
.,
1I1
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
78
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
0-1
Perseverative
Responses
0-2
0-6
Perseverative
Errors
0
0-2
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-2
0-2
95-100
94
0
2
93
3
92
3
91
5
6
7
3
90
10
89
4
3
I!
88
5
87
8
12
9
13
10
11
12
20
21
22
23
24
25-26
27
28
29
30
31-32
33
34
35-36
37
5
5
16
18
84
83
5
6
82
81
80
79
78
6
17
86
85
6
8
15
16
17
18
19
13
14
14
15
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
Percent
Perseverative
Errors
7
8
8
7
19
10
20
21
10
11
11
12
10
7
8
76
75
74
73
72
11
22
23
24
12
13
14
13
12
12
13
10
15
16
14
15
16
13
25
26
27
28
29
30
31
32
33
14
15
11
17
18
19
20
16
17
18
19
20
21
14
15
17
18
19
20
21
22-23
24
21
77
10
11
10
11
12
16
17
18
19
1I1
b
=
.... I
~
Percent
Perseverative
Responses
Q'I
Raw scores
Total
Number
of
Errors
;..I1CI
13
12
14
13
71
70
69
68
66-67
65
64
63
62
60-61
59
58
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
I
1
I
I
I
1
<1
<1
<I
<1
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
38
39-40
41
42-43
44-45
46
47-48
49-50
51
52-53
54-55
56-57
58-59
60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-83
84-85
86-87
88-89
90-91
92-93
94-95
96-97
98-100
101-102
103-104
105-106
107-108
109-110
111-112
113-114
115-116
117-128
34
35
36
37
38
39
40
41
42-43
44
45
46-47
48
49
50-51
52
53
54-55
56
57-58
59
60-61
62
63-64
65-66
67
68-69
70
71-72
73-74
75
76-77
78-79
80
81-82
83-84
85-86
87
88-89
90-91
92-93
94-100
25
26-27
28
29
30-31
32-33
34
35-36
37-38
39
40-41
42-43
44-45
46-47
48-49
50-51
52-54
55-56
57-58
59-60
61-63
64-65
66-68
69-70
71-72
73-75
76-77
78-80
81-83
84-85
86-88
89-90
91-93
94-95
96-98
99-100
101-103
104-105
106-108
109-110
111-113
114-126
22
23
24
25
26-27
28
29
30
31
32-33
34
35-36
37
38
39-40
41
42-43
44-45
46
47-48
49-50
51
52-53
54-55
56-57
58-59
60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81
82-83
84-85
86-87
88-100
22
23
24
25
26-27
28
29
30
31-32
33
34-35
36
37-38
39
40-41
42
43-44
45-46
47-48
49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-94
20
21
22
23
24
25
26
27
28
29-30
31
32
33
34
35
36-37
38
39
40
41-42
43
44
45-46
47
48-49
50
51
52-53
54
55-56
57
58-59
60
61-62
63
64-65
66
67-68
69
70-100
15
16
14
17
15
18
19
20
16
21
22
23
18
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45-46
47
48
49
50
51
52
53-128
17
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-100
56-57
55
53-54
52
50-51
49
47-48
46
44-45
42-43
40-41
39
37-38
35-36
33-34
31-32
30
28-29
26-27
24-25
22-23
20-21
18-19
16-17
14-15
11-13
9-10
7-8
5-6
3-4
1-2
0
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
$1
Categories
Completed
2-6
I
0
Trials to
Complete
First Category
10-32
33-36
37-76
77-129
Failure to
Maintain Set
0-1
2
3
4-6
7-21
Learning to
Learn
~-6.84
-6.85 to -10.20
-10.21 to -12.70
-12.71 to -21.00
$-21.01
%i1e
>16
11-16
6-10
2-5
$1
l"l
Q..
,.,
=
~
Q;
0
=
....
....'oftil
~
~
;;!
>
(fQ
~
0\
til
0\
If
....
....
......
t"'1
Table D48
aa-
Q.
=
:to
....=
rl

9'
....
...:t
Raw scores
~
~
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
64
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
0-3
Percent
Perseverative
Errors
0
Nonperseverative
Errors
0
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
99-100
98
4
97
0
5
96
2
2
0
95
94
93
2
2
3
92
3
91
90
0
5
10
6
7
2
11
8
9
12
13
14
15
89
88
87
86
85
4
5
10
11
12
13
14
15
16
17
18
19
20
21-22
23
24
25
26
27-28
29
30-31
32
3
4
16
17
18
19
20
21
22
23
24
25
26
27
28
29
6
6
4
5
6
6
6
7
8
9
10
7
9
10
79
78
77
76
75
73-74
12
13
13
10
14
15
16
17
18
14
9
8
9
10
11
11
12
13
14
15
16
17-18
19
20
12
13
14
15
16
17
18
19
84
83
82
81
80
10
11
11
72
12
10
11
15
16
II
12
71
70
69
68
66-67
65
64
62-63
.,
'"
~
>
C/CI
~
U1
\C
....~
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
I
I
<1
<I
<1
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
33
34-35
36
37-38
39-40
41
42-43
44-45
46
47-48
49-50
51-52
53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95-97
98-99
100-101
102-103
104-105
106-107
108-109
110-1 II
112-128
30
31
32
33
34
35-36
37
38
39
40
41-42
43
44
45-46
47
48
49-50
51
52-53
54
55-56
57
58-59
60
61-62
63-64
65
66-67
68
69-70
71-72
73-74
75
76-77
78-79
80
81-82
83-84
85-86
87
88-89
90-100
21
22-23
24
25-26
27
28-29
30
31-32
33-34
35-36
37
38-39
40-41
42-43
44-45
46-48
49-50
51-52
53-54
55-57
58-59
60-61
62-64
65-66
67-69
70-71
72-74
75-76
77-79
80-81
82-84
85-86
87-89
90-91
92-94
95-97
98-99
100-101
102-104
105-106
107-109
110-126
20
21
22
23
24
25
26
27
28-29
30
31
32-33
34
35-36
37
38-39
40
41-42
43-44
45
46-47
48-49
50
51-52
53-54
55-56
57-58
59-60
61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84
85-100
19
20
21
22
23
24-25
26
27
28-29
30
31
32-33
34
35-36
37-38
39
40-41
42-43
44
45-46
47-48
49-50
51-52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-94
17
18
19
20
21
22
23
24
25
26
27
28
29-30
31
32
33
34
35-36
37
38
39
40-41
42
43-44
45
46
47-48
49
50-51
52
53-54
55
56-57
58
59-60
61
62-63
64
65
66-67
68-100
13
14
12
13
15
14
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49
50
51-128
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-100
61
60
58-59
57
55-56
53-54
52
50-51
49
47-48
45-46
43-44
42
40-41
38-39
36-37
34-35
32-33
30-31
28-29
26-27
24-25
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
5-7
3-4
1-2
0
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
$1
Categories
Completed
2-6
I
0
Trials to
Complete
First Category
10-32
33-36
37-76
77-129
Failure to
Maintain Set
0-1
2
3
4-6
7-21
Learning to
Learn
:2:-6.84
-6.85 to -10.20
-10.21 to -12.70
-12.71 to -21.00
$-21.01
%i1e
>16
11-16
6-10
2-5
$1
t"i
Q..
,.,=
-....
~
::I
9'
....
.....:t
~
(!)
'1
CJJ
>
(IQ
(!)
C'I
til
C'I
........'P
trl
Table D49
>-'
a-.
00
Q,
=
~

b
=
I
IV
....
Raw scores
!'!>
~
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
100
2
0
99
3
98
0
97
96
0
0
95
94
2
93
7
2
3
4
5
3
2
6
7
8
10
11
27
28-29
0
3
4
12
5
2
9
10
11
12
13
14
15
16
17
18
19
20-21
22
23
24
25-26
5
6
9
10
7
8
9
13
14
15
16
4
5
6
7
8
9
10
11
12
13
14
15
16
17-18
20
21
22
23
24
25
26
27
17
18
19
90
89
11
12
13
14
15
16
17
92
91
10
11
12
13
14
15
16
7
7
88
87
86
85
84
83
82
81
80
79
78
77
76
74-75
73
72
10
11
12
C'I
Ul
00
Total
Number
of
Errors
;I>(JCi
!'!>
8
9
13
14
10
10
15
11
11
71
69-70
68
67
66
'"l
'"
C'I
........'P
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
1
1
1
<I
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
30
31
32-33
34-35
36
37-38
39
40-41
42-43
44-45
46
47-48
49-50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-83
84-85
86-87
88-89
90-91
92-93
94-95
96-97
98-100
101-102
103-104
105-106
107-108
109-128
28
29
30
31
32
33
34
35-36
37
38
39
40-41
42
43
44-45
46
47
48-49
50
51-52
53
54-55
56
57-58
59-60
61
62-63
64
65-66
67-68
69
70-71
72-73
74-75
76
77-78
79-80
81
82-83
84-85
86-87
88-100
19
20
21-22
23
24-25
26
27-28
29
30-31
32-33
34-35
36-37
38-39
40-41
42-43
44-45
46-47
48-49
50-52
53-54
55-56
57-59
60-61
62-64
65-66
67-69
70-71
72-74
75-76
77-79
80-81
82-84
85-86
87-89
90-91
92-94
95-96
97-99
100-101
102-104
105-106
107-126
18
19
20
21
22
23
24
25-26
27
28
29-30
31
32
33-34
35
36-37
38
39-40
41-42
43
44-45
46-47
48-49
50
51-52
53-54
55-56
57-58
59-60
61-62
63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-100
17
18
19
20
21
22-23
24
25
26
27-28
29
30-31
32
33-34
35-36
37
38-39
40-41
42
43-44
45-46
47-48
49-50
51-52
53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-94
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30-31
32
33
34
35
36-37
38
39
40-41
42
43-44
45
46
47-48
49
50-51
52
53-54
55
56-57
58
59-60
61
62-63
64
65-66
67-100
12
13
14
12
13
15
16
17
18
19
14
15
16
17
20
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37
38
39
40
41
42
43
44
45-46
47
48
49
50-128
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-100
64-65
63
61-62
60
58-59
57
55-56
53-54
52
50-51
48-49
47
45-46
43-44
41-42
39-40
37-38
36
34-35
32-33
30-31
28-29
26-27
24-25
21-23
19-20
17-18
15-16
13-14
11-12
9-10
6-8
4-5
2-3
0-1
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:0;1
Categories
Completed
2-6
1
0
Trials to
Complete
First Category
10-32
33-36
37-76
77-129
Failure to
Maintain Set
0-1
2
3
4-6
7-21
Learning to
Learn
~-6.84
-6.85 to -10.20
-10.21 to -12.70
-12.71 to-21.00
:0;-21.01
%i1e
>16
11-16
6-10
2-5
:0;1
t"'l
Q.
=
as
~
::
IV
....00
;I>
IJQ
<"D
0\
til
I
0\
..,en ....
~
'<
<"D
Table DSO
-.l
0
l"l
Q..
=
~

11\
'<
Raw scores
rt>
~
'1
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Percent
Errors
0-21
0-20
Perseverative
Responses
0-14
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-11
0-12
0-10
0-9
0-7
Percent
Conceptual
Level
Responses
76-100
75
22
8
21
12
13
74
11
23
10
22
73
15
24
72
23
13
25
14
12
16
26
71
24
70
11
14
27
25
15
17
69
13
28
29
26
30
27
10
31
32
28
19
16
29
20
17
15
18
33
34
35
36
37
38
39
40
41
42
43
44
45-46
47
48
49
50
51-52
53
54
55-56
57
68
67
12
16
14
66
65
17
13
64
63
14
62
61
60
11
15
18
30
21
18
22
19
19
16
31
32
33
23
36
37
38
39
40
41
42
43
44
45
46
47
12
17
20
20
24
34
35
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
21
21
22
22
23
18
15
13
19
16
14
20
23
24
25
24
25
26
26
27
28
29
27
28
29
30
31
32
17
21
15
22
18
23
24
19
16
20
30
31
32
33
25
26
27
...:t
o b
QQ
Total
Number
of
Errors
>
CICI
rt>
-= 1
r>
44
17
21
18
22
59
58
57
56
55
54
53
52
51
50
49
47-48
46
45
42-43
41
40
38-39
'"
f'
....
....
37
34
32
30
27
25
23
21
19
18
16
14
l3
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
I
I
1
<1
<1
<I
<1
<i
<i
<i
<i
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
58
59-60
61
62-63
64-65
66
67-68
69-70
71
72-73
74-75
76-77
78-79
80-81
82
83-84
85-86
87-88
89-90
91-92
93-94
95-96
97-99
100-101
102-103
104-105
106-107
108-109
110-111
112-113
114-116
117-118
119-120
121-122
123-124
125-126
127-128
48
49
50
51
52
53
54
55-56
57
58
59-60
61
62
63-64
65
66
67-68
69
70-71
72
73-74
75
76-77
78-79
80
81-82
83-84
85
86-87
88-89
90
91-92
93-94
95-96
97
98-99
100
40
41-42
43
44-45
46
47-48
49-50
51-52
53
54-55
56-57
58-59
60-61
62-63
64-66
67-68
69-70
71-72
73-75
76-77
78-80
81-82
83-85
86-87
88-90
91-92
93-95
96-98
99-100
101-103
104-106
107-108
109-11 I
112-114
115-116
117-119
120-121
122-124
125-126
33-34
35
36
37
38
39
40-41
42
43
44-45
46
47-48
49
50-51
52-53
54
55-56
57-58
59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-94
95-96
97-98
99-100
34-35
36
37
38
39
40-41
42
43
44-45
46
47-48
49
50-51
52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68-69
70
71-72
73-74
75-76
77-78
79-80
81-83
84-85
86-87
88-89
90-91
92-93
94
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46-47
48
49
50-51
52
53-54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70-71
72
73-74
75
76-77
78-79
80
81-82
83-100
19
23
24
20
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48
49
50
51
52
53
54-55
56
57
58
59
60
61-128
21
22
23
24
25
26
27
28
29
30
31
32
37
35-36
34
32-33
31
29-30
28
26-27
24-25
23
21-22
19-20
17-18
15-16
14
12-13
10-11
8-9
6-7
4-5
2-3
0-1
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49-100
Raw scores
Number of
Categories
Completed
Trials to
Complete
First Category
>16
11-16
6-10
2-5
2-6
~I
10-21
22-27
28-45
46-83
84-129
%i1e
Failure to
Maintain Set
0-2
3-4
5-21
Learning to
Learn
~-12.50
%i1e
-12.51 to -20.10
-2I.I 1 to -26.70
-26.71 to -30.70
>16
11-16
6-10
2-5
~-30.71
~1
t"i
Q.
,.,= CJCl>
0:
0
=
1/\
00
'<
~
~
'"l
en
...:J
...:J
.j::o,
,:...
......
t"1
Table D51
>-'
-.l
10
Q.
'"=
eo
~

T
score
Standard
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
64
91
90
88
87
86
84
82
81
79
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
%ile
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
Percent
Errors
0-14
0-15
Perseverative
Responses
0-8
9
15
0-7
=L
,:..
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
0-8
0-7
0-6
Percent
Nonperseverative
Errors
0-5
6
Percent
Conceptual
Level
Responses
82-100
8
16
81
7
8
16
9
80
17
10
17
79
18
18
78
8
10
19
19
77
II
10
76
20
20
21
21
10
12
75
8
II
11
74
22
22
13
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48-49
50
12
11
73
12
23
14
72
10
13
13
12
71
70
13
69
68
67
24
15
25
14
14
16
26
27
11
15
15
17
12
11
28
29
18
19
16
17
17
15
30
31
20
21
18
18
16
13
19
20
19
20
17
14
21
22
21
22
23
24
35
36
37
38
39
40
41
42
22
23
24
25
26
27
28
29
30
31
32-33
34
10
14
16
32
33
34
12
18
23
24
25
26
27
28
29
25
26
27
28
29
-...l
.j:>.
...... o!,..
~ ......
~
Percent
Perseverative
Responses
Ie
Raw scores
Total
Number
of
Errors
;.-
13
15
19
20
16
21
22
17
14
15
18
23
24
25
19
16
66
65
64
63
62
61
60
59
58
57
56
55
54
53
51-52
50
49
47-48
46
45
'"l
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
51-52
53
54-55
56
57-58
59
60-61
62-63
64-65
66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
101-102
103-104
105-107
108-109
110-111
112-113
114-115
116-117
118-119
120-121
122-124
125-126
127-128
43
44
45
46
47
48-49
50
51
52
53-54
55
56
57
58-59
60
61-62
63
64-65
66
67-68
69
70-71
72
73-74
75-76
77
78-79
80
81-82
83-84
85-86
87
88-89
90-91
92-93
94
95-96
97-98
99-100
35
36-37
38
39-40
41
42-43
44-45
46
47-48
49-50
51-52
53-54
55-56
57-58
59-60
61-63
64-65
66-67
68-70
71-72
73-74
75-77
78-79
80-82
83-85
86-87
88-90
91-92
93-95
96-98
99-100
101-103
104-106
107-108
109-111
112-114
115-116
117-Il9
120-121
122-124
125-126
30
31
32
33
34-35
36
37
38
39-40
41
42-43
44
45-46
47
48-49
50-51
52
53-54
55-56
57-58
59-60
61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
30
31
32-33
34
35
36
37-38
39
40
41-42
43
44-45
46-47
48
49-50
51
52-53
54-55
56-57
58-59
60-61
62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-91
92-93
94
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42-43
44
45
46-47
48
49
50-51
52
53-54
55
56-57
58
59-60
61
62-63
64-65
66
67-68
69
70-71
72-73
74
75-76
77
78-79
80-100
20
17
21
22
18
19
23
24
25
20
21
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48-49
50
51
52
53
54
55
56
57
58-128
22
23
24
25
26
27
28
29
30
31
43-44
42
40-41
39
37-38
36
34-35
32-33
31
29-30
27-28
25-26
24
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-100
Raw scores
%i1e
>16
11-16
6-10
2-5
::;1
Number of
Categories
Completed
Trials to
Complete
First Category
2-6
10-21
22-27
28-45
46-83
84-129
Failure to
Maintain Set
Learning to
Learn
0-2
~-12.50
3-4
5-21
-12.51 to-20.1O
-20.11 to -26.70
-26.71 to -30.70
::;-30.71
%i1e
>16
11-16
6-10
2-5
::;1
t"J
~
=>
~
e.
Q
:=
IC
IJQ
It>
-..l
,!... c
.... -..lI
'<
It>
~
"l
en
...
....,!...
......
trJ
Table D52
-..J
.j:>.
Q..
~

Education: 12 Years
Q"
N
Raw scores
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
0-12
0-5
0-5
0-5
13
Percent
Errors
0-10
11
Percent
Perseverative
Errors
0-5
6
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-5
0-4
86-100
85
Percent
Conceptual
Level
Responses
6
84
12
14
15
7
7
82
14
15
83
13
80
8
8
18
78
9
18
19
19
20
20
77
76
10
10
10
8
10
11
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40-41
42
43
44-45
46
79
16
17
81
16
17
21
11
11
22
23
13
24
14
13
13
12
25
26
15
14
14
13
16
15
15
14
16
16
27
28
11
33
34
35
36
37
38
39
71
9
10
11
17
29
30
31
32
72
12
10
17
18
19
20
21
22
23
24
25
26
27
28
29
30-31
18
19
17
18
19
20
21
22
23
24
25
26
27
20
21
22
23
24
25
26
27
75
74
73
12
12
-..J
.., ........
'<
Total
Number
of
Errors
>
CJCl
-=.... L
C
12
11
15
16
13
12
17
14
18
13
19
20
21
15
16
14
22
23
17
18
15
70
69
68
67
66
65
64
63
62
61
60
59
58
57
55-56
54
53
51-52
50
49
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
47
48-49
50
51-52
53-54
55
56-57
58-59
60
61-62
63-64
65-66
67-68
69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-88
89-90
91-92
93-94
95-96
97-98
99-100
101-102
103-105
106-107
108-109
110-111
112-113
114-115
116-117
118-119
120-121
122-123
124-125
126-128
40
41
42
43
44
45-46
47
48
49
50-51
52
53
54-55
56
57
58-59
60
61-62
63
64-65
66
67-68
69
70-71
72-73
74
75-76
77-78
79
80-81
82-83
84
85-86
87-88
89-90
91
92-93
94-95
96-97
98
99-100
32
33-34
35
36-37
38
39-40
41
42-43
44-45
46-47
48-49
50-51
52-53
54-55
56-57
58-59
60-62
63-64
65-66
67-69
70-71
72-74
75-76
77-79
80-81
82-84
85-87
88-89
90-92
93-95
96-97
98-100
101-103
104-105
106-108
109-110
111-113
114-116
117-118
119-121
122-123
124-126
28
29
30
31
32
33-34
35
36
37-38
39
40
41-42
43
44-45
46-47
48
49-50
51-52
53-54
55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-84
85-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
28
29
30
31
32
33-34
35
36
37-38
39
40-41
42
43-44
45-46
47
48-49
50-51
52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
24
16
19
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39
40-41
42
43
44-45
46
47-48
49
50
51-52
53
54-55
56-57
58
59-60
61
62-63
64
65-66
67-68
69
70-71
72
73-74
75-76
77
78-100
20
21
17
18
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48
49
50
51
52
53-54
55
56
57-128
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
47-48
46
44-45
43
41-42
40
38-39
36-37
35
33-34
31-32
29-30
28
26-27
24-25
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
35
36
37
38
39
40
41
42
43
44
45
46-100
Raw scores
%ile
>16
11-16
6-10
2-5
:0;1
Number of
Categories
Completed
Trials to
Complete
First Category
2-6
10-21
22-27
28-45
46-83
84-129
Failure to
Maintain Set
0-2
3-4
5-21
Learning to
Learn
%ile
::::-12.50
-12.51 to-20.1O
-20.11 to -26.70
-26.71 to -30.70
:0;-30.71
>16
11-16
6-10
2-5
:0;1
trJ
=>
Q.
I'>
~
e0
....=
N
'-<
ttl
~
'"I
'"
cr=i
ttl
-..l
Q
L
.....
....
....
......
t"'l
Table D53
-.J
0\
Q..
...,
=
~

%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
92
64
91
90
88
87
86
84
82
81
79
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
0-7
8
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
0-10
0-3
0-4
11
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-4
0-4
0-4
0-4
Percent
Conceptual
Level
Responses
89-100
88
87
9
12
5
86
5
5
6
85
11
84
12
14
6
6
13
83
7
15
7
14
16
15
16
17
17
18
82
6
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36-37
38
39
40-41
42
43
19
20
10
21
22
23
11
10
10
10
8
11
11
12
12
11
12
14
13
13
25
26
27
15
16
14
15
14
13
15
16
14
32
33
34
35
36
37
12
24
17
18
19
20
21
22
23
24
25
26
27-28
29
77
76
75
13
28
29
30
31
78
7
9
18
19
81
80
79
16
17
18
19
20
21
22
23
24
25
17
18
19
20
21
22
23
24
25
t.J
-.l
'<
~
Percent
Perseverative
Errors
13
-.l
~
<:>
.:..
Ul .:..
....
10
=:
0
=
.... ..,.I
Raw scores
Total
Number
of
Errors
>
CJCI
74
73
72
71
70
10
15
16
11
10
12
11
13
12
17
18
19
20
21
22
14
13
15
16
17
14
69
68
67
66
65
64
62-63
61
60
59
58
56-57
55
54
52-53
51
..,
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
I
1
1
<1
<1
<1
<1
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
44-45
46
47-48
49
50-51
52-53
54
55-56
57-58
59-60
61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94-96
97-98
99-100
101-102
103-104
105-106
107-108
109-110
111-113
114-115
116-117
118-119
120-121
122-123
124-128
38
39
40
41-42
43
44
45
46
47-48
49
50
51
52-53
54
55-56
57
58
59-60
61
62-63
64
65-66
67-68
69
70-71
72
73-74
75-76
77
78-79
80-81
82-83
84
85-86
87-88
89-90
91
92-93
94-95
96-97
98
99-100
30
31-32
33
34-35
36
37-38
39-40
41
42-43
44-45
46-47
48-49
50-51
52-53
54-55
56-57
58-60
61-62
63-64
65-67
68-69
70-72
73-74
75-77
78-79
80-82
83-85
86-87
88-90
91-93
94-95
96-98
99-101
102-103
104-106
107-108
109-111
112-114
115-116
117-119
120-121
122-126
26
27
28
29-30
31
32
33
34-35
36
37-38
39
40-41
42
43-44
45-46
47
48-49
50-51
52-53
54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
26
27
28-29
30
31
32
33
34-35
36
37-38
39
40-41
42
43-44
45
46-47
48-49
50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-91
92-93
94-95
96-97
98-100
23
15
18
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38
39-40
41
42
43-44
45
46-47
48
49
50-51
52
53-54
55
56-57
58-59
60
61-62
63
64-65
66
67-68
69-70
71
72-73
74
75-76
77-100
16
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48
49
50
51
52-53
54
55
56-128
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
50
48-49
47
45-46
44
42-43
40-41
39
37-38
35-36
34
32-33
30-31
28-29
26-27
24-25
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
36
37
38
39
40
41
42
43
44
45-100
Raw scores
Number of
%i1e
Categories
Completed
>16
11-16
6-10
2-5
2-6
~I
Trials to
Complete
First Category
10-21
22-27
28-45
46-83
84-129
Failure to
Maintain Set
0-2
3-4
5-21
Learning to
Learn
~-12.50
%i1e
-12.51 to -20.10
-20.11 to -26.70
-26.71 to -30.70
>16
11-16
6-10
2-5
~30.71
~1
tri
Q.
-=
r"l
c'
>
CJtI
,."
..... Q-..J
W
,:... b
til
'<
,."
.., .........."",
~
'"
Table D54
-.l
00
t"'l
Q..
c:
r>
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
0-2
3
4
5
Percent
Errors
Perseverative
Responses
0-7
0-1
0
Perseverative
Errors
0
1
......
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-2
0-2
94-100
93
92
91
9
2
10
90
3
4
89
4
11
88
3
87
12
9
86
85
4
10
13
11
14
4
12
15
13
14
5
7
16
17
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
9
10
10
11
10
11
10
12
13
12
12
14
15
16
14
15
13
14
15
13
10
11
17
16
17
18
19
20
14
15
16
17
12
21
22-23
16
17
18
19
20
21
22
81
80
79
78
76
75
74
73
11
12
13
18
19
20
21
22
23-24
25
6
6
18
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31-32
33
34
35-36
37
38
83
82
5
6
15
16
84
6
6
-.l
-.l
""'"
......
......
'<
(!>
0-2
77
II
72
9
9
10
II
18
19
20
Q\
Percent
Perseverative
Errors
-.l
Raw scores
Percent
Perseverative
Responses
(!>
-o= I
~

Total
Number
of
Errors
>
IrCl
13
14
12
13
15
71
70
69
68
67
66
65
64
62-63
61
60
59
57-58
56
..,
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
I
I
1
I
1
<I
<1
<1
<1
<I
<1
<I
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
39-40
41
42-43
44
45-46
47-48
49
50-51
52-53
54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-93
94-95
96-97
98-99
100-101
102-103
104-105
106-107
108-110
111-112
113-114
115-116
117-118
119-128
35
36
37
38
39
40
41
42-43
44
45
46-47
48
49
50-51
52
53
54-55
56
57-58
59
60-61
62
63-64
65-66
67
68-69
70-71
72
73-74
75-76
77
78-79
80-81
82-83
84
85-86
87-88
89-90
91
92-93
94-95
96-100
26
27-28
29
30-31
32
33-34
35-36
37
38-39
40-41
42-43
44-45
46-47
48-49
50-51
52-54
55-56
57-58
59-61
62-63
64-65
66-68
69-70
71-73
74-76
77-78
79-81
82-83
84-86
87-89
90-91
92-94
95-97
98-99
100-102
103-105
106-107
108-110
111-112
113-115
116-117
118-126
24
25
26
27
28
29
30-31
32
33
34-35
36
37-38
39
40-41
42-43
44
45-46
47-48
49-50
51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-82
83-84
85-86
87-88
89-90
91-92
93-94
95-100
23
24
25
26
27-28
29
30
31-32
33
34-35
36
37-38
39
40-41
42
43-44
45-46
47-48
49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94
21
22
23
24
25
26
27
28
29
30
31
32-33
34
35
36
37-38
39
40
41-42
43
44
45-46
47
48-49
50
51-52
53
54-55
56
57-58
59-60
61
62-63
64
65-66
67-68
69
70-71
72
73-74
75-100
16
14
17
18
15
16
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44
45
46
47
48
49-50
51
52
53
54-128
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-100
54-55
53
51-52
50
48-49
47
45-46
44
42-43
40-41
38-39
37
35-36
33-34
31-32
29-30
27-28
25-26
23-24
21-22
19-20
17-18
15-16
13-14
11-12
9-10
6-8
4-5
2-3
0-1
Raw scores
Number of
%i1e
Categories
Completed
>16
11-16
6-10
2-5
2-6
~1
Trials to
Complete
First Category
10-21
22-27
28-45
46-83
84-129
Failure to
Maintain Set
0-2
3-4
5-21
Learning to
Learn
~-12.50
%i1e
-12.51 to-20.1O
-20.11 to -26.70
-26.71 to -30.70
>16
11-16
6-10
2-5
~-30.71
~I
trJ
Q..
=>
-....=
r>
c"
IrCl
('>
-.l
9' b
....
-.l
'<
('>
.L.
.., ....
....
'"
~
......
trI
Table D55
00
Q.
>
(IQ
= '"......
::: '?
= i......
t'l
~

IV
......
QCl
Raw scores
'"en
~
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-1
0-4
5
0
Nonperseverative
Errors
0
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-1
97-100
96
95
94
2
2
3
93
2
92
3
2
90
0
5
89
10
3
6
7
8
3
4
11
12
9
11
14
12
15
13
14
15
16
17
18
19
20
21
22
23
24-25
26
27
28
29
30-31
32
33-34
35
5
17
18
19
7
8
20
21
9
10
11
12
22
23
24
25
26
27
28
29
30
31
7
7
13
14
15
16
17-18
19
20
21
22
6
6
7
9
10
9
10
11
9
10
12
11
12
14
15
16
17
18
19
20
21
13
14
15
16
17
18
19
20
12
13
10
14
10
11
15
16
12
11
13
12
17
18
82
81
80
79
78
77
11
13
84
83
5
5
16
88
87
86
85
13
10
91
76
75
74
73
71-72
70
69
68
67
66
64-65
63
62
60-61
59
"'I
.j::o.
,!...
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<I
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
36
37-38
39
40-41
42-43
44
45-46
47-48
49
50-51
52-53
54-55
56-57
58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94-96
97-98
99-100
101-102
103-104
105-106
107-108
109-110
Ill-1I2
113-114
115-128
32
33
34
35-36
37
38
39
40
41-42
43
44
45-46
47
48
49-50
51
52-53
54
55
56-57
58-59
60
61-62
63
64-65
66-67
68
69-70
71-72
73
74-75
76-77
78
79-80
81-82
83-84
85
86-87
88-89
90-91
92-93
94-100
23-24
25
26-27
28
29-30
31
32-33
34-35
36-37
38-39
40-41
42-43
44-45
46-47
48-49
50-51
52-53
54-56
57-58
59-60
61-63
64-65
66-68
69-70
71-73
74-76
77-78
79-81
82-84
85-86
87-89
90-92
93-94
95-97
98-99
100-102
103-105
106-107
108-110
111-112
113-115
116-126
22
23
24
25
26
27-28
29
30
31-32
33
34-35
36
37-38
39
40-41
42-43
44
45-46
47-48
49-50
51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-100
21
22
23
24
25-26
27
28
29-30
31
32
33-34
35
36-37
38-39
40
41-42
43-44
45-46
47
48-49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-94
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33-34
35
36
37
38-39
40
41-42
43
44
45-46
47
48-49
50
51-52
53
54-55
56-57
58
59-60
61
62-63
64-65
66
67-68
69
70-71
72
73-100
14
15
13
16
14
17
18
19
15
20
21
22
23
17
18
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41-42
43
44
45
46
47
48
49
50
51-52
53-128
20
21
16
19
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43-100
58
56-57
55
53-54
52
50-51
48-49
47
45-46
43-44
42
40-41
38-39
36-37
34-35
32-33
30-31
28-29
26-27
24-25
22-23
20-21
18-19
16-17
14-15
12-13
10-11
7-9
5-6
3-4
1-2
0
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:;;1
Categories
Completed
2-6
Trials to
Complete
First Category
10-21
22-27
28-45
46-83
84-129
Failure to
Maintain Set
Learning to
Learn
0-2
~-12.50
3-4
5-21
-12.51 to -20.10
-20.11 to -26.70
-26.71 to -30.70
:;;-30.71
%i1e
>16
11-16
6-10
2-5
:;;1
t"l
Q..
=
r"l
III
Q:
<:>
IV
00
....OC>
'<
>
CIQ
."
-...l
.., ........,
."
III
'"
,j;;o.
......
t"'l
Table D56
00
Q.
=
c"
=
r>

1/\
QO
'<
(t)
Raw scores
'"l
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
64
91
90
88
87
86
84
82
81
79
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
Total
Number
of
Errors
Percent
Errors
0-29
0-25
30
Perseverative
Responses
0-19
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
0-14
0-17
0-13
Nonperseverative
Errors
0-11
12
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-9
69-100
20
68
26
15
31
10
18
67
14
27
66
32
21
33
16
65
28
13
64
19
15
34
11
29
63
22
17
35
62
30
20
36
16
31
23
14
61
18
37
12
21
38
32
39
40
33
34
41
42
43
44
45
97
46
47
48
49
50
51
52
53
54
55
56-57
58
59
60
61-62
63
96
64
24
19
17
22
25
20
58
57
15
18
13
26
35
23
21
19
29
40
41
30
31
32
46
47
48
49
50
51
52
24
23
25
24
26
21
25
26
27
28
22
28
38
39
42
43
44
45
22
33
34
35
36
37
38
39
40
41
42
43-44
45
20
27
28
29
30
29
30
31
32
33
34
35
36
37
31
32
33
14
17
18
15
23
19
16
24
25
20
26
27
21
17
18
22
34
35
36
37
38
56
55
16
27
36
37
60
59
28
29
23
19
30
31
24
25
20
54
53
52
51
50
49
48
47
46
44-45
43
42
41
40
39
37-38
36
35
34
32-33
31
'"
>
IJ(l
(t)
...:t
Ul
...:t
....'P
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<I
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
65-66
67
68-69
70
71-72
73
74-75
76-77
78
79-80
81-82
83-84
85-86
87
88-89
90-91
92-93
94-95
96-97
98-99
100-101
102-103
104-105
106-107
108-109
IIO-I I I
112-113
114-115
116-117
118-120
121-122
123-124
125-126
127-128
53
54
55
56
57-58
59
60
61
62
63-64
65
66
67-68
69
70
71-72
73
74-75
76
77-78
79
80-81
82-83
84
85-86
87
88-89
90-91
92
93-94
95-96
97-98
99
100
46
47-48
49
50-51
52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-76
77-78
79-80
81-83
84-85
86-88
89-90
91-93
94-95
96-98
99-101
102-103
104-106
107-109
IIO-I I I
112-114
115-II7
II8-119
120-122
123-124
125-126
38
39
40
41-42
43
44
45-46
47
48
49-50
51-52
53
54-55
56
57-58
59-60
61-62
63-64
65
66-67
68-69
70-71
72-73
74-75
76-78
79-80
81-82
83-84
85-86
87-88
89-90
91-93
94-95
96-97
98-99
100
39
40
41-42
43
44
45
46-47
48
49
50-51
52
53-54
55
56-57
58-59
60
61-62
63-64
65-66
67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49-50
51
52-53
54
55
56-57
58
59-60
61-62
63
64-65
66
67-68
69-70
71
72-73
74
75-76
77-78
79
80-81
82-83
84
85-86
87-88
89-100
26
21
27
28
22
23
29
30
31
24
25
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46-47
48
49
50
51
52
53
54
55
56-57
58
59
60
61
62
63
64-128
26
27
28
29
30
29-30
28
26-27
25
23-24
22
20-21
18-19
17
15-16
13-14
11-12
10
8-9
6-7
4-5
2-3
0-1
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50-100
Raw scores
%i1e
>16
11-16
6-10
2-5
~I
Number of
Categories
Completed
Trials to
Complete
First Category
1-6
10-23
24-46
47-129
Failure to
Maintain Set
Learning to
Learn
0-2
~-20.00
3-4
-20.01 to -25.50
5-21
~-25.51
%i1e
>16
11-16
6-10
2-5
~I
l"J
Q.
= >
f'>
~
g.
=
1/\
OQ
~
00
IJQ
~
-..l
Ul
-..l
.., 'P........
'"
~
Table D57
00
.j:>.
l"J
Q.
=
I'>
~

:::
0
=
\C
.:..
....
Raw scores
'<
It>
..,
~
%i1e
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
0-22
23
Percent
Errors
0-20
Perseverative
Responses
0-14
Percent
Perseverative
Responses
0-11
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-13
0-10
0-9
0-7
75-100
74
21
15
24
73
11
14
22
12
25
23
10
72
16
71
26
12
24
13
15
27
25
29
26
11
68
13
14
16
10
18
30
15
27
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-48
49
50
51
52
53-54
55
56
57-58
28
12
18
20
30
21
17
31
22
18
32
33
23
19
24
20
19
15
43
44
45
46
47
11
13
63
62
14
12
61
60
59
58
15
13
16
20
38
39
40
41
42
65
64
16
29
36
37
67
66
14
17
19
34
35
70
69
17
28
Percent
Conceptual
Level
Responses
17
21
18
22
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39-40
21
19
23
22
23
24
25
26
27
28
29
30
31
32
33
24
25
26
27
28
29
30
31
32
33
34
20
16
21
17
14
22
15
18
23
24
19
25
26
27
20
28
22
16
17
21
18
57
56
55
54
53
52
51
50
49
47-48
46
45
44
43
41-42
40
39
37-38
'"
>
rtCI
It>
-...l
til
1
'P
....
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
I
1
<1
<1
<I
<I
<I
<1
<1
<I
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
59
60-61
62
63-64
65
66-67
68
69-70
71-72
73
74-75
76-77
78-79
80-81
82
83-84
85-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
101-102
103-104
105-107
108-109
110-111
112-113
114-115
116-117
118-119
120-121
122-123
124-125
126-127
128
48
49
50-51
52
53
54
55
56
57-58
59
60
61-62
63
64
65-66
67
68-69
70
71-72
73
74-75
76
77-78
79
80-81
82-83
84
85-86
87-88
89
90-91
92-93
94-95
96
97-98
99-100
41
42
43-44
45
46-47
48-49
50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-71
72-73
74-75
76-78
79-80
81-83
84-85
86-88
89-90
91-93
94-95
96-98
99-101
102-103
104-106
107-109
34
35-36
37
38
39
40-41
42
43
44-45
46
47-48
49-50
51
52-53
54-55
56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-85
86-87
88-89
90-91
92-94
95-96
97-98
99-100
llO-ill
112-114
115-117
118-119
120-122
123-124
125-126
35
36
37
38-39
40
41
42
43-44
45
46-47
48
49-50
51
52-53
54
55-56
57-58
59-60
61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94
23
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45-46
47
48
49-50
51
52-53
54
55-56
57
58-59
60
61-62
63
64-65
66-67
68
69-70
71-72
73
74-75
76-77
78
79-80
81-82
83
84-85
86-100
19
24
20
25
26
27
21
22
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50-51
52
53
54
55
56
57
58
59-60
61
62-128
23
24
25
26
27
28
29
30
31
36
34-35
33
31-32
30
28-29
26-27
25
23-24
21-22
20
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
~I
Categories
Completed
1-6
0
Trials to
Complete
First Category
10-23
24-46
47-129
Failure to
Maintain Set
Learning to
Learn
0-2
:2:-20.00
3-4
-20.01 to -25.50
5-21
~-25.51
%i1e
>16
11-16
6-10
2-5
~I
t"i
Q..
...,
=
-=
Ql
........'P
00
Vl
/l)
>
(lei
/l)
-..,J
'f'
0
\C
., .:......
'"
Ql
Table D58
00
0\
trJ
Q..
...,
=
-....= L
~

Education: 12 Years
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
0-18
0-17
19
18
20
0-11
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-8
0-10
0-8
0-7
0-6
79-100
11
78
12
19
77
76
21
10
20
10
13
75
12
22
21
23
24
74
8
22
14
11
73
13
11
72
23
25
26
12
15
14
24
13
25
15
26
13
14
11
17
27
10
15
16
28
35
36
37
38
39
40
41
42
43
44
45-46
47
48
49
50-51
52
53
31
32
65
12
17
19
29
30
16
15
18
20
21
17
22
18
19
64
11
16
19
20
13
17
12
14
33
34
35
36
37
38
39
40
41
42
43
44
23
24
25
26
27
28
29
30
31-32
33
34
35
36
67
66
14
18
31
32
33
34
71
70
69
68
16
28
29
30
10
12
27
20
21
18
21
22
23
22
23
19
15
24
25
26
27
28
29
30
31
24
25
26
27
28
29
30
31
-..l
....'P
..,en ....
'<
~
Raw scores
Perseverative
Responses
Ul
o b
N
Total
Number
of
Errors
>
CJCl
20
21
13
16
14
17
22
23
24
25
26
18
15
19
16
20
17
63
62
61
60
59
58
57
56
55
54
53
51-52
50
49
48
47
45-46
44
43
41-42
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
54-55
56
57-58
59
60-61
62
63-64
65-66
67
68-69
70-71
72-73
74-75
76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
101-102
103-104
105-106
107-109
110-111
112-113
114-115
116-117
118-119
120-121
122-123
124-125
126-127
128
45
46
47-48
49
50
51
52
53
54-55
56
57
58-59
60
61
62-63
64
65-66
67
68-69
70
71-72
73
74-75
76
77-78
79-80
81
82-83
84-85
86
87-88
89-90
91-92
93
94-95
96-97
98-99
100
37-38
39
40-41
42
43-44
45
46-47
48-49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-67
68-70
71-72
73-74
75-77
78-79
80-82
83-84
85-87
88-90
91-92
93-95
96-98
99-100
101-103
104-106
107-108
109-111
112-113
114-116
117-119
120-121
122-124
125-126
32
33
34
35-36
37
38
39-40
41
42-43
44
45-46
47
48-49
50-51
52
53-54
55-56
57-58
59-60
61-62
63
64-65
66-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-85
86-87
88-89
90-91
92-93
94-96
97-98
99-100
32
33-34
35
36
37
38
39-40
41
42
43-44
45
46-47
48
49-50
51-52
53
54-55
56-57
58-59
60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42-43
21
22
18
23
19
24
25
26
20
27
28
29
30
31
44
32
33
34
35
36
37
38
39
40
41
42
43
44
45-46
47
48
49
50
51
52
53
54-55
56
57
58
59
60-128
45
46-47
48
49
50-51
52
53-54
55
56-57
58
59-60
61-62
63
64-65
66-67
68
69-70
71-72
73
74-75
76-77
78
79-80
81
82-83
84-100
21
22
23
24
25
26
27
28
29
30
40
38-39
37
35-36
34
32-33
30-31
29
27-28
25-26
24
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-100
Raw scores
Number of
%ile
>16
11-16
6-10
2-5
~1
Categories
Completed
1-6
0
Trials to
Complete
First Category
10-23
24-46
47-129
Failure to
Maintain Set
Learning to
Learn
0-2
~-20.00
3-4
-20.01 to -25.50
5-21
~-25.51
%ile
>16
11-16
6-10
2-5
~1
t>J
Q.
=
f')
Ql
e.
0
=
....
N
<'!>
Ql
;;J
>
CJCl
<'!>
-.J
UJ
'P
....
....
......
Table D59
00
00
l"'l
Q..
(!)
....:t

....:t
....'-f 'P....
....
(Jl
Raw scores
(!)
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
0-16
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
0-15
16
0-9
0-7
17
10
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-9
0-7
0-6
0-5
6
17
10
78
11
19
20
7
8
11
22
21
23
24
22
75
10
10
74
12
13
11
11
25
23
14
26
27
24
15
72
71
30
31
32
33
34
35
36
37
38-39
40
41
42
43
44
45
46-47
48
49
50-51
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
14
10
70
69
11
68
67
66
13
16
28
12
12
25
14
15
13
14
17
18
19
15
16
16
17
15
18
19
16
18
11
13
17
22
23
24
25
26
27
28-29
30
31
32
33
34-35
19
20
21
22
23
24
25
26
27
28-29
30
10
12
17
20
21
73
9
13
26
27
77
76
20
12
28
29
82-100
81
79
19
21
Percent
Conceptual
Level
Responses
80
18
18
>
CICI
=
r>
as 'f'
=
.... I
20
12
14
18
21
22
23
19
20
15
13
16
24
25
26
27
28
29
30
21
22
14
17
15
23
24
25
18
19
16
65
64
63
62
61
60
59
58
57
56
55
54
53
51-52
50
49
48
46-47
45
44
'1
'"
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
52
53-54
55
56-57
58
59-60
61-62
63
64-65
66-67
68
69-70
71-72
73-74
75-76
77-78
79
80-81
82-83
84-85
86-87
88-89
90-91
92-94
95-96
97-98
99-100
101-102
103-104
105-106
107-108
109-110
111-112
113-114
115-116
117-118
119-121
122-123
124-125
126-127
128
44
45
46
47
48
49
50
51-52
53
54
55-56
57
58
59-60
61
62
63-64
65
66-67
68
69-70
71-72
73
74-75
76
77-78
79-80
81
82-83
84-85
86
87-88
89-90
91-92
93
94-95
96-97
98-99
100
31
32
33
34
35-36
37
38
39-40
41
42-43
44
45-46
47-48
49
50-51
52-53
54-55
56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-75
76-77
78-79
80-81
82-83
84-85
86-88
89-90
91-92
93-94
95-97
98-99
100
36
37
38-39
40
41-42
43-44
45
46-47
48-49
50-51
52-53
54-55
56-57
58-59
60-61
62-63
64-65
66-68
69-70
71-72
73-75
76-77
78-80
81-82
83-85
86-88
89-90
91-93
94-96
97-98
99-101
102-104
105-106
107-109
110-112
113-114
115-117
118-119
120-122
123-124
125-126
31
32
33
34
35-36
37
38
39
40-41
42
43-44
45
46-47
48-49
50
51-52
53-54
55
56-57
58-59
60-61
62-63
64-65
66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
26
27
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42-43
44
45
46-47
48
49-50
51
52-53
54
55-56
57
58-59
60-61
62
63-64
65
66-67
68-69
70
71-72
73-74
75
76-77
78-79
80
81-82
83-100
20
21
17
22
23
18
19
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50
51
52
53-54
55
56
57
58
59-128
20
21
22
23
24
25
26
27
28
29
30
42-43
41
39-40
38
36-37
34-35
33
31-32
29-30
28
26-27
24-25
22-23
20-21
19
17-18
15-16
13-14
11-12
9-10
7-8
5-6
2-4
0-1
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-100
Raw scores
Number of
%ile
>16
11-16
6-10
2-5
:0;1
Categories
Completed
1-6
0
Trials to
Complete
First Category
10-23
24-46
47-129
Failure to
Maintain Set
0-2
Learning to
Learn
~-20.00
3-4
-20.01 to -25.50
5-21
:0;-25.51
%ile
>16
11-16
6-10
2-5
:0;1
t'"1
Q..
c:
r">
~
Q:
C
....t.l=
,:..
til
'-<
It>
;.IJCI
It>
-..l
til
.., ........'P
'"
~
l"l
Table D60
'"
I=l-
-.l
'"=
C".
b
....= L
....9'-.l 'P....
....
'<
~

Raw scores
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Total
Number
of
Errors
0-10
11
Percent
Errors
Perseverative
Responses
Percent
Perseverative
Responses
0-12
0-5
0-4
13
12
Perseverative
Errors
0-5
6
Percent
Perseverative
Errors
0-5
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-4
0-4
86-100
85
5
6
6
14
13
84
83
7
7
14
15
82
7
15
16
81
6
80
16
8
17
79
17
18
78
18
19
20
7
19
10
77
76
10
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40
41-42
43
44
45-46
21
11
10
10
11
8
11
13
23
24
11
12
12
14
13
27
28
29
30
31
32
33
34
35
36
37
38
39
15
12
18
19
20
21
22
23
24
25
26
27
28
29
30-31
15
16
71
70
9
10
14
13
15
14
14
16
17
72
13
25
26
75
74
73
12
22
10
11
16
15
17
12
16
17
18
19
18
19
20
21
22
23
24
25
26
27
20
21
22
23
24
25
26
27
11
17
13
18
19
14
20
21
22
12
15
13
16
14
17
23
>
(JQ
15
69
68
67
66
65
64
63
62
61
60
59
57-58
56
55
54
52-53
51
50
48-49
(I)
~
'1
'"
(I)
Ul
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<I
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
47
48-49
50
51-52
53
54-55
56
57-58
59-60
61
62-63
64-65
66-67
68-69
70-71
72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-93
94-95
96-97
98-99
100-101
102-103
104-105
106-107
108-109
110-111
112-113
114-115
116-117
118-119
120-121
122-123
124-128
40
41
42
43
44-45
46
47
48
49
50-51
52
53
54-55
56
57
58-59
60
61-62
63
64-65
66
67-68
69-70
71
72-73
74
75-76
77-78
79
80-81
82-83
84-85
86
87-88
89-90
91-92
93
94-95
96-97
98-99
100
32
33
34-35
36
37-38
39-40
41
42-43
44-45
46-47
48-49
50-51
52-53
54-55
56-57
58-59
60-62
63-64
65-66
67-69
70-71
72-74
75-76
77-79
80-81
82-84
85-86
87-89
90-92
93-94
95-97
98-100
101-102
103-105
106-108
109-110
111-113
114-115
116-118
119-121
122-123
124-126
28
29
30
31-32
33
34
35-36
37
38-39
40
41-42
43
44-45
46-47
48
49-50
51-52
53-54
55-56
57
58-59
60-61
62-63
64-66
67-68
69-70
71-72
73-74
75-76
77-78
79-81
82-83
84-85
86-87
88-89
90-92
93-94
95-96
97-98
99-100
28
29
30
31
32
33-34
35
36
37-38
39
40-41
42
43-44
45
46-47
48-49
50
51-52
53-54
55-56
57-58
59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94
24
25
26
27
28
29
30
31
32
33
34
35-36
37
38
39
40-41
42
43
44-45
46
47-48
49
50-51
52
53-54
55
56-57
58
59-60
61-62
63
64-65
66-67
68
69-70
71-72
73
74-75
76-77
78
79-80
81-100
18
19
20
21
16
17
18
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48
49
50
51-52
53
54
55
56
57-128
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
47
45-46
44
42-43
41
39-40
38
36-37
34-35
32-33
31
29-30
27-28
25-26
23-24
21-22
19-20
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
37
38
39
40
41
42
43
44
45-100
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
1-6
10-23
24-46
47-129
Failure to
Maintain Set
Learning to
Learn
0-2
<':-20.00
3-4
-20.01 to -25.50
5-21
::;;-25.51
%i1e
>16
11-16
6-10
2-5
::;;1
t"'i
Q.
-....
=
I"l
~
9'
....
-.,J
'<
."
>
(f(:/
."
-.,J
til
.., 'P........
'"
~
trl
Table D61
'-0
tv
Q.
'Q-.=
"'
~

IV
Raw scores
'<
I'D
~
T
score
Standard
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
64
91
90
88
87
86
84
82
81
79
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
%ile
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
Percent
Errors
0-7
0-10
Perseverative
Responses
0-3
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-2
0-3
0-4
0-3
0-3
Percent
Conceptual
Level
Responses
89-100
88
11
87
9
4
12
5
4
10
86
5
85
11
13
84
5
12
5
14
13
15
6
6
17
17
18
82
19
81
7
7
7
8
24
25
26
27
28
29
30
31
32
33
34-35
36
37
38
39-40
41
42
83
15
16
20
21
22
23
16
18
19
14
77
76
75
74
20
10
10
10
21
22
23
12
14
15
16
II
11
12
11
12
13
13
9
13
14
15
26
27
28
17
16
17
29
30
31
32
33
34
35
36
37
18
19
20
21
22
23
24
25-26
27
28
14
15
10
14
10
11
16
17
18
19
20
21
22
23
24
25
15
16
18
19
20
21
22
23
24-25
12
II
17
13
18
19
12
14
13
20
21
22
73
72
9
12
13
24
25
10
8
II
80
79
78
8
9
-...)
til
::: b
00
Percent
Perseverative
Responses
I'D
......
Total
Number
of
Errors
>
IJCI
15
16
14
71
70
69
68
67
66
65
64
63
62
61
59-60
58
57
56
54-55
53
51-52
'1
'"
L
'P
......
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
43-44
45
46-47
48
49-50
51
52-53
54-55
56
57-58
59-60
61-62
63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94-95
96-97
98-100
101-102
103-104
105-106
107-108
109-110
111-112
113-114
115-116
117-118
119-120
121-128
38
39
40
41
42
,43
44-45
46
47
48
49-50
51
52
53-54
55
56-57
58
59
60-61
62
63-64
65-66
67
68-69
70
71-72
73-74
75
76-77
78-79
80-81
82
83-84
85-86
87-88
89
90-91
92-93
94-95
96
97-98
99-100
26
27
28-29
30
31
32
33-34
35
36-37
38
39-40
41
42-43
44-45
46
47-48
49-50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-77
78-79
80-81
82-83
84-85
86-88
89-90
91-92
93-94
95-96
97-99
100
29
30-31
32
33-34
35
36-37
38-39
40-41
42
43-44
45-46
47-48
49-50
51-52
53-55
56-57
58-59
60-61
62-64
65-66
67-69
70-71
72-74
75-76
77-79
80-81
82-84
85-87
88-89
90m
93-95
96-97
98-100
101-102
103-105
106-108
109-110
111-113
114-115
116-118
119-120
121-126
26
27
28
29
30
31-32
33
34
35-36
37
38-39
40
41-42
43
44-45
46-47
48
49-50
51-52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94
23
24
25
26
27
28
29-30
31
32
33
34
35
36-37
38
39
40-41
42
43
44-45
46
47-48
49
50-51
52
53-54
55
56-57
58-59
60
61-62
63-64
65
66-67
68-69
70
71-72
73-74
75
76-77
78-79
80-100
I7
15
18
19
20
21
16
17
18
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50
51
52
53-54
55
56-128
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
50
49
47-48
46
44-45
42-43
41
39-40
37-38
36
34-35
32-33
30-31
28-29
26-27
25
23-24
21-22
19-20
17-18
15-16
12-14
10-11
8-9
6-7
4-5
2-3
0-1
37
38
39
40
41
42
43
44-100
Raw scores
%ile
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
1-6
10-23
24-46
47-129
Failure to
Maintain Set
Learning to
Learn
0-2
2:-20.00
3-4
-20.01 to -25.50
5-21
$-25.51
%ile
>16
11-16
6-10
2-5
$1
t"i
Q.
-o
r'l
::
IV
......
QQ
'<
re
'1
'"
>
IJQ
re
-..l
'f'
L
'P
......
......
Table D62
\0
.j:>.
trJ
Q..
c:
r>
-=
~

%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
0-39
40
0-31
32
Perseverative
Responses
0-27
Percent
Perseverative
Responses
b
QO
0-18
19
Perseverative
Errors
0-24
0-17
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-14
0-11
60-100
15
12
41
33
28
58
18
42
59
20
57
25
34
43
56
29
35
21
44
45
46
19
36
54
30
53
22
37
20
49
54
55
56
57
58
59
60
61
62
63
64
65
66-67
68
69
70
71-72
73
21
32
33
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
18
29
22
30
23
15
25
16
27
31
28
32
29
30
33
40
41
42
43
44
45
46
47
48
49
50
51
24
20
37
38
39
48
47
46
19
26
35
36
51
50
49
28
24
34
52
53
14
23
40
50
51
52
17
31
38
39
55
13
26
27
47
48
16
25
21 .
17
26
34
31
32
33
34
35
36
37
38
39
40
41
42
27
22
28
29
23
18
35
36
37
38
39
40
41
42
43
44
19
24
30
31
20
25
32
33
34
26
27
21
35
28
22
45
44
43
42
41
40
39
38
37
36
35
34
32-33
31
30
29
28
26-27
25
24
22-23
....""
... ....
'"
~
Percent
Nonperseverative
Errors
QO
Q
1/\
'<
rD
Percent
Perseverative
Errors
rD
QO
Raw scores
>
(JQ
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
74
75-76
77
78
79-80
81
82-83
84-85
86
87-88
89
90-91
92-93
94-95
96
97-98
99-100
101-102
103-104
105-106
107
108-109
110-111
112-113
114-115
116-117
118-119
120-121
122-123
124-125
126-127
128
59
60
61
62
63-64
,65
66
67
68
69-70
71
72
73-74
75
76
77-78
79
80 c81
82
83-84
85
86-87
88
89-90
91
92-93
94-95
96
97-98
99-100
63
62
61
60
59
58
57
56
55
<55
52-53
54
55
56-57
58
59-60
61
62-63
64-65
66-67
68
69-70
71-72
73-74
75-76
77-78
79-81
82-83
84-85
86-87
88-90
91-92
93-94
95-97
98-99
100-102
103-104
105-107
108-109
110-112
113-114
115-117
118-119
120-122
123-124
125-126
45
46
47
48
49
50
51
52-53
54
55
56-57
58
59-60
61
62-63
64
65-66
67-68
69
70-71
72-73
74
75-76
77-78
79-80
81-82
83-84
85
86-87
88-89
90-91
92-93
94
43
44
45
46-47
48
49
50-51
52
53-54
55
56-57
58-59
60
61-62
63-64
65-66
67
68-69
70-71
72-73
74-75
76-77
78-79
80-82
83-84
85-86
87-88
89-90
91-92
93-95
96-97
98-99
100
36
37
38
39
40
41
42
43
44
45
46
47-48
49
50
51
52-53
54
55-56
57
58
59-60
61
62-63
64
65-66
67-68
69
70-71
72
73-74
75-76
77
78-79
80-81
82
83-84
85-86
87-88
89
90-91
92-93
94-100
29
30
23
24
31
32
33
34
35
36
25
26
27
28
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55-56
57
58
59
60
61
62
63-64
65
66
67
68-128
29
30
21
19-20
18
16-17
15
13-14
12
10-11
8-9
7
5-6
3-4
1-2
0
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52-100
Raw scores
%i1e
>16
11-16
6-10
2-5
::;;1
Number of
Categories
Completed
Trials to
Complete
First Category
1-6
0
10-95
96-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
:2:-14.80
-14.81 to-15.90
-15.91 to -17.20
::;;-17.21
%i1e
>16
11-16
6-10
2-5
::;;1
trJ
Q.
,., >
=
~
e.
IJQ
~
QO
1/\
.,..I
.., .:......
'"
QO
'<
~
~
QO
......
t"'i
Table D63
'"
0'1
Q.
I'>
~

:::
= bI
,!...
~
.... ....,!...
'< ....
"'"
It>
~
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
0-33
0-27
Perseverative
Responses
0-22
Percent
Perseverative
Responses
0-15
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-20
0-14
0-12
0-9
Percent
Conceptual
Level
Responses
66-100
10
65
34
28
23
16
64
15
35
63
29
21
13
36
30
24
17
11
61
31
22
60
14
18
32
62
16
37
38
59
25
39
17
12
40
33
41
34
19
23
20
24
58
57
26
18
27
42
43
44
45
46
47
28
36
37
25
29
38
53
54
55
56
57-58
59
60
61
62
63
64-65
66
40
41
42
43
44
45
46
47
48
49
50
51
52
53
55
54
14
53
52
51
50
16
20
23
17
21
24
33
34
13
26
30
31
32
56
21
22
39
48
49
50
51
52
15
19
35
27
22
25
28
26
27
29
35
36
37
38
28
29
30
39
40
41
42-43
44
45
46
31
32
33
34
35
36
37
38
18
15
23
24
19
30
31
25
20
32
33
26
34
35
36
37
38
39
16
27
QQ
Q
Raw scores
Total
Number
of
Errors
>
~
It>
17
21
28
22
29
30
31
23
24
32
25
18
19
20
49
48
47
46
45
44
43
42
41
40
39
38
36-37
35
34
33
31-32
30
29
QQ
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
I
1
<1
<1
<1
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
67
68-69
70
71-72
73
74-75
76
77-78
79
80-81
82-83
84
85-86
87-88
89-90
91
92-93
94-95
96-97
98-99
100-101
102-103
104
105-106
107-108
109-110
111-112
113-114
115-116
117-118
119-120
121-122
123-124
125-126
127-128
54
55
56-57
58
59
60
61
62
63-64
65
66
67
68-69
70
71-72
73
74
75-76
77
78-79
80
81-82
83
84-85
86-87
88
89-90
91-92
93
94-95
96-97
98
99-100
47
48-49
50
51-52
53
54-55
56
57-58
59-60
61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-78
79-80
81-82
83-84
85-87
88-89
90-92
93-94
95-97
98-99
100-102
103-104
105-107
108-109
110-112
113-114
115-117
118-119
120-122
123-124
125-126
40
41
42-43
44
45
46
47
48
49-50
51
52-53
54
55
56-57
58-59
60
61-62
63
64-65
66-67
68
69-70
71-72
73-74
75-76
77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94
39
40-41
42
43
44
45-46
47
48-49
50
51-52
53
54-55
56-57
58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-87
88-89
90-91
92-93
94-96
97-98
99-100
33
34
35
36
37
38
39
40
41
42
43-44
45
46
47
48-49
50
51
52-53
54
55-56
57
58
59-60
61-62
63
64-65
66
67-68
69-70
71
72-73
74-75
76
77-78
79-80
81
82-83
84-85
86
87-88
89-90
91-100
26
21
27
28
29
30
22
23
24
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49-50
51
52
53
54
55
56
57-58
59
60
61
62
63
64
65-128
25
26
27
28
29
30
27-28
26
24-25
23
21-22
20
18-19
16-17
15
13-14
11-12
9-10
8
6-7
4-5
2-3
0-1
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50-100
Raw scores
%i1e
>16
11-16
6-10
2-5
::;1
Number of
Categories
Completed
Trials to
Complete
First Category
1-6
0
10-95
96-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
~-14.80
-14.81 to -15.90
-15.91 to -17.20
::;-17.21
%i1e
>16
11-16
6-10
2-5
::;1
t"i
Q..
=
ac
=
'P
r"l
>
IJQ
~
OQ
b
....
.... I
'<
.,..
III
;;\ ....
....
OQ
......
t"'1
Table D64
\0
00
Q.
=
t'>

Education: 12 Years
QQ
Q
....N== I
'<
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
0-28
29
Percent
Errors
0-24
0-19
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-13
0-17
0-12
0-10
0-8
70-100
69
25
11
18
20
31
32
Percent
Conceptual
Level
Responses
13
30
68
14
26
67
14
27
21
15
66
19
10
33
12
28
65
64
34
29
16
22
15
63
20
35
30
36
37
38
13
23
17
31
32
33
18
60
17
14
19
12
25
40
41
42
43
44
34
23
26
46
47
48
49
50
51
52
53
54
55-56
57
58
59
60
61-62
20
18
15
35
19
27
21
24
36
37
28
22
23
25
20
38
29
30
26
21
27
22
28
29
23
45
39
40
41
42
43
44
45
46
47
48
49
50
24
31
32
33
25
26
27
34
35
36
37
38
39
40
41-42
43
28
29
30
31
32
33
34
35
36
62
61
16
22
39
II
21
24
13
16
14
17
30
31
32
33
34
35
36
37
QQ
.j;:>.
.:..
., ....
~
til
Perseverative
Responses
0'.
Raw scores
Total
Number
of
Errors
>
IJtI
24
25
26
27
28
29
30
31
18
15
19
16
20
17
21
22
18
23
19
59
58
57
56
55
54
53
52
51
50
49
48
47
46
45
44
43
42
40-41
39
38
37
35-36
34
33
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
I
1
<1
<1
<I
<I
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
63
64-65
66
67
68-69
70
71-72
73
74-75
76-77
78
79-80
81-82
83-84
85
86-87
88-89
90-91
92-93
94
95-96
97-98
99-100
101-102
103-104
105-106
107-108
109-110
111-112
113-114
Il5-Il6
117-118
119-120
121-122
123-124
125-126
127-128
51
52-53
54
55
56
57
58
59
60-61
62
63
64-65
66
67
68-69
70
71
72-73
74
75-76
77
78-79
80-81
82
83-84
85
86-87
88-89
90
91-92
93-94
95
96-97
98-99
100
44
45-46
47
48
49-50
51
52-53
54-55
56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-77
78-79
80-81
82-84
85-86
87-88
89-91
92-93
94-96
97-98
99-101
102-103
104-106
107-109
110-111
112-114
115-116
117-119
120-121
122-123
124-126
37
38
39-40
41
42
43-44
45
46
47-48
49
50-51
52-53
54
55-56
57-58
59-60
61-62
63
64-65
66-67
68-69
70-71
72-74
75-76
77-78
79-80
81-82
83-84
85-87
88-89
90-91
92-93
94-96
97-98
99-100
38
39
40
41
42
43
44-45
46
47
48-49
50
51
52-53
54
55-56
57
58-59
60-61
62
63-64
65-66
67-68
69
70-71
72-73
74-75
76-77
78-79
80
81-82
83-84
85-86
87-88
89-90
91-92
93-94
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46-47
48
49
50-51
52
53-54
55
56-57
58
59-60
61
62-63
64-65
66
67-68
69
70-71
72-73
74
75-76
77-78
79
80-81
82-83
84-85
86
87-88
89-100
24
25
26
27
20
21
22
28
29
30
23
24
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48
49
50
51
52
53-54
55
56
57
58
59
60
61-62
63
64-128
25
26
27
28
29
31-32
30
28-29
27
25-26
24
22-23
20-21
19
17-18
15-16
13-14
12
10-11
8-9
6-7
4-5
2-3
0-1
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
$1
Categories
Completed
Trials to
Complete
First Category
1-6
0
10-95
96-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
~-14.80
-14.81 to -15.90
-15.91 to -17.20
$-17.21
%i1e
>16
11-16
6-10
2-5
$1
trJ
c.
-....
t"l
:::
N
'<
t't>
~
'"l
en
>
IJQ
t't>
IX>
Q
IX>
.....,
........
tv
Table D65
0
0
l"l
c.
=
'"'
~

0'.
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Percent
Errors
0-26
0-22
0-\7
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-11
0-15
0-11
0-9
0-8
Percent
Conceptual
Level
Responses
73-100
72
16
27
23
12
71
12
28
24
10
18
70
13
29
69
17
25
68
13
30
19
26
14
11
67
31
18
27
20
32
66
14
15
10
28
33
34
29
35
36
30
19
15
63
16
22
20
17
11
16
37
38
32
39
40
33
34
35
23
18
24
19
60
59
58
21
17
14
12
22
25
20
26
21
18
23
19
15
13
24
36
37
38
39
40
41
42
43
44
45
46
47
48
49
27
28
29
30
31
32
33
34
35
36
37
38-39
40
41
22
20
25
23
24
16
21
26
14
17
22
25
26
27
28
29
30
31
32
33
34-35
27
28
29
30
31
32
33
34
35
15
23
24
18
19
25
26
16
20
17
27
28
29
62
61
13
31
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56-57
58
59
65
64
12
21
QC>
.:.. .....
f"
U1
'<
!'I>
Perseverative
Responses
!'I>
:: b
..... QC>
I
~
Raw scores
Total
Number
of
Errors
>
(ICI
21
22
18
57
56
55
54
53
52
51
50
49
48
47
46
45
44
43
42
40-41
39
38
36-37
35
""l
'"
.....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
I
1
I
I
I
1
<1
<1
<I
<1
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
60-61
62
63
64-65
66
67-68
69
70-71
72-73
74
75-76
77
78-79
80-81
82-83
84-85
86
87-88
89-90
91-92
93-94
95-96
97-98
99-100
101-102
103-104
105
106-107
108-109
110-111
112-113
114-115
116-117
118-119
120-121
122-123
124-125
126-127
128
50
51
52
53
54
55
56
57-58
59
60
61
62-63
64
65
66-67
68
69-70
71
72-73
74
75-76
77
78-79
80
81-82
83-84
85
86-87
88-89
90
91-92
93-94
95
96-97
98-99
100
42
43-44
45
46
47-48
49-50
51
52-53
54-55
56
57-58
59-60
61-62
63-64
65-66
67-68
69-70
71-73
74-75
76-77
78-79
80-82
83-84
85-87
88-89
90-91
92-94
95-96
97-99
100-102
103-104
105-107
108-109
110-112
113-114
115-117
118-119
120-122
123-124
125-126
36
37
38
39
40-41
42
43-44
45
46-47
48
49-50
51
52-53
54-55
56-57
58
59-60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-79
80-81
82-83
84-85
86-87
88-90
91-92
93-94
95-97
98-99
100
36
37
38
39
40-41
42
43
44
45-46
47
48
49-50
51
52-53
54
55-56
57
58-59
60-61
62-63
64
65-66
67-68
69-70
71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86
87-88
89-90
91-92
93-94
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44
45-46
47
48
49-50
51
52-53
54
55-56
57
58-59
60
61-62
63
64-65
66-67
68
69-70
71-72
73
74-75
76-77
78
79-80
81-82
83
84-85
86-87
88-100
23
24
19
25
26
20
21
27
28
29
30
31
32
33
34
35
36
37
38
39
40-41
42
43
44
45
46
47
48
49
50
51
52-53
54
55
56
57
58
59-60
61
62
63-128
22
23
24
25
26
27
28
29
30
31
34
32-33
31
29-30
28
26-27
24-25
23
21-22
19-20
18
16-17
14-15
12-13
10-11
8-9
6-7
4-5
3
1-2
0
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48-100
Raw scores
% ile
>16
11-16
6-10
2-5
~I
Number of
Categories
Completed
Trials to
Complete
First Category
1-6
0
10-95
96-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
~-14.80
%ile
-14.81 to-15.90
-15.91 to -17.20
>16
11-16
6-10
2-5
~-17.21
~I
trJ
~
= >
e.
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<'!>
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
77
77
76
75
75
74
73
73
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
0-21
Percent
Errors
0-18
19
Perseverative
Responses
0-13
Percent
Perseverative
Responses
0-9
Perseverative
Errors
Percent
Perseverative
Errors
0-12
0-9
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-7
0-6
77-100
22
76
8
14
23
13
20
10
75
10
21
74
24
73
14
15
25
22
II
II
72
23
71
26
27
24
16
12
15
70
12
69
28
10
25
17
29
30
31
16
18
36
37
38
39
40
41
42
43-44
45
46
47
48
49
50
51-52
53
54
68
67
13
66
65
14
27
17
14
II
15
10
64
63
62
28
18
33
34
35
26
19
32
13
29
20
15
12
16
19
16
30
31
21
17
22
23
18
20
17
32
18
24
25
19
20
21
33
34
35
36
37
38
39
40
41
42
43
44
45
26
27
28
29
30
31
32
33-34
35
36
37
21
22
23
24
25
26
27
28
29
30
31
32
II
13
12
14
22
23
19
15
13
20
24
25
21
16
26
27
28
22
23
17
29
30
31
32
<'!>
OC>
OC>
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.....
f'
-...I .....
'< .....
Raw scores
Total
Number
of
Errors
14
24
25
26
18
15
19
16
20
27
17
61
60
59
58
57
56
55
54
53
52
51
50
49
48
46-47
45
44
42-43
41
40
..,en
~
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70-71
72
73-74
75-76
77-78
79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94
95-96
97-98
99-100
101-102
103-104
105-106
107-108
109-110
111-112
113-114
115-116
117-118
119-120
121-122
123-124
125-126
127-128
46
47
48
49
50-51
52
53
54
55
56-57
58
59
60-61
62
63
64-65
66
67-68
69
70-71
72
73-74
75
76-77
78
79-80
81-82
83
84-85
86-87
88
89-90
91-92
93-94
95
96-97
98-99
100
38
39-40
41
42-43
44
45-46
47
48-49
50-51
52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-69
70-71
72-73
74-76
77-78
79-80
81-83
84-85
86-88
89-90
91-93
94-95
96-98
99-100
101-103
104-105
106-108
109-110
111-113
114-115
116-118
119-120
121-122
123-125
126
33
34
35
36-37
38
39
40-41
42
43-44
45
46-47
48-49
50
51-52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68-69
70-72
73-74
75-76
77-78
79-80
81-83
84-85
86-87
88-89
90-92
93-94
95-96
97-98
99-100
33
34
35
36
37
38-39
40
41
42
43-44
45
46-47
48
49-50
51
52-53
54
55-56
57-58
59
60-61
62-63
64-65
66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81
82-83
84-85
86-87
88-89
90-91
92-93
94
28
29
30
31
32
33
34
35
36
37
38-39
40
41
42
43-44
45
46
47-48
49
50-51
52
53
54-55
56-57
58
59-60
61
62-63
64-65
66
67-68
69-70
71
72-73
74-75
76
77-78
79-80
81
82-83
84-85
86-100
21
22
23
24
18
19
20
25
26
27
21
22
28
29
30
31
32
33
34
35
36
37-38
39
40
41
42
43
44
45
46
47
48
49
50-51
52
53
54
55
56
57-58
59
60
61-128
23
24
25
26
27
28
29
30
31
32
38-39
37
35-36
34
32-33
31
29-30
27-28
26
24-25
22-23
21
19-20
17-18
15-16
13-14
11-12
9-10
7-8
5-6
3-4
1-2
0
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
S;1
Categories
Completed
Trials to
Complete
First Category
1-6
0
10-95
96-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
~-14.80
-14.81 to -15.90
-15.91 to -17.20
S;-17.21
%i1e
>16
11-16
6-10
2-5
S;1
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tI>
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~
%ile
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
0-17
18
0-16
Perseverative
Responses
0-10
Perseverative
Errors
0-7
0-10
11
Percent
Perseverative
Errors
0-7
8
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-6
0-5
80-100
79
17
19
11
78
18
20
7
19
21
12
9
22
22
26
27
24
28
25
35
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50-51
14
11
72
8
71
15
14
12
70
69
15
13
10
68
67
66
11
10
65
64
63
62
61
60
59
58
57
56
55
54
53
52
51
49-50
48
47
46
44-45
43
13
17
14
16
27
28
18
15
17
19
16
14
29
36
37
38
39
40
41
42
43
9
12
26
33
34
35
74
73
13
16
30
31
32
15
18
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34-35
75
10
11
23
31
32
33
34
10
25
29
30
76
12
13
21
24
77
20
23
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
Percent
Perseverative
Responses
17
18
19
20
21
19
20
21
16
12
17
13
18
11
12
14
22
19
23
24
25
20
21
15
22
23
24
25
26
27
28
29
30
26
27
28
29
30
b
IV
1.0
......
QO
Raw scores
Total
Number
of
Errors
>
(JQ
C
r')
13
16
22
23
17
24
25
26
18
19
14
15
16
'"
"".
......
......
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<1
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
52
53
54-55
56
57-58
59
60-61
62
63-64
65-66
67
68-69
70-71
72
73-74
75-76
77-78
79-80
81-82
83
84-85
86-87
88-89
90-91
92-93
94-95
96-97
98-99
100-101
102-103
104-105
106-107
108-109
110-111
112-113
114-115
116-117
118-119
120
121-122
123-124
125-128
44
45
46
47
48
49
50-51
52
53
54
55-56
57
58
59-60
61
62
63-64
65
66-67
68
69-70
71
72-73
74
75-76
77-78
79
80-81
82-83
84
85-86
87-88
89
90-91
92-93
94-95
96
97-98
99-100
31
32
33-34
35
36
37-38
39
40-41
42
43-44
45
46-47
48
49-50
51-52
53-54
55-56
57-58
59-60
61
62-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-81
82-83
84-85
86-87
88-90
91-92
93-94
95-97
98-99
100
36
37
38-39
40
41-42
43
44-45
46
47-48
49-50
51-52
53-54
55-56
57-58
59-60
61-62
63-64
65-66
67-68
69-71
72-73
74-75
76-78
79-80
81-83
84-85
86-88
89-90
91-93
94-95
96-98
99-100
101-103
104-105
106-108
109-110
111-113
114-115
116-118
119-120
121-122
123-126
31
32
33
34
35
36-37
38
39
40
41-42
43
44-45
46
47
48-49
50-51
52
53-54
55-56
57
58-59
60-61
62-63
64
65-66
67-68
69-70
71-72
73-74
75-76
77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92
93-94
27
28
29
30
31
32
33
34
35
36
37
38
39-40
41
42
43
44-45
46
47-48
49
50-51
52
53-54
55
56-57
58
59-60
61-62
63
64-65
66
67-68
69-70
71
72-73
74-75
76-77
78
79-80
81-82
83
84-100
20
17
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47
48
49
50
51-52
53
54
55
56
57
58-59
60-128
18
19
20
21
22
23
24
25
26
27
28
29
30
31
41-42
40
39
37-38
35-36
34
32-33
31
29-30
27-28
25-26
24
22-23
20-21
18-19
16-17
14-15
12-13
10-11
8-9
6-7
4-5
2-3
0-1
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46-100
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
1-6
0
10-95
96-129
Failure to
Maintain Set
0-2
3
4-21
Learning to
Learn
~-14.80
-14.81 to-15.90
-15.91 to -17.20
$-17.21
%i1e
>16
11-16
6-10
2-5
$1
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til
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00
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~
..,
rJl
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
III
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
0-52
0-39
53
40
Perseverative
Responses
0-37
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-24
0-32
0-22
0-18
0-14
Percent
Conceptual
Level
Responses
49-100
48
33
25
47
38
54
41
23
46
55
42
26
19
15
34
39
56
45
44
24
43
27
43
57
44
58
20
35
40
45
16
25
41
28
40
39
59
46
60
61
62
41
29
42
30
36
26
17
37
63
49
43
64
65
50
44
32
22
51
45
52
53
46
38
28
33
39
29
34
35
40
30
47
69
70
54
55
56
48
49
73
74
75
76
57
58
59
50
51
52
53
77
60
61
62
63
64
65
71
72
78
79
80
81
82
54
55
56
57
58
18
23
24
19
31
36
37
38
39
40
41
42
43
44
45
46
47
25
41
20
32
42
43
33
44
34
35
45
46
47
48
49
50
38
37
36
35
27
31
66
67
68
21
47
48
42
26
21
27
22
28
36
37
29
23
38
39
40
30
31
24
34
33
32
31
30
29
28
27
26
25
24
23
21-22
20
19
18
17
15-16
14
13
e.
Raw scores
>
IrQ
00
\C
,!...
.....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<i
<i
<i
<i
<i
<i
<1
<i
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
83
84-85
86
87
88-89
90
91
92-93
94
95-96
97
98-99
100
101-102
103
104-105
106-107
108
109-110
111-112
113
114-115
116-117
118-119
120
121-122
123-124
125-126
127-128
66
67
68
69
70
71
72
73-74
75
76
77
78
79-80
81
82
83-84
85
86-87
88
89
90-91
92
93-94
95
96-97
98-99
100
64
63
62
61
60
59
58
57
56
55
<55
59-60
61
62
63
64-65
66
67
68-69
70
71-72
73-74
75
76-77
78-79
80-81
82
83-84
85-86
87-88
89-90
91-92
93-94
95-97
98-99
100-101
102-103
104-105
106-108
109-110
111-112
113-114
115-116
117-119
120-121
122-123
124-125
126
48-49
50
51
52
53-54
55
56
57-58
59
60-61
62
63-64
65-66
67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-93
94-95
96-98
99-100
51
52
53
54
55
56
57-58
59
60
61
62
63-64
65
66
67-68
69
70
71-72
73
74-75
76
77-78
79-80
81
82-83
84
85-86
87-88
89
90-91
92-93
94
41
32
25
42
43
33
34
35
26
44
45
46
47
48
49-50
51
52
53
54
55-56
57
58
59-60
61
62
63-64
65
66-67
68
69-70
71
72-73
74
75-76
77-78
79
80-81
82
83-84
85-86
87
88-89
90-91
92
93-94
95-96
97-100
27
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58-59
60
61
62
63
64
65-66
67
68
69
70
71
72-128
28
11-12
10
8-9
7
6
4-5
2-3
1
0
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:<;1
Categories
Completed
Trials to
Complete
First Category
0-6
10-129
Failure to
Maintain Set
0-1
2-21
Learning to
Learn
~-8.70
:<;-8.71
%i1e
>16
11-16
6-10
2-5
:<;1
t"J
Q..
=
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o
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Table D69
N
0
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-=
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CICl
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00
'f'
0
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....
.,
00
I.C>
Raw scores
(t)
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
>80
80
79
79
78
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
92
64
91
90
88
87
86
84
82
81
79
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
ll6
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Total
Number
of
Errors
Percent
Errors
0-45
46
0-34
35
Perseverative
Responses
0-32
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-21
0-28
0-19
0-15
0-12
20
33
55-100
54
29
36
47
Percent
Conceptual
Level
Responses
16
53
22
13
48
52
37
49
51
21
38
34
23
30
17
50
50
14
39
49
24
51
22
35
18
52
41
53
36
23
32
54
37
43
56
57
44
47
46
25
42
55
48
31
40
26
15
24
19
25
20
44
43
42
27
33
58
59
16
28
45
46
41
40
39
34
39
29
26
35
47
60
61
62
38
40
21
17
28
22
18
29
23
30
27
48
49
41
42
31
32
36
37
63
64
65
66
67
68
69
70
71
50
51
52
72
57
58
59
60
73
74
75
45
53
54
55
56
43
44
33
34
45
46
47
35
36
37
38
39
40
41
42
43
44
38
30
48
49
50
51
52
53
39
40
41
42
43
44
45
31
32
24
25
33
34
35
26
36
37
28
29
19
20
21
27
22
38
37
36
35
34
33
32
31
30
29
28
27
25-26
24
23
22
20-21
19
CIJ
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
I
I
I
1
<1
<1
<1
<1
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
76-77
78
79
80
81-82
83
84-85
86
87
88-89
90
91-92
93
94-95
96-97
98
99-100
101-102
103
104-105
106-107
108
109-110
111-112
113-114
115
116-117
118-119
120-121
122-123
124
125-126
127-128
61
62
63
64
65
66-67
68
69
70
71
72
73-74
75
76
77-78
79
80
81-82
83
84-85
86
87-88
89
90-91
92
93-94
95
96-97
98-99
100
54
55-56
57
58
59-60
61
62
63-64
65
66-67
68-69
70
71-72
73-74
75
76-77
78-79
80-81
82-83
84-85
86-87
88-89
90-91
92-94
95-96
97-98
99-100
101-102
103-105
106-107
108-109
110-111
112-114
115-116
117-118
119-120
121-122
123-125
126
45
46
47
48-49
50
51
52-53
54
55-56
57
58-59
60
61-62
63-64
65-66
67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-90
91-92
93-94
95-96
97-99
100
46
47
48
49
50
51
52
53
54
55-56
57
58
59
60-61
62
63
64-65
66
67-68
69
70-71
72
73-74
75
76-77
78-79
80
81-82
83
84-85
86-87
88
89-90
91-92
93
94
38
39
23
30
31
40
41
42
43
44
45-46
47
48
49
50
51
52-53
54
55
56-57
58
59
60-61
62
63-64
65
66-67
68
69-70
71-72
73
74-75
76
77-78
79-80
81
82-83
84-85
86
87-88
89
90-91
92-93
94-100
32
33
24
25
26
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53-54
55
56
57
58
59
60-61
62
63
64
65
66
67-68
69
70-128
27
28
18
16-17
15
13-14
12
10-11
9
7-8
6
4-5
2-3
0-1
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
~I
Categories
Completed
Trials to
Complete
First Category
0-6
10-129
Failure to
Maintain Set
0-1
2-21
Learning to
Learn
2:-8.70
~-8.71
%i1e
>16
11-16
6-10
2-5
~I
t"'i
Q..
=
a:so
=
r">
\I:)
.:..
....
'-<
N
I'D
Ql
\D
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co
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co
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Table D70
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Education: 12 Years
~
0
rJl
%i1e
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
78
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
0-41
Percent
Errors
0-31
32
0-29
42
Percent
Perseverative
Responses
Perseverative
Errors
Percent
Perseverative
Errors
Nonperseverative
Errors
Percent
Nonperseverative
Errors
0-18
0-26
0-17
0-13
0-11
19
Percent
Conceptual
Level
Responses
59-100
14
58
18
33
57
43
30
20
34
12
27
44
19
56
55
15
45
46
47
35
31
37
48
38
49
39
53
22
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
20
16
29
13
51
50
21
49
24
22
17
14
48
47
46
34
25
23
41
42
35
26
31
43
36
27
32
44
37
28
47
48
49
50
51
52
53
54
55
56
57
38
29
34
39
40
30
31
41
42
43
32
33
34
35
24
18
15
45
44
43
16
42
41
40
39
38
37
36
35
34
33
32
31
29-30
28
27
26
24-25
23
19
25
33
45
46
52
23
33
30
40
53
54
28
32
50
51
52
54
21
36
26
20
27
21
17
22
18
35
28
44
45
46
47
48
49
50
36
37
38
39
40
41-42
36
37
38
39
40
41
42
43
QC)
til
b
QC)
'P
....
.., ....
It>
Raw scores
Perseverative
Responses
It>
=
.... I
'<
Total
Number
of
Errors
;I>I1Ci
29
23
30
31
24
19
32
33
25
20
26
34
35
21
27
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
72
73-74
75
76
77-78
79
80
81-82
83
84-85
86
87-88
89
90-91
92
93-94
95-96
97
98-99
100-101
102
103-104
105-106
107-108
109
110-111
112-113
114-115
116
117-118
119-120
121-122
123-124
125
126-127
128
58
59
60
61
62
63-64
65
66
67
68
69-70
71
72
73
74-75
76
77-78
79
80
81-82
83
84-85
86
87-88
89
90-91
92
93-94
95-96
97
98-99
100
51
52
53-54
55
56
57-58
59
60-61
62
63-64
65
66-67
68-69
70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-90
91-93
94-95
96-97
98-99
100-101
102-104
105-106
107-108
109-110
111-113
114-115
116-117
118-119
120-121
122-123
124-126
43
44
45
46
47-48
49
50
51-52
53
54-55
56-57
58
59-60
61-62
63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-85
86-87
88-90
91-92
93-94
95-96
97-99
100
44
45
46
47
48-49
50
51
52
53
54
55
56-57
58
59
60-61
62
63-64
65
66-67
68
69-70
71
72-73
74
75-76
77
78-79
80-81
82
83-84
85-86
87
88-89
90-91
92
93-94
36
37
38
39
40
41
42
43
44
45
46
47
48
49-50
51
52
53-54
55
56
57-58
59
60-61
62
63-64
65
66-67
68
69-70
71
72-73
74-75
76
77-78
79
80-81
82-83
84
85-86
87-88
89
90-91
92-100
28
22
29
30
23
31
32
24
25
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47-48
49
50
51
52
53
54
55
56-57
58
59
60
61
62
63-64
65
66
67
68-128
26
27
28
29
30
22
20-21
19
17-18
16
14-15
13
11-12
9-10
8
6-7
4-5
3
1-2
0
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:0;1
Categories
Completed
Trials to
Complete
First Category
0-6
10-129
Failure to
Maintain Set
0-1
2-21
Learning to
Learn
~-8.70
:0;-8.71
%i1e
>16
11-16
6-10
2-5
:0;1
trJ
Q..
= >
-=....
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o
N
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~
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QQ
Ul
QQ
....'P
....
tv
tv
Table D71
t"l
Q..
=
o
=
......
t"l
~

%i1e
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
T
score
Standard
score
>80
80
79
79
78
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
0-39
0-30
Perseverative
Responses
0-27
Percent
Perseverative
Responses
0-17
'<
(!>
Perseverative
Errors
Percent
Perseverative
Errors
0-24
0-16
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-12
0-10
62-100
61
13
31
17
40
18
60
25
28
11
32
59
41
58
19
42
33
18
29
43
14
57
26
56
34
12
20
44
19
35
45
30
27
37
31
47
38
48
32
13
22
40
51
52
41
28
23
39
49
50
57
58
59
60
61
62
63
64
65
66
67
68-69
53
20
46
53
54
55
56
55
54
15
21
36
16
24
25
14
22
17
23
18
44
45
46
47
48
49
50
51
52
53
54
55
35
15
31
24
27
36
37
38
39
40
41
42
43
44
45
46
47
48
25
33
46
45
44
19
32
28
29
49
48
47
30
34
26
42
43
52
51
50
21
29
33
(!>
QO
'!'
Q
I
.:..
OJ .:..
......
Raw scores
Total
Number
of
Errors
>
CKI
16
20
26
30
31
32
34
35
27
28
17
33
34
35
36
37
38
39
40
36
37
29
30
23
38
39
40
31
32
24
41
33
34
21
22
18
19
25
26
20
43
42
41
40
39
38
37
36
35
34
33
32
31
29-30
28
27
25-26
'1
'"
QO
~
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
70
71
72
73-74
75
76
77-78
79
80-81
82
83-84
85
86-87
88
89-90
91
92-93
94-95
96
97-98
99-100
101-102
103
104-105
106-107
108-109
110
111-112
113-114
115-116
117
118-119
120-121
122-123
124-125
126
127-128
56
57
58-59
60
61
62
63
64
65
66-67
68
69
70
71-72
73
74
75-76
77
78-79
80
81
82-83
84
85-86
87-88
89
90-91
92
93-94
95-96
97
98-99
100
42
43
44
45
46
47
48
49
50
51
52-53
54
55
56
57-58
59
60-61
62
63
64-65
66
67-68
69-70
71
72-73
74
75-76
77-78
79
80-81
82
83-84
85-86
87
88-89
90-91
92
93-94
41
42
43-44
45
46
47-48
49
50-51
52
53-54
55
56-57
58
59-60
61-62
63-64
65-66
67
68-69
70-71
72-73
74-75
76-77
78-80
81-82
83-84
85-86
87-88
89-90
91-93
94-95
96-97
98-99
100
49
50-51
52
53
54
55-56
57
58-59
60
61-62
63
64-65
66-67
68-69
70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-88
89-91
92-93
94-95
96-97
98-99
100-102
103-104
105-106
107-108
109-111
112-113
114-115
116-117
118-119
120-122
123-124
125-126
35
36
37
38
39
40
41
42
43
44
45
46
47
48-49
50
51
52
53-54
55
56-57
58
59
60-61
62
63-64
65-66
67
68-69
70
71-72
73-74
75
76-77
78
79-80
81-82
83
84-85
86-87
88
89-90
91-100
27
21
28
29
22
23
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46-47
48
49
50
51
52
53
54
55-56
57
58
59
60
61
62-63
64
65
66
67-128
24
25
26
27
28
29
24
23
21-22
20
18-19
17
15-16
14
12-13
10-11
9
7-8
5-6
3-4
1-2
0
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50-100
Raw scores
%i1e
>16
11-16
6-10
2-5
$1
Number of
Categories
Completed
Trials to
Complete
First Category
0-6
10-129
Failure to
Maintain Set
0-1
2-21
Learning to
Learn
~-8.70
$-8.71
%i1e
>16
11-16
6-10
2-5
$1
i:'"l
Q..
=
n
~
:;:;
:=
....
"f
....
UJ
rt>
~
""l
'"
>
IJCI
rt>
QIO
UJ
QIO
....'P
....
tv
t"'l
Table D72
>-'
.j:>.
Q..
-....= t
~

c"
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87.
86
84
82
81
79
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
>80
80
79
79
78
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
0-33
34
Percent
Errors
0-26
Perseverative
Responses
0-23
Percent
Perseverative
Responses
-..l
0-14
'<
(D
Perseverative
Errors
Percent
Perseverative
Errors
0-21
0-14
27
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-10
0-9
67-100
66
11
15
65
35
24
15
64
28
22
36
16
63
29
12
37
10
16
62
25
30
17
38
61
23
60
31
39
40
41
26
18
17
13
11
24
27
19
58
18
57
56
14
42
59
32
33
34
28
43
35
44
36
20
25
12
19
55
54
21
29
45
37
46
47
48.
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63-64
26
22
27
38
39
40
41
42
43
15
20
30
31
23
24
. 32
33
25
21
34
35
26
27
29
23
30
24
28
29
30
31
31
32
45
46
36
37
38
25
26
33
27
47
48
49
50
51
52
39
40
41
42
43
44
32
33.
34
35
36
37
34
35
36
28
29
30
37
38
31
32
44
13
53
52
51
16
28
22
(D
oc
Ul
oc
9'
.... I,C
Raw scores
Total
Number
of
Errors
;..IJCI
17
14
18
15
19
20
21
16
17
22
23
24
18
19
50
49
48
47
46
45
44
43
42
41
40
39
38
37
35-36
34
33
31-32
30
""I
'"
,!..
....
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
1
1
<1
<1
<1
<1
<1
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
65
66
67
68-69
70
71
72-73
74
75-76
77
78
79-80
81-82
83
84-85
86
87-88
89-90
91
92-93
94-95
96
97-98
99-100
101-102
103
104-105
106-107
108-109
110-111
112
113-114
115-116
117-118
119
120-121
122-123
124-125
126
127-128
53
54
55
56
57
58
59
60-61
62
63
64
65
66-67
68
69
70-71
72
73-74
75
76
77-78
79
80-81
82
83-84
85-86
87
88-89
90
91-92
93-94
95
96-97
98-99
100
45
46-47
48
49
50-51
52
53
54-55
56
57-58
59-60
61
62-63
64-65
66-67
68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-85
86-87
88-89
90-91
92-93
94-96
97-98
99-100
101-102
103-105
106-107
108-109
110-111
112-113
114-116
117-118
119-120
121-122
123-126
38-39
40
41
42
43-44
45
46
47-48
49
50-51
52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-81
82-83
84-86
87-88
89-90
91-92
93-94
95-97
98-99
100
39
40
41
42
43
44
45
46
47
48
49
50-51
52
53
54-55
56
57
58-59
60
61-62
63
64-65
66
67~68
69-70
71
72-73
74
75-76
77-78
79
80-81
82-83
84
85-86
87-88
89
90-91
92
93-94
33
34
35
36
37
38
39
40-41
42
43
44
45
46
47-48
49
50
51-52
53
54
55-56
57
58-59
60
61-62
63
64-65
66-67
68
69-70
71
72-73
74-75
76
77-78
79-80 .
81
82-83
84
85-86
87-88
89-100
25
20
26
27
21
28
29
30
22
31
32
33
34
35
24
23
25
26
27
36
37
38
39
40
41
42
43
44-45
46
47
48
49
50
51
52
53-54
55
56
57
58
59
60-61
62
63
64
65-128
28
29
29
27-28
26
24-25
23
21-22
20
18-19
17
15-16
13-14
12
10-11
8-9
6-7
4-5
3
1-2
0
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49-100
Raw scores
%ile
>16
11-16
6-10
2-5
:0;1
Number of
Categories
Completed
Trials to
Complete
First Category
0-6
10-129
Failure to
Maintain Set
0-1
2-21
Learning to
Learn
2:-8.70
:0;-8.71
%ile
>16
11-16
6-10
2-5
:0;1
t"i
Q..
=
'"'
~
c:
;.IJQ
~
OC>
""" Q
9'
UJ
-.J
"""
I
OC>
'-<
~
;;!
'P
"""
"""
Table D73
0'\
t"l
Q..
-=
r'l
I>l

....00
'<
<'I>
...
'"
I>l
%ile
score
>99
>99
>99
>99
>99
>99
>99
>99
99
99
99
99
99
99
98
98
98
97
97
96
96
95
95
94
93
92
91
90
88
87
86
84
82
81
79
>80
80
79
79
78
77
75
73
70
68
66
63
61
58
55
53
50
47
45
42
39
77
77
76
75
75
74
73
73
72
71
71
70
69
69
68
67
67
66
65
65
64
63
63
62
61
61
60
59
59
58
57
57
56
55
55
54
53
53
52
51
51
50
49
49
48
47
Standard
score
>145
145
144
143
142
141
140
139
138
137
136
135
134
133
132
131
130
129
128
127
126
125
124
123
122
121
120
119
118
117
116
115
114
113
112
111
110
109
108
107
106
105
104
103
102
101
100
99
98
97
96
Percent
Errors
0-30
0-24
Perseverative
Responses
0-20
Percent
Perseverative
Responses
0-12
Perseverative
Errors
Percent
Perseverative
Errors
0-19
0-13
Nonperseverative
Errors
Percent
Nonperseverative
Errors
Percent
Conceptual
Level
Responses
0-9
0-8
70-100
69
13
21
31
25
68
10
32
26
67
14
20
33
14
22
27
15
35
23
29
21
63
16
10
24
37
38
31
39
32
40
41
33
46
47
48
49
50
51
52
53
54-55
56
57
58
59
60
61
60
59
18
11
23
26
19
13
58
57
18
24
34
44
45
12
27
20
14
12
19
35
36
21
28
20
38
39
29
30
31
40
41
42
32
33
15
43
44
45
46
47
48
49
50
34
35
36
37
38
39
40
41
42
13
26
23
24
27
25
26
28
21
16
22
32
33
34-35
36
14
17
23
29
27
28
29
30
31
56
55
54
25
22
37
62
22
17
25
42
43
16
17
64
II
15
36
30
66
65
34
28
30
31
32
33
34
35
36
18
24
25
15
19
26
27
16
20
17
28
29
30
<'I>
00
s Ul
b
I
IV
00
Raw scores
Total
Number
of
Errors
>
C/Cl
21
22
23
18
53
52
51
50
49
48
47
46
45
44
43
42
41
40
38-39
37
36
35
33-34
........'P
37
34
32
30
27
25
23
21
19
18
16
14
13
12
10
9
8
7
6
5
5
4
4
3
3
2
2
2
1
1
1
1
I
1
<1
<I
<I
<I
<I
<1
<1
<1
47
46
45
45
44
43
43
42
41
41
40
39
39
38
37
37
36
35
35
34
33
33
32
31
31
30
29
29
28
27
27
26
25
25
24
23
23
22
21
21
20
<20
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
61
60
59
58
57
56
55
<55
61
62-63
64
65
66
67-68
69
70-71
72
73-74
75
76-77
78
79-80
81
82-83
84-85
86
87-88
89-90
91
92-93
94-95
96-97
98
99-100
101-102
103-104
105
106-107
108-109
110-11 I
112-113
114
115-116
117-118
119-120
121
122-123
124-125
126
127-128
51
52
53
54
55
56
57
58
59
60-61
62
63
64
65-66
67
68
69-70
71
72-73
74
75-76
77
78-79
80
81-82
83
84-85
86
87-88
89-90
91
92-93
94-95
96
97-98
99-100
37
38
39
40
41-42
43
44-45
46
47
48-49
50-51
52
53-54
55-56
57
58-59
60-61
62-63
64-65
66-67
68-69
70-71
72-73
74-75
76-77
78-79
80-82
83-84
85-86
87-88
89-90
91-93
94-95
96-97
98-99
100
43
44
45
46-47
48
49
50-51
52
53-54
55
56-57
58-59
60
61-62
63-64
65-66
67-68
69-70
71-72
73-74
75-76
77-78
79-80
81-82
83-84
85-86
87-89
90-91
92-93
94-95
96-98
99-100
101-102
103-104
105-106
107-109
110-111
112-113
114-115
116-117
118-119
120-126
31
32
33
34
35
36
37
38
39
40
41
42-43
44
45
46
47-48
49
50
51-52
53
54
55-56
57
58-59
60
61-62
63-64
65
66-67
68
69-70
71-72
73
74-75
76
77-78
79-80
81
82-83
84-85
86
87-100
37
38
39
40
41
42
43
44
45
46
47
48-49
50
51
52-53
54
55
56-57
58
59-60
61
62-63
64
65-66
67
68-69
70-71
72
73-74
75-76
77
78-79
80-81
82
83-84
85
86-87
88-89
90
91-92
93
94
19
24
25
20
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46-47
48
49
50
51
52
53
54-55
56
57
58
59
60
61-62
63
64-128
21
22
23
24
25
26
27
28
29
32
31
29-30
28
26-27
25
23-24
21-22
20
18-19
16-17
15
13-14
11-12
9-10
8
6-7
4-5
2-3
0-1
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48-100
Raw scores
Number of
%i1e
>16
11-16
6-10
2-5
:<:;1
Categories
Completed
Trials to
Complete
First Category
0-6
10-129
Failure to
Maintain Set
0-1
2-21
Learning to
Learn
2-8.70
:<:;-8.71
%i1e
>16
11-16
6-10
2-5
:<:;1
t"'i
Q..
r"l
:::
IV
....
QO
'-<
II>
;.CICI
II>
QO
'f'
0
QO
~
.., ,!.......
rJJ
218
Appendix E
Base Rate Data for Normal and Clinical Samples
219
Table El
tv
tv
Percentage of Adult Normative Subjects and Clinical Subjects

by Lesion Location Within Standardized Score Ranges
Range of performance
Impaired range
Total
impaired
Normal range
Severe
Moderate-tosevere
Moderate
Mild-tomoderate
Mild
Below
average
Average
Above
average
Standard score range
0-84
0-54
55 - 61
62 - 69
70 -76
77 - 84
85 - 91
92 -106
107+
T-score range
0-39
0-19
20 - 24
25 - 29
30 - 34
35 - 39
40-44
45 - 54
55+
14.6
0.1
004
1.5
4.0
8.6
1404
38.2
32.8

Normal group
Complete clinical group
Frontal
Frontal plus
Diffuse
Nonfrontal
14.2
57.8
59.4
62.2
61.1
40.8
0.3
4.4
10.2
1.9
4.5
0.0
0.8
9.9
11.9
11.3
10.2
5.6
1.6
11.1
8.5
11.3
11.9
11.1
4.2
15.2
16.9
15.1
14.7
14.8
7.3
17.2
11.9
22.6
19.8
9.3
904
8.7
11.9
9.4
9.0
3.7
47.9
22.2
20.3
15.1
20.9
35.2
28.6
11.4
8.5
13.2
9.0
20.4
Percent Errors
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
12.4
54.2
57.8
56.6
56.0
42.6
0.5
2.9
6.8
1.9
2.8
0.0
1.0
10.5
15.3
11.3
10.2
5.6
1.0
9.3
5.1
9.4
11.3
7.4
3.1
15.5
15.3
17.0
15.3
14.8
6.8
16.0
15.3
17.0
16.4
14.8
11.2
12.0
8.5
17.0
14.7
1.9
4804
22.4
20.3
17.0
20.3
37.0
27.9
11.4
13.6
9.4
9.0
18.5
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
12.5
52.5
57.7
58.5
53.7
37.2
0.3
1304
22.0
11.3
13.6
5.6
0.8
4.7
6.8
1.9
5.6
1.9
0.8
8.2
3.4
15.1
6.8
11.1
3.6
9.3
10.2
13.2
6.8
13.0
7.0
16.9
15.3
17.0
20.9
5.6
lOA
14.0
11.9
17.0
15.8
704
50.8
23.3
20.3
13.2
22.0
40.7
26.3
10.2
10.2
11.3
8.5
14.8

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
12.1
52.3
57.6
62.3
52.5
35.4
0.3
14.6
23.7
11.3
15.3
5.6
0.8
4.1
5.1
1.9
5.1
1.9
0.8
8.2
304
17.0
5.6
13.0
2.9
8.5
8.5
11.3
7.3
9.3
7.3
16.9
16.9
20.8
19.2
5.6
10.9
15.5
13.6
13.2
1604
16.7
49.2
22.2
16.9
15.1
23.7
29.6
27.9
10.2
11.9
904
7.3
18.5
Percentage predicted from

normal distribution
weST score
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
12.2
52.9
57.7
60.4
53.7
39.0
0.5
12.8
20.3
11.3
13.0
5.6
5.2
6.8
3.8
6.2
1.9
Il.l

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
11.9
52.8
56.0
62.3
53.6
37.2
0.5
14.0
23.7
13.2
13.6
5.6
0.5
5.0
3.4
1.9
6.2
5.6
15.8
0.5
2.6
3.4
0.0
3.4
1.9
30.6
28.8
33.9
33.3
20.5
0.8
1.7
0.0
0.0
2.8
1.9
14.0
54.3
56.1
56.6
57.6
40.8
0.3
1.7
5.1
0.0
1.7
0.0
Normal group
38.1
37.3
41.6
41.2
26.0
Frontal
Frontal plus
Diffuse
Nonfrontal
3.4
9.6
11.9
11.3
8.5
9.3
6.8
16.6
13.6
17.0
19.2
Il.l
11.5
14.9
15.3
13.2
18.1
5.6
49.5
22.2
16.9
17.0
20.3
38.9
26.8
9.9
10.2
9.4
7.9
16.7
1.6
8.2
5.1
17.0
6.2
9.3
2.3
9.0
11.9
II.7
14.3
13.6
7.5
16.4
14.8
47.!
22.2
18.6
22.6
20.9
29.6
29.2
10.8
11.9
9.4
9.0
5.6
7.0
16.6
11.9
20.8
18.6
11.1
1.0
2.0
0.0
3.8
1.7
3.7
0.5
6.4
8.5
11.3
6.2
0.0
4.4
9.3
5.1
5.7
11.3
11.1
9.4
17.8
20.3
20.8
18.6
9.3
10.2
14.3
13.6
22.6
11.9
14.8
47.9
30.3
27.1
18.9
29.9
46.3
26.0
17.2
22.0
17.0
16.9
13.0
1.3
2.0
0.3
3.4
1.9
l.l
3.7
3.8
3.4
7.5
4.0
0.0
2.6
7.6
5.1
9.4
9.6
1.9
8.9
15.5
16.9
15.1
15.8
13.0
11.2
16.6
18.6
18.9
15.8
14.8
51.8
32.7
30.5
34.0
28.8
46.3
23.2
20.1
22.0
13.2
22.0
18.5
0.5
9.0
13.6
9.4
9.0
3.7
2.3
12.2
10.2
13.2
13.0
II.l
3.9
15.7
15.3
18.9
14.7
16.7
7.0
15.7
11.9
15.!
19.2
9.3
10.4
11.4
8.5
45.1
23.9
23.7
15.1
22.0
30.5
10.2
11.9
9.4
0.5
1.0
8.7
5.1
17.0
6.8
7.5
9.0
18.5

13.9
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
Note. Normal group sample size
18.9
11.9
5.6
38.9
= 384. Frontal group sample size = 59. Frontal plus group sample size = 53. Diffuse group sample size = 177. Nonfrontal group sample size = 54.
8.5
14.8
Table E2
Percentage of Adult Normative Subjects and Clinical Subjects
by Lesion Location Within Percentile Ranges
Percentile range
weST score
Total
0-16
0-1
2-5
6-10

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
13.5
58.1
64.5
60.4
59.4
44.5
0.8
14.0
22.0
5.7
14.7
11.1
2.1
16.9
13.6
30.2
14.7
14.8
7.0
15.5
15.3
9.4
18.1
13.0
11.7
40.9
34.0
49.0
42.9
33.4
0.5
11.1
15.3
7.5
11.9
7.4
3.4
16.9
10.2
24.5
17.5
14.8
10.7
21.0
22.1
18.8
22.1
18.6
0.8
2.6
3.4
1.9
2.3
3.7
14.9
40.5
46.5
46.6
39.8
31.I
1.2
5.3
9.3
4.7
6.0
0.0

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
Learning to Learn a
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
11-16
>16
3.6
13.6
15.1
11.9
5.6
86.5
42.0
35.6
39.6
40.7
55.6
4.4
7.9
6.8
11.3
7.9
5.6
3.4
5.0
I.7
5.7
5.6
5.6
88.3
59.2
66.1
50.9
57.1
66.7
1.0
4.4
5.1
7.5
3.4
3.7
4.7
6.4
5.1
1.9
8.5
5.6
4.2
7.6
8.5
7.5
7.9
5.6
89.3
79.0
78.0
81.1
78.0
81.5
3.2
13.6
18.6
16.3
12.0
4.4
10.2
9.3
7.0
12.8
6.7
6.1
11.4
9.3
18.6
9.0
13.3
85.1
59.5
53.5
53.5
60.2
68.9
II.I
I I.7
Note. Normal group sample size = 356. Frontal group sample size = 59. Frontal plus group sample size = 53. Diffuse group sample size = 177. Nonfrontal group sample size = 55.
aLearning to Learn percentages are based on 342 normal group subjects, 43 frontal group subjects, 43 frontal plus group subjects, 133 diffuse group subjects, and 45 nonfrontal group subjects for whom
Learning to Learn scores could be calculated (see Chapter 3).
Table E3
N
N
-I'-
Percentage of Child and Adolescent Normative Subjects and Clinical Subjects

by Lesion Location Within Standardized Score Ranges
Impaired range
Normal range
Total
impaired
Severe
Moderate-tosevere
Moderate
Mild-tomoderate
Mild
Below
average
Average
Above
average
0-84
0-54
55 - 61
62 - 69
70 -76
77 - 84
85 - 91
92 -106
107+
T-score range
0-39
0-19
20 - 24
25 - 29
30 - 34
35 - 39
40 -44
45 - 54
55+
14.6
0.1
0.4
1.5
4.0
8.6
14.4
38.2
32.8

normal distribution
weST score
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
22.4
37.3
55.5
80.0
40.6
24.3
0.0
0.0
0.0
0.0
0.0
0.0
0.4
3.6
22.2
0.0
3.1
0.0
0.7
2.4
11.1
0.0
3.1
0.0
5.0
12.0
0.0
20.0
12.5
13.5
16.3
19.3
22.2
60.0
21.9
10.S
13.5
14.5
33.3
0.0
15.6
10.S
25.7
26.5
ILl
0.0
25.0
35.1
3S.3
21.7
0.0
20.0
IS.S
29.7
Percent Errors
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
20.5
33.7
44.4
SO.O
34.4
24.3
0.2
0.0
0.0
0.0
0.0
0.0
0.2
3.6
22.2
0.0
3.1
0.0
1.1
3.6
11.1
0.0
3.1
2.7
5.7
9.6
0.0
20.0
9.4
IO.S
13.3
16.9
ILl
60.0
IS.S
10.S
13.9
IS.I
33.3
0.0
2S.1
S.I
30.9
32.5
22.2
0.0
21.9
48.6
34.6
15.7
0.0
20.0
15.6
18.9
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
17.2
37.2
66.6
SO.O
40.6
21.6
0.4
1.2
11.1
0.0
0.0
0.0
0.4
4.8
II.I
0.0
6.2
2.7
2.0
9.6
11.1
40.0
9.4
5.4
4.4
9.6
22.2
20.0
9.4
5.4
10.0
12.0
11.1
20.0
15.6
S.I
12.9
12.0
11.1
0.0
9.4
16.2
33.6
25.3
22.2
0.0
2S.1
27.0
36.4
25.3
0.0
20.0
21.9
35.1

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
16.4
37.2
66.6
SO.O
40.6
21.6
0.4
1.2
11.1
0.0
0.0
0.0
0.9
4.S
11.1
0.0
6.2
2.7
1.5
9.6
II.I
40.0
9.4
5.4
4.4
IO.S
22.2
20.0
9.4
S.I
9.2
IO.S
11.1
20.0
15.6
5.4
13.1
10.S
II.I
0.0
9.4
13.5
37.7
30.1
22.2
20.0
2S.1
35.1
32.9
21.7
0.0
0.0
21.9
29.7
Perseverati ve Error
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
19.0
36.0
66.6
80.0
40.6
18.9

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
0.0
0.0
0.0
0.7
3.6
11.1
0.0
6.2
0.0
2.0
9.6
11.1
20.0
9.4
8.1
3.5
10.8
22.2
40.0
9.4
5.4
12.6
10.8
11.1
20.0
15.6
5.4
10.9
14.5
11.1
0.0
15.6
16.2
31.6
24.1
22.2
0.0
25.0
27.0
38.6
25.3
0.0
20.0
18.8
37.8
16.6
36.0
66.6
80.0
37.5
21.6
0.2
1.2
11.1
0.0
0.0
0.0
0.9
6.0
11.1
0.0
9.4
2.7
2.2
7.2
11.1
20.0
6.2
5.4
3.1
10.8
22.2
40.0
9.4
5.4
10.2
10.8
11.1
20.0
12.5
8.1
12.0
12.0
11.1
0.0
12.5
13.5
36.8
30.1
22.2
0.0
34.4
32.4
34.6
21.7
0.0
20.0
15.6
32.4
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
15.0
19.2
33.3
0.0
25.0
13.5
0.7
0.0
0.0
0.0
0.0
0.0
0.4
1.2
11.1
0.0
0.0
0.0
1.7
6.0
0.0
0.0
9.4
5.4
4.1
2.4
0.0
0.0
3.1
2.7
8.1
9.6
22.2
0.0
12.5
5.4
15.7
16.9
11.1
0.0
21.9
16.2
34.9
43.4
44.4
80.0
37.5
43.2
34.4
20.5
11.1
20.0
15.6
27.0

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
13.9
15.6
22.2
0.0
21.9
10.8
0.7
0.0
0.0
0.0
0.0
0.0
0.4
0.0
0.0
0.0
0.0
0.0
1.7
7.2
11.1
0.0
9.4
5.4
4.1
1.2
0.0
0.0
0.0
2.7
7.0
7.2
11.1
0.0
12.5
2.7
15.0
16.9
22.2
0.0
18.8
16.2
39.4
47.0
22.2
80.0
46.9
48.6
31.6
20.5
33.3
20.0
12.5
24.3

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
21.4
36.1
44.4
60.0
43.7
24.3
0.0
0.0
0.0
0.0
0.0
0.0
0.2
3.6
22.2
0.0
3.1
0.0
1.1
3.6
11.1
0.0
6.2
0.0
6.8
9.6
0.0
20.0
9.4
10.8
13.3
19.3
11.1
40.0
25.0
13.5
11.3
13.3
33.3
20.0
18.8
2.7
32.7
32.5
22.2
0.0
21.9
48.6
34.6
18.1
0.0
20.0
15.6
24.3
0.2
1.2
II.I
N
N
l.J\
Table E4
by Lesion Location Within Percentile Ranges
Percentile range
weST score
Total
0-16
0-1
2-5
6-10
11-16
>16

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
11.3
32.5
44.4
40.0
40.6
21.6
0.0
13.3
33.3
0.0
18.8
5.4
1.7
1.2
0.0
20.0
0.0
0.0
3.9
10.8
0.0
20.0
15.6
8.1
5.7
7.2
11.1
0.0
6.2
8.1
88.7
67.5
55.6
60.0
59.4
78.4

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
15.5
24.0
55.5
40.0
28.1
10.8
0.9
12.0
44.4
0.0
12.5
5.4
3.7
1.2
11.1
0.0
0.0
0.0
5.7
6.0
0.0
20.0
9.4
2.7
5.2
4.8
0.0
20.0
6.2
2.7
84.5
75.9
44.4
60.0
71.9
89.2

Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
8.0
19.2
0.0
0.0
43.7
5.4
0.2
1.2
0.0
0.0
3.1
0.0
2.8
4.8
0.0
0.0
12.5
0.0
1.3
7.2
0.0
0.0
12.5
5.4
3.7
6.0
0.0
0.0
15.6
91.9
80.7
100.0
100.0
56.2
94.6
Learning to Learn a
Normal group
Frontal
Frontal plus
Diffuse
Nonfrontal
14.1
24.1
11.1
40.0
39.2
13.5
0.5
8.9
0.0
0.0
10.7
10.8
3.1
5.1
0.0
40.0
7.1
0.0
5.0
2.5
0.0
0.0
7.1
0.0
5.5
0.0
7.6
11.1
0.0
14.3
2.7
86.0
75.9
88.9
60.0
60.7
86.5
aLearning to Learn percentages are based on 421 normal group subjects, 9 frontal group subjects, 5 frontal plus group subjects, 28 diffuse group subjects, and 37 nonfrontal group subjects for whom
Learning to Learn scores could be calculated (see Chapter 3).
Table E5
N
N
00

by Diagnostic Category Within Standardized Score Ranges
Impaired range
Normal range
Total
impaired
Severe
Moderate-tosevere
Moderate
Mild-tomoderate
Mild
Below
average
Average
Above
average
0-84
0-54
55 - 61
62 - 69
70 -76
77 - 84
85 - 91
92 -106
107+
T-score range
0-39
0- 19
20 - 24
25 - 29
30 - 34
35 - 39
40 -44
45 - 54
55+
14.6
0.1
0.4
1.5
4.0
8.6
14.4
38.2
32.8

normal distribution
weST score
Normal group
Seizure disorder
22.4
32.6
39.9
35.9
30.7
20.8
0.0
0.0
0.0
0.0
0.0
0.0
0.4
1.3
0.0
3.8
0.0
0.0
0.7
3.8
3.3
1.9
8.2
0.0
5.0
12.8
13.3
11.3
14.3
12.5
16.3
14.7
23.3
18.9
8.2
8.3
13.5
15.4
16.7
15.1
12.2
20.8
25.7
25.6
26.7
26.4
24.5
25.0
38.3
26.3
16.7
22.6
32.7
33.3
Percent Errors
Normal group
Seizure disorder
20.5
30.8
33.3
34.0
30.6
20.9
0.2
0.0
0.0
0.0
0.0
0.0
0.2
1.9
0.0
3.8
2.0
0.0
1.1
5.8
3.3
3.8
10.2
4.2
5.7
10.3
10.0
9.4
10.2
12.5
13.3
12.8
20.0
17.0
8.2
4.2
13.9
17.9
30.0
15.1
14.3
16.7
30.9
28.2
23.3
34.0
24.5
29.2
34.6
23.1
13.3
17.0
30.6
33.3
Normal group
Seizure disorder
17.2
28.8
40.1
35.8
22.5
12.6
0.4
3.2
0.0
3.8
6.1
0.0
0.4
3.2
6.7
0.0
4.1
4.2
2.0
5.1
6.7
9.4
0.0
4.2
4.4
5.1
6.7
7.5
4.1
0.0
10.0
12.2
20.0
15.1
8.2
4.2
12.9
15.4
10.0
13.2
18.4
20.8
33.6
30.8
30.0
22.6
30.6
50.0
36.4
25.0
20.0
28.3
28.6
16.7

Normal group
Seizure disorder
16.4
29.5
40.1
35.8
24.5
12.6
0.4
3.2
0.0
3.8
6.1
0.0
0.9
3.2
6.7
0.0
4.1
4.2
1.5
5.1
6.7
9.4
0.0
4.2
4.4
5.8
6.7
9.4
4.1
0.0
9.2
12.2
20.0
13.2
10.2
4.2
13.1
12.2
10.0
11.3
12.2
16.7
37.7
34.6
30.0
30.2
34.7
50.0
32.9
23.7
20.0
22.6
28.6
20.8
... ---.-~'-------
---'-----""
Pcrseverative Errors
Normal group
Seizure disorder
19"0
30.1
40.0
35.8
24.4
16.7
0"2
3.2
0.0
3.8
6.1
0.0
0.7
3.2
3.3
1.9
4.1
4.2
2.0
5.1
10.0
7.5
0.0
4.2
3.5
5.1
6.7
9.4
2.0
0.0
12.6
13.5
20.0
13.2
12.2
10.9
14.7
16.7
11.3
12.2
8.3
Percent Perseverati ve Errors

Normal group
Seizure disorder
16.6
28.8
36.8
33.9
26.5
12.6
0.2
3.2
0.0
3.8
6.1
0.0
0.9
3.8
6.7
1.9
4.1
4.2
2"2
4.5
6.7
7.5
0.0
4.2
3.1
5.1
6.7
9.4
2.0
0.0
Normal group
Seizure disorder
15.0
21.1
26.7
20.8
20.4
16.7
0.7
0.0
0.0
0.0
0.0
0.0
0.4
1.9
0.0
1.9
4.1
0.0
1.7
5.1
6.7
5.7
4.1
4.2

Normal group
Seizure disorder
13.9
18.0
23.4
15.2
20.4
12.5
0.7
0.0
00
0.0
0.0
0.0
0.4
1.3
00
0.0
4.1
0.0

Normal group
Seizure disorder
21.4
32.1
43.3
32.1
30.6
20.8
0.0
0.0
0.0
0.0
0.2
1.9
0.0
3.8
2.0
0.0
3.2
6.7
1.9
4.1
0.0
Note. Normal group sample size

reading group sample size = 24.
0.0
0.0
25.0
31.6
30.1
26.7
24.5
32.7
41.7
38.6
25.0
16.7
28.3
30.6
16.7
10.2
12.2
16.7
11.3
14.3
4.2
12.0
14.1
13.3
13.2
10.2
25.0
36.8
35.3
33.3
28.3
40.8
41.7
34.6
21.8
16.7
24.5
22.4
20.8
4.1
4.5
3.3
3.8
6.1
4.2
8.1
9.6
16.7
9.4
6.1
8.3
15.7
11.5
23.3
9.4
6.1
12.5
34.9
38.5
36.7
45.3
34.7
33.3
34.4
28.8
13.3
24.5
38.8
37.5
1.7
6.4
6.7
5.7
6.1
8.3
4.1
2.6
0.0
3.8
4.1
0.0
7.0
7.7
16.7
5.7
6.1
4.2
15.0
11.5
20.0
9.4
6.1
16.7
39.4
42.3
46.7
49.1
36.7
33.3
31.6
28.2
10.0
26.4
36.7
37.5
1.1
6.8
13.5
13.3
11.3
16.3
12.5
13.3
13.5
23.3
15.1
11.3
12.8
20.0
13.2
12.2
4.2
32.7
31.4
23.3
32.1
32.7
37.5
34.6
23.7
13.3
22.6
24.5
37.5
8.2
8.3
= 459. Traumatic brain injury group sample size = 30. Seizure disorder group sample size = 53. Attention deficit disorder group sample size = 49.
Learning disabled-
Table E6

by Diagnostic Category Within Percentile Ranges
Percentile range
weST score
Total
0-16
0-1
2-5
6-10
11-16
>16

Normal group
Seizure disorder
11.3
30.2
43.4
24.6
28.5
29.2
0.0
9.0
16.7
11.3
6.1
0.0
1.7
1.3
0.0
1.9
2.0
0.0
3.9
10.9
20.0
5.7
10.2
12.5
5.7
9.0
6.7
5.7
10.2
16.7
88.7
69.9
56.7
75.5
71.4
70.8

Normal group
Seizure disorder
15.5
22.4
30.0
28.3
14.3
16.6
0.9
7.7
10.0
11.3
6.1
0.0
3.7
4.5
0.0
5.7
4.1
8.3
5.7
5.1
13.3
3.8
0.0
8.3
5.2
5.1
6.7
7.5
4.1
0.0
77.6
70.0
71.7
85.7
83.3

Normal group
Seizure disorder
8.0
14.1
46.6
5.7
6.1
8.4
0.2
1.3
3.3
0.0
0.0
4.2
2.8
3.2
13.3
0.0
2.0
0.0
1.3
3.8
10.0
3.8
0.0
4.2
3.7
5.8
20.0
1.9
4.1
0.0
91.9
85.9
53.3
94.3
93.9
91.7
Learning to Learn a
Normal group
Seizure disorder
14.1
27.7
42.3
22.9
26.7
22.6
0.5
7.1
11.5
6.2
6.7
4.5
3.1
5.7
7.7
2.1
8.9
4.5
5.0
2.8
7.7
2.1
2.2
0.0
5.5
12.1
15.4
12.5
8.9
13.6
86.0
72.3
57.7
77.1
73.3
77.3
84.5
Note. Normal group sample size = 459. Traumatic brain injury group sample size = 30. Seizure disorder group sample size = 53. Attention deficit disorder group sample size = 49. Learning
disabled-reading group sample size = 24.
aLearning to Learn percentages are based on 421 normal group subjects, 26 traumatic brain injury group subjects, 48 seizure disorder group subjects, 45 attention deficit disorder group subjects, and 24
learning disabled-reading group subjects for whom Learning to Learn scores could be calculated (see Chapter 3).

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Wisconsin Card

Robert K. Heaton, Ph.D.

PAR Psychological Assessment Resources, Inc.

We would also like to thank Brian P. Adcock, Barbara

The revision and expansion of the Wisconsin Card

2. Test Materials and Use ............................................................................................................................................................ .3

3. Administration and Scoring ................................................................................................................................................... 5

4. Normative and Descriptive Statistics ............................................................................................................................... 21

6. Development, Reliability, and Validity ............................................................................................................................ 39

measure of "frontal" or "prefrontal" functioning. However,

data are now provided for individuals 61/2 through 89 years

six correct sorting strategies. Beneath this sequence is an

Training and supervision in these procedures should be provided by a qualified psychologist.

psychology and/or neuropsychology. The utility and validity

are properly oriented. As illustrated in Figure 1, the peak of

permissible to clarify the meaning of the stimulus (key)

can interfere with his or her performance because he or she

administration, mark off each category at the top of the

Scoring the WCST has been a source of difficulty for

Overview and Terminology

[Only correct responses

Figure 2. Illustration of WCST recording procedures.

weST Scores and Scoring Dimensions

made. Responses that match the sorting principle in effect

[Errors are circled]

response cards can match the stimulus card on more than

response is an unambiguous error that matches

2. The most common situation in which a client

Figure 4. Illustration of scoring perseverative responses.

perseverated-to principle (i.e., the previous correct sorting category) is an unambiguous

As illustrated by trials 5 and 6 in Figure 4(c),

_@ F ~]) P [una~~~]uous _@ F ~~ P [una:;~~tOUS

@F~])p [unambiguous -@F~3P

Figure 5. Illustration of the perseverated-to principle changing within a category.

A more complex scoring situation arises

-~;~]) [set failure]

Responses score is calculated by: (a) dividing the total

Learning to Learn. Learning to Learn (after Tarter,

WCST Record Booklet for Case 1.

Percent Perseverative Responses

Percent Perseverative Errors

Percent Nonperseverative Errors

Percent Conceptual Level Responses

Number of Categories Completed

Trials to Complete First Category

Failure to Maintain Set

AGE 9-0 to 9-77

Learning to Learn Score Worksheet

Figure 7 (Continued). WCST Record Booklet for Case I.

Figure 8. WCST Record Booklet for Case 2.

Number of Trials Administered

Total Number Correct

Total Number of Errors

Percent Perseverative Responses

Percent Perseverative Errors

Percent Nonperseverative Errors

Conceptual Level Responses

Percent Conceptual Level Responses

Number of Categories Completed

Trials to Complete First Category

Failure to Maintain Set

AGE 30-0 to 39-11/EDUC: 13-15 YRS

Learning to Learn Score Worksheet

Figure 8 (Continued). WCST Record Booklet for Case 2.

_@ F ~]) P [una~]uous _@ F P [una:;~~tOUS