School Psychology
International
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Brazilian Adaptation of the Woodcock-Johnson III Cognitive Tests
Solange Muglia Wechsler, Carlos Sancineto Nunes, Patricia Waltz Schelini, Sonia Regina
Pasian, Silvia Vertoni Homsi, Lucia Moretti and Alexandra Ayach Anache
School Psychology International 2010 31: 409
DOI: 10.1177/0143034310377165
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Brazilian Adaptation of the Woodcock-Johnson III
Cognitive Tests
Solange Muglia Wechslera, Carlos Sancineto
Nunesb, Patricia Waltz Schelinic, Sonia Regina
Pasiand, Silvia Vertoni Homsie, Lucia Morettif and
Alexandra Ayach Anacheg
a
Pontifical Catholic University of Campinas, Brazil, bFederal
University of Santa Catarina, Brazil, cFederal University at San
Carlos, Brazil, dState University of Sao Paulo at Ribeirao Preto,
Brazil, eUniversity Paulista at Saint Jose Rio Preto, Brazil,
f
State University at Londrina, Brazil and gFederal University of
Mato Grosso do Sul, Brazil
abstract An adaptation of the standard battery of Woodcock­ ohnson III Tests of Cognitive Abilities (WJ-III) for Brazilian children
J
and youth was investigated. The sample was composed of 1094
s­ tudents (54 percent girls), ages 7–17, living in Sao Paulo state (91
percent). Items from Brazilian school books as well as from the WJ-III
Spanish version (Batería-R) were added to comprehension-knowledge
tests. Brazilian words were adapted to the auditory tests according to
syllabic division and stressed syllables. Items were ­examined ­through
IRT and age differences through analysis of variance. Results indicated
the need to remove items from all WJ-III subtests with the exception of
the visual learning test. Analysis of Variance indicated significant age
differences (p ≤ 0.001) for all tests. Thus, the ­importance of a ­Brazilian
adaptation for the WJ-III was confirmed.
key words: adaptation; Brazil; children; intelligence; test; Woodcock-
Johnson
Introduction
The assessment of intelligence and other cognitive abilities may
constitute psychology’s most important technical contribution to the
behavioural sciences. Psychologists are expected to have and to use
such tests. They are widely available in some countries and unavailable
in others. Those countries that lack these and other testing resources
School Psychology International Copyright © 2010 SAGE Publications (Los Angeles,
London, New Delhi, Singapore and Washington DC), Vol. 31(4): 409–421.
DOI: 10.1177/0143034310377165
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School Psychology International (2010), Vol. 31(4)
commonly translate or adapt a source test into a locally used target
test. The number of tests translated and adapted to other cultures has
increased considerably during the last decade (Muniz et al., 2001).
The process of adapting a source test of cognitive abilities to one useful in another culture presents many challenges. Cognitive ­ abilities
reflect a country’s dominant language use, cultural history, as well as
current social and educational experience (Van de Vijver and Leung,
2000). Thus, the adaptation process must involve translating the
test’s ­ language, examining and possibly revising the test’s content
and ­norming it on a relevant sample while attempting to ensure the
target test retains most of the relevant factors found in the source
test (American Educational Research Association, American Psychological Association and the National Council of Measurement, 1999;
­Hambleton et al., 2005).
Language constitutes an important component to the assessment of
intelligence and to its construct. For example, examiners use language
to communicate with the examinees (Flanagan et al., 2006). In ­addition,
language influences one’s ability to read and write (Evans et al., 2002).
Moreover, language is thought to imbue many concepts important to
the Cattell-Carroll-Horn (CHC) model of intelligence (McGrew, 2009).
A student’s language competence plays a crucial role in knowledge
coming from acculturation or educational experiences, known as crystal­
lized intelligence. In the CHC model, derived from Cattell (1971), Horn
(1985), Carroll (1993, 2005) and combined by McGrew (2005), intelligence is viewed as composed of three main layers or stratum, including
several specific abilities in the third layer, nine broad ­abilities at the
second level and a general factor at the first layer. Although the exist­
ence of a higher order ‘g’ factor is still questioned, there is compelling
evidence that a broad factor tends to appear from the analysis of the
subsumed broad abilities (McGrew and Woodcock, 2001; Shrank, 2005).
The relevance of tests created in another country and used in Brazil
has been heavily criticized due to the fact that these tests were just
translated, with lack of data on their validity and reliability to the
country. In response to these criticisms, the Brazilian Federal Council
of Psychologists (Conselho Federal de Psicologia, 2003) issued a regulation that tests could be used only if they were properly normed and
validated for use in Brazil. This decision was based, in part, on guide­
lines proposed by the International Testing Commission on test use
(Bartram, 2001). The Federal Council’s regulation created considerable
turmoil among Brazilian psychologists because they had to abandon
many tests commonly used in their practices. However, this regulation
had a positive impact by encouraging the development of quality tests
for use in Brazil (Wechsler, 2007). Under this regulation, only a few
foreign developed intelligence tests designed for children and youth
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Wechsler et al.: Woodcock-Johnson III
were approved (e.g. the Raven’s Colored Progressive Matrices, Columbia Mental Maturity Test, Wechsler Intelligence Scale for Children–III
and Human Figure Drawing (Conselho Federal de Psicologia, 2008)
The Woodock-Johnson III cognitive battery was selected due to its
many exemplary psychometric qualities. For example, its theoretical
base is consistent with the CHC theory. In addition, various studies
support the test’s validity (Floyd et al., 2003b). The WJ-III cognitive
tests predict reading (Evans et al., 2002) and mathematics (Floyd et al.,
2003a) achievement. However, almost all studies of this test have been
performed within the US population (Camarata and Woodcock, 2006;
Shrank, 2005).
The Woodcock-Johnson III tests have not been used in Brazil because
of lack of adaptation studies. Therefore, this research aimed to analyse
the item adequacy of all ten cognitive tests composing the standard
battery. The inclusion of Brazilian items for the comprehension knowledge tests (vocabulary, synonyms, antonyms and analogies) as well as
for the auditory administered tests (sound blending, incomplete words,
auditory working memory) was evaluated. Cognitive growth differentiation through the WJ-III tests was also explored in this study.
Methods
Participants
A sample of 1094 students (57 percent females) was drawn from
public (58 percent) and private (42 percent) schools, 91 percent located
in Sao Paulo state. Participants were grouped into six two-year age
ranges: 7–8 (n = 163, 58 percent females), 9–10 (n = 170, 58 percent
f­ emales), 11–12 (n = 205, 51 percent females), 13–14 (n = 217, 55 percent ­females), 15–16 (n = 216, 60 percent females) and 17–18 (n = 123,
60 percent females).
Instrumentation
The WJ-III standard battery is composed of ten cognitive tests (Wood­
cock et al., 2001). They include tests of comprehension knowledge (Gc;
language and crystallized intelligence;), including tests of vocabu­lary,
synonyms, antonyms and analogies; visual auditory learning (Glr;
reflecting the ability to learn, store and retrieve information or associative memory); spatial relations (Gv; the ability to perform visual
spatial thinking); sound blending (Ga: the ability to analyse and synthesize sounds); concept formation (Gf; a test of categorical reasoning
ability or fluid intelligence); visual matching (Gs; a test of visual processing speed); numbers reversed (Gsm; a test of short-term or working
memory); incomplete words (Ga: ability to perceive and perform ­auditory
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School Psychology International (2010), Vol. 31(4)
closure); auditory working memory (Gsm: a test of working memory
and divided attention); visual auditory learning delayed (Glr; a test of
recalling previously learned tasks or associative memory). The first
seven are core tests and the last three considered as ­supplemental.
The Brazilian adaptation for the comprehension knowledge tests was
composed from items drawn from Batería-R (Woodcock and MuñozSandoval, 1996) and from Brazilian school books. Six subtests from
this battery, which was the Spanish version available at the time of
this study, were selected for use in this study: vocabulario sobre dibujos
(picture vocabulary), vocabulario oral – sinonimos (oral vocabulary –
synonymes), vocabulario oral– antonimos (oral vocabulary – antonyms)
and analogias verbales (verbal analogies). The remaining items from
the Bateria-R tests were not used, either because they were not similar
to the Portuguese language or they were the same ones presented in
the WJ-III English version. Books used in schools to teach Portuguese
language and grammar at the elementary and high school grades were
employed as sources of reference for creating additional items (Lopes
et al., 1994; Pellegrini and Ferreira, 1996). This procedure was neces­
sary because publications that provide information on word difficulty
for each educational grade do not exist in Brazil.
The auditory administered tests which involved verbal material
(sound blending, incomplete words, auditory working memory) were
constructed with the help of Brazilian experts on speech pathology
in order to observe the same criteria as for the words constructed in
English, that is, according to syllabic division (one-syllable, doublesyllable, etc.) as well as to the stressed syllable. The same numbers
sequence, after each word, was maintained in the auditory working
memory test. Items which were included from the Batería-R came from
the following auditory tests: palabras incompletas (incomplete words)
and integración de sonidos (sound integration), as they had similar
syllabic division to the Portuguese language.
The WJ-III comprehension knowledge tests were composed as ­follows:
a 70-item vocabulary test (with 23 items from WJ-III, 14 from Batería-R
and 33 from the school books), a 42-item synonyms test (with 15 items
from WJ-III, 12 from Batería-R and 15 from Brazilian books), a 40item antonyms test (with 18 items from WJ-III and 22 from the school
books) and a 40-item verbal analogies test (with 15 items from WJ-III,
one from Batería-R and 24 from the Brazilian books). In addition, the
auditory administered tests had the following composition: a 33-item
sound blending tests (with six items from WJ-III, four from Batería-R
and 23 Brazilian items); a 44-item incomplete words test (with 12 items
from WJ-III, two from Batería-R and 30 Brazilian items); a 21-items
auditory working memory test (21 Brazilian words paired with the original numbers of the WJ-III).
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Wechsler et al.: Woodcock-Johnson III
Procedure
Six psychology professors from Brazilian universities collaborated
with data collection by randomly selecting one public and one private
­school within their cities. School psychologists are not frequently found
in Brazilian schools, thus psychology students from the local universities were trained to administer the tests. Permission was first obtained
from the deans and teachers at each participating school and was then
sought from all parents whose children were within the age range
to be included in this study. The tests were administered during two
­sessions. All items were presented because the item difficulty and basal
and ceiling levels for each test were unknown.
Three criteria were employed for item selection, which were the difficulty level, item discrimination and misfit parameters (Teresi, 2001).
Difficult and misfit parameters were estimated by using Item Response
Theory (IRT), specifically the Rasch model. Items presenting infit or outfit levels over 1.5 were considered inadequate and excluded from ­further
analysis. Discrimination was estimated by item-theta ­ correlation
(r < 0.30). Participants’ ability values (theta) for each subtest were calculated using the software Winsteps (Linacre and Wright, 1991) which
adopts the Rasch model of Item Response Theory. Winsteps allows the
use of dichotomous scoring as well as multiple response ­scoring. Internal consistency was investigated using Kuder-­Richardson procedures
for tests with dichotomized items and Cronbach’s alpha coefficients
for tests with items having multiple responses. Cognitive growth was
investigated by means of analysis of variance by examining participants’ age range differences using theta’s values.
Results
The total number of items included in this analysis, their average
endorsement, the participants’ mean ability levels (estimated by theta
on the IRT), as well as the average infit and outfit obtained are reported
in Table 1. Average items difficulty level is set as zero by Winstep when
all items and participants parameters are unknown. The average theta
represents the distance between the participant’s ability level and the
average difficulty of items. Negative values indicate that the average
difficulty of items was higher than the participants’ abilities and a positive value indicates that the test is relatively easy for the participants.
The criteria of infit and outfit level stated (over 1.5) as well as item
discrimination, estimated by item-theta correlation (< 0.30) indicated
the need to remove items throughout the whole WJ-III battery, with the
exception of the visual auditory learning test (test 2), where all items
were found to be appropriate to the age levels studied. The tests which
had the smallest number of items to be removed were the ­following:
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Vocabulary
Synonyms
Antonyms
Analogies
Visual auditory learning
Spatial relations
Sound blending
Concept formation
Visual matching
Numbers reversed
Incomplete words
Auditory working memory
Visual auditory memory delayed
Subtest
70
42
40
40
17
33
33
40
60
30
44
42
25
Original
items
41
11
6
12
0
2
11
6
16
10
2
11
2
Items
deleted
29
31
34
28
17
31
22
34
44
20
42
32
23
44.4
34.8
35.5
41.1
80.5
78.6
41.8
70.6
56.0
26.5
47.7
54.7
69.7
–0.54
–1.11
–1.02
–0.68
1.88
1.97
–0.39
1.58
0.20
–2.05
–0.13
0.47
0.96
0.99
0.99
0.97
1.00
0.96
0.99
1.00
1.01
0.47
0.98
0.99
0.99
1.00
1.10
0.96
0.93
1.01
1.08
0.97
0.95
1.18
0.53
0.91
1.03
1.21
1.06
Total
Average Average
items endorserm % theta
Infit
Outfit
0.88
0.89
0.88
0.89
0.96
0.90
0.88
0.93
0.96
0.88
0.86
0.92
0.96
KR/20
Cronbach
Table 1 Items’ average endorsement, average theta, infit and outfit levels and reliability coefficients for each test
School Psychology International (2010), Vol. 31(4)
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Wechsler et al.: Woodcock-Johnson III
spatial relations (two items), incomplete words (two items) and the
visual auditory memory delayed (two items).
Among the comprehension knowledge subtests, the following items
fit the removal criteria: vocabulary, 41 items (17 were from the English
version, six from the Spanish and 18 from the Brazilian version);
synonyms, 11 items (six from the English version, three from the Spanish and two from the Brazilian version); antonyms, six items (three
from the English version and three from the Brazilian version); analogies: 12 items (five from English version and seven from the Brazilian
version). The auditory tests which were adapted with the inclusion of
new Brazilian items also demonstrated the need to be reduced according to the exclusion criteria. Thus, the tests which required removal
were: sound blending; 11 items (one from the Spanish version and ten
from the Brazilian version); incomplete words, two items (only from
the English version); auditory working memory, 11 items (one from the
English version, one from the Spanish version and nine from the Brazilian version).
The remaining WJ-III cognitive subtests, that is, concept formation
and numbers reversed, also presented the need for better calibration,
suitable to the age ranges of the Brazilian sample. Six items need to be
removed from the concept formation test, which were the first ones (1,
2, 4, 5, 7, 11) presenting one or two options as responses. On the other
hand, the ten first items of numbers reversed which require auditory
memory, also require exclusion according to the infit and outfit criteria.
The reliability indexes (Cronbach and KR20) were over 0.88 across all
tests.
In order to analyse age differences the analysis of variance was
performed. Significant differences among the means of theta values
for participants at different age ranges were verified as indicated in
Table 2.
As can be observed from Table 2, the participants’ average ability,
estimated by theta, increases as age progress, thus indicating that
tests tend to be easier as participants get older. Results from the analysis of variance (ANOVA) indicated there were significant differences
(p ≤ 0.001) for all tests, thus indicating the strong impact that age has
on the abilities measured by these tests.
Discussion
This study aimed to investigate the need to adapt the Woodcock­Johnson III cognitive tests to Brazilian children and youth. For this
purpose, items were added to the comprehension knowledge tests
(vocabulary, synonyms, antonyms and analogies) as well as to the auditory administered tests (sound blending, incomplete words, auditory
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Vocabulary Synonyms Antonyms Analogies Visual auditory learning Spatial relations Sound blending Concept formation Visual matching Numbers reversed Incomplete words Auditory working memory Visual auditory memory delayed Tests
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD
Mean
SD.
Mean
SD
Mean
SD
Statistics
–2.60
1.64
–2.86
1.46
–2.82
1.82
–2.47
1.72
1.38
1.08
1.10
0.85
–0.91
1.41
0.21
1.74
–2.17
1.93
–4.54
1.72
–0.60
0.89
–0.98
1.51
0.62
1.51
7–8
(n = 163)
–1.31
1.47
–1.94
1.29
–1.84
1.47
–1.52
1.45
1.74
1.46
1.58
0.89
–0.45
1.41
1.60
2.05
–0.77
1.52
–3.46
1.91
–0.21
0.72
–0.10
1.30
0.80
1.30
9–10
(n = 170)
–0.93
1.37
–1.64
1.38
–1.52
1.49
–1.24
1.37
1.71
1.61
1.72
0.89
–0.18
1.41
1.60
1.91
–0.17
1.68
–2.90
1.86
–0.06
0.71
0.17
1.08
0.87
1.08
11–12
(n = 205)
–0.16
1.33
–0.86
1.30
–0.67
1.57
–0.34
1.39
2.13
1.70
2.26
1.14
0.05
1.33
2.23
1.81
0.68
1.73
–2.05
2.00
–0.01
0.71
0.58
1.32
0.99
1.32
13–14
(n = 217)
Age ranges
0.67
1.27
–0.16
1.32
–0.01
1.98
0.38
1.65
2.58
1.68
2.51
1.19
0.20
1.30
2.68
1.77
1.67
1.82
–1.24
2.26
0.20
0.87
0.82
1.58
1.44
1.58
15–16
(n = 216)
0.89
1.33
0.01
1.29
0.38
1.77
0.28
1.38
2.02
2.03
2.48
1.14
0.16
1.17
2.50
1.64
1.74
1.90
–1.78
2.06
0.19
0.73
0.62
1.22
1.13
1.22
17–18
(n = 123)
Table 2 Means, Standard Deviations for theta values on WJ-III tests according to participants’ age range
School Psychology International (2010), Vol. 31(4)
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Wechsler et al.: Woodcock-Johnson III
working memory). Item analyses indicated that all WJ-III tests need
to be reviewed and adapted to the Brazilians, with the exception of
the visual auditory learning test, which is a measure of reflecting the
­ability to learn, store and retrieve information or associative memory.
These results confirmed the recommendations by several authors
­(Hambleton, 2005; Van de Vijver and Leung, 2000) that tests to be used
in ­another cultures should not only be translated but also adapted to
the new environment.
A substantial portion of items from the comprehension knowledge
tests presented the need to be removed from the original English version, such as following: 17 out of 23 (73 percent) from vocabulary, six
out of 15 (40 percent) from synonyms, three out of 18 (16 percent) in
antonyms and five out of 15 (33 percent) from analogies. Previous
analysis with a smaller sample confirmed the importance of constructing items from the Portuguese language in order to adapt the WJ-III
to Brazilian children (Wechsler et al., 2007). In this study, some of the
items to be excluded were the first ones in the original version, thus
probably reflecting intellectual growth with age, as the US sample was
normed from 3–70 and the Brazilian sample was aged 7–14. However,
other items considered to pose difficulty to the English sample, as presented in the last part of the original tests, such as in the synonyms or
antonyms tests, were considerably easier for Brazilians, probably due
to the existence of Latin words, which are more frequent in the Portuguese language.
The auditory administered tests were mainly rebuilt from Brazilian
items as they required words which had similar stressed syllables.
Still, many items constructed for these tests demonstrated the need to
be removed. For example, in the sound blending test, which assesses
the ability to analyse and synthesize words, 33 percent of the items
demonstrated the need to be removed from the previous composition.
Among the English items, 16 percent in the incomplete words tests did
not attend the infit and outfit criteria (over 1.5) to remain. Consider­ing
that auditory processes (Ga) are important in understanding intellectual functioning according to the CHC theory (McGrew, 2009), the
relevance of maintaining these tests on the WJ-III adaptation to Brazil­
ians has to be emphasized
Tests with fewer requirements on language ability also demon­strated
the need to be calibrated to another country. This occurred with the tests
of concept formation (measuring reasoning ability) and visual matching
(measuring processing speed), which required the removal of six up to
16 items from the English version. On the other hand, the numbers
reversed tests, which is a measure of working memory, was found to be
the most difficult task. It is necessary to take into account that some of
the items to be removed were the first ones from the ­original English
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School Psychology International (2010), Vol. 31(4)
version, thus indicating that the comparability of the age ranges of the
Portuguese and the US samples have to be evaluated in future studies.
These results reinforce the suggestions from Hambleton et al. (2005)
regarding the need to pursue studies in order to verify if the target test
is measuring the same constructs or the relevant factors found in the
original measure, that is, in the WJ-III English battery.
Validity evidences for the Brazilian adaptation were also demon­
strated through the cognitive growth represented by significant age
differences. Findings from previous studies investigating the use
of WJ-III with Brazilian children and youth (Wechsler and Schelini,
2006) resulted in similar findings (i.e. significantly higher achievement
as age increased), thus indicating the importance of this test battery to
assess children’s intellectual development.
Limitations
Some limitations have to be considered. Considering the fact that
English as well as Spanish WJ-III versions were normed on children
of 3 years of age up to adults of up to 70 years of age, and the Brazilian
participants were aged 7–17, future studies will need to be performed
with other age groups in this country, in order to ensure comparability
of item difficulties across ages. In addition, there is the need to adapt
the extended WJ-III Battery, comprised of ten other tests, in order to
verify if they can confirm the same CHC structure found in the original
version. Thus, a more complete instrument could be offered to assess
Brazilian children’s and youth intellectual abilities.
Considering the majority of the Brazilian participants came from
only one state (Sao Paulo), located at the southeast part of Brazil, there
is a need to verify the adequacy of the new version in other Brazilian
states. As European immigration was more intense in this part of the
country, whereas Africans tend to reside more in the Northeast states, these differences may have an impact on language comprehension
represented in this battery. Therefore, the construction of Brazilian
norms for this battery will need to consider these issues.
The impact of this study has to be considered for Brazilian psychologists. As there are few psychological tests validated for this country,
the WJ-III validation and future norming will add important information in order to accomplish comprehensive psychological assessments.
Therefore, the important contribution of this battery to assess diverse
intellectual abilities can provide a better understanding of Brazilians’
cognitive abilities and make a considerable contribution not only in
assessing learning difficulties but also in identifying giftedness in this
culture.
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Wechsler et al.: Woodcock-Johnson III
Notes
This research was funded by the National Council of Scientific Research (CNPQ)
and by the Foundation for Research Advance in Sao Paulo State (FAPESP).
Thanks are extended to the experts on speech pathology, Dr Alessandra Gotuzo
Seabra and Iara Bittante de Oliveira, from Mackenzie University and Pontifical Catholic University at Campinas. Our gratitude is expressed to the reviews
and suggestions from Dr Thomas Oakland from the University of ­Florida.
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Solange Muglia Wechsler, Psychologist Master on School Psychometric,
PhD on Educational Psychology from the University of Athens (Georgia, USA)
is a founder of the Brazilian Association of School and Educational Psychologist (ABRAPEE) and the Brazilian Creativity and Innovation Association
(CRIABRASILIS). He was also a Past President of the Brazilian Institute of
Psychological Assessment and a Coordinator of the Laboratory of Psychological Assessment at PUC-Campinas. His research interests include intelligence,
creativity, giftedness and styles. Address: Pontificia Universidade Catolica,
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Wechsler et al.: Woodcock-Johnson III
Campus II, Curso Psicologia. Av. John Boyd Dunlop, s/n, Jardim Ipaussurama,
Campinas, São Paulo, 13059–900, Brazil.
Email: [email protected]; [email protected]
Carlos Sancineto Nunes, Psychologist, Doctoral Degree on Psychology from
Universidade Federal do Rio Grande do Sul (2005), is President of the Brazilian Institute of Psychological Assessment (IBAP). His research interests are
on social development and personality, focusing on personality assessment
with the Five Factor Model, psychometrics, test construction and adaptation.
Address: R.Alba Dias Cunha, 190, ap. 503.Florianópolis, Santa Catarina, CEP
88036–020, Brazil. Email: [email protected]
Patricia Waltz Schelini, Psychologist, Master and Doctoral Degrees in Psychology from Pontifical Catholic University of Campinas, is the Coordinator
of the Graduate Psychology Program at the University of Sao Carlos. She has
scholarships from federal and state agencies CNPQ and FAPESP. Her research
interests include intelligence, cognition and giftedness. Address: R. São Paulo,
1498, ap.501,Centro. São Carlos.CEP: 13560–340, São Paulo, Brazil.
Email: [email protected]
Sonia Regina Pasian, Psychologist, Master on Psychoanalysis and Doctoral
Degree on Mental Health from the University of Sao Paulo, is Coordinator of
the Research Center on Psychodiagnosis and a Past President of the Brazilian
Association on Rorschach and Projective Methods (ASBRO). Research interests
include adaptation of projective assessment measures. Address: Faculdade de
Ciências e Letras da Universidade de São Paulo. Departamento de Psicologia e
Educação Psicologia e Educação Av. Bandeirantes, 3900 – Monte Alegre, CEP:
14.040-901 – Ribeirão Preto, São Paulo, Brazil. Email: [email protected]
Silvia Vertoni Homsi, Psychologist, Master on Psychology from Pontifical
Catholic University, Specializations on Drivers’ Psychology and Group Psychotherapy. Research interests include psychological assessment and clinical
psychology. Address: R: Saldanha Marinho, 3954, Bairro:Santa Cruz, São José
do Rio Preto –15.014-300, São Paulo, Brazil. Email: [email protected]
Lucia Moretti, Psychologist, Doctoral Degree as Clinical Psychologist from
University of São Paulo. Faculty member of Extension Educational Programs
for Clinical Psychologists as and teachers’ training. Research interests include
human development, neuropsychology of learning and teachers’ training.
Address: R. Pará, 984, apt 103. Centro, 86.010–450, Londrina , Paraná, ­Brazil.
Email: [email protected]
Alexandra Ayach Anache, Psychologist, Master on Education, Doctoral
Degree on School Psychology and Human Development from the University
of São Paulo. Post doctoral training at the Education Department at University of Brasilia, Coordinator of the Laboratory on Special Education of the
Federal University of Mato Grosso do Sul. Research interests include learning difficulties, psychology of learning and educational assessment. Address:
R. Jaguarão, 660, Monte Castelo. Campo Grande, 79.010.160, Mato Grosso do
Sul, Brazil. Email: [email protected]
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