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UNIQUE ABILITIES OR TRAITS MEASURED BY ARITHMETIC Computational skill Quantitative Knowledge (Gq) (CHC broad ability) Mathematical Achievement (CHC narrow ability) Quantitative Reasoning (CHC narrow ability) Empirical Analysis of Arithmetic g loadings: r = .75 (5th best) Reliability: split-half = .88, test-retest = .86 Practice effect: Small for ages 16 89 (gain of 0.4 scaled-score point) Subtest specificity/Error variance: 30% vs. 12% (ample specificity at ages 16 17, 35 64, & 70 89, adequate at ages 18 34 & 65 69) Primary Oblimin Factor Loading: Ages 16 74: Working Memory factor = .47 Ages 75 89: Working Memory factor = .44 Secondary Oblimin Factor Loading: Ages 16 34 (not 35 54): Verbal Comprehension factor = .31

Secondly, the details of each use and misuse case in a diagram must be described in a consistent standard format. For regular use cases several templates are available ([KG00], [Coc01], [Rum94]) that can also be used to represent security use cases and that have been adapted to represent misuse cases too [SO01]. Below we show a textual description of the misuse case Repudiate origin from the figure on page 527. The most important part of a use or misuse case description is its basic and alternative paths. In principle, any notation for representing regular use-case paths can be adapted to represent misuse, by interpreting each path as a description of unwanted, as opposed to required, behavior. Misuse Case Name: Repudiate origin Summary: An originator transmits information through the system to a recipient, but later denies having provided the information. Author: The Common Criteria Project Sponsoring Organizations Date: 2003-10-22

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Aging patterns on the WAIS-R Arithmetic subtest showed maintained mean scaled scores across the age span, with a low mean scaled score of 9.9 at ages 20 24 and a high mean scaled score of 10.4 at ages 55 64. Clinical Analysis of Arithmetic Because actual computational skills required for success are learned in elementary school and are, at most, seventh-grade level, failure is frequently due to temporary inability to attend or concentrate, blocking on mathematics items, nervousness at taking a school-like task without paper and pencil, a negativistic or defeatist attitude, and so forth.

Suppose we wish to test the hypothesis that the slope equals a constant, say, priate hypotheses are H0: H1:

528 15

Wrong responses should be analyzed to infer whether the error was in computation, selection of the wrong operation, or failure to understand or attend to the question; for example, in response to the question about the number of hours it takes to walk 24 miles at the rate of 3 miles per hour, the answer 9 suggests an error in computational skill, while 27 reflects a reasoning mistake, and 1,000 is bizarre. Testing the limits without time pressure and with paper and pencil is often advised to help assess the roles of anxiety and concentration on test performance. Poor performance should be interpreted as a deficit in mathematical ability only after ruling out the wide range of behavioral and cognitive (e.g., short-term memory, sequencing) hypotheses that are known to have a strong impact on WAIS-III Arithmetic scores. For retarded individuals, the subtest measures a skill akin to social intelligence or adaptive behavior because the early items involve counting and handling money. The nature of the Arithmetic items commonly arouses anxiety in examinees; how they respond to the anxiety and possible frustration (by rejecting the test, by composing themselves and doing well, by acting agitated and distressed) is of clinical interest. Reflective, compulsive, obsessive, or neurologically impaired individuals with excellent arithmetic skills may perform relatively poorly compared to other Verbal subtests because of failure to respond within some time limits, and failure to earn any of the two possible bonus points. The impact of these behaviors was much greater for the WAIS-R Arithmetic, which allotted five possible bonus points. Neuropsychological Analysis of Arithmetic Routinely administer Items 1 3 (block counting) to all individuals with known or suspected right-hemisphere lesions because they may

1 1 1,0 1,0

1,0.

have difficulty with the visual stimuli despite succeeding on much harder oral questions. Patients with immediate memory and related problems are not likely to display their true mathematical ability because of the oral nature of the task, and will conceivably experience great difficulty with the more complex, multistep items. The oral format prevents identification of the difficulties of patients whose spatial problems would be revealed on a paper-and-pencil test; also, the examiner may remain ignorant of a figure or number alexia that would show up if the patient had to look at arithmetic symbols on paper (Lezak, 1995, p. 644). Patients with damage to the left temporal or left parietal lobe have been reported to perform poorly on Arithmetic; so have some patients with right hemisphere lesions due to memory, attentional, or organizational difficulties.

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