Abstract
The administration procedures for the Design Sequences subtest from the Detroit Tests of Learning Aptitude (Third Edition) contain an anomaly which makes it possible for astute examinees to discover a significant shortcut to solving the visual memory task. Discovery of this serendipitous “key” would give some examinees a distinct advantage on the subtest. The time needed to locate target designs is shortened thereby decreasing the time interval during which forgetting occurs. Once the key is uncovered, a significant portion of the memory task evaporates. This could yield artificially inflated memory scores for some students. An alternate administration procedure is proposed keeping in mind the problems attendant upon evaluating data obtained with nonstandardized administrations.
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