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restrict or bias the input recognizer These phrases can include a single word or more than one word separated by a space (Note that before you can enter a list of phrases, you will need to enter a name for your custom input scope) When a user writes into the form (or uses speech recognition), the recognizer will use the phrase list to help it recognize the input If you choose the Regular Expression option, you can enter your own regular expression that will be used to restrict or bias the input recognizer (You can nd the regular expression syntax for the input scope under the Custom Input Scopes with Regular Expression topic in MSDN, which is referenced in the Appendix) The Input Scope feature can be very valuable if you design form templates that will be used on Tablet PC devices However, a complete discussion of this feature is outside the scope of this book (pun intended) For more information about Tablet PC recognition and the Input Scope feature in general, see the Programming the Tablet PC section in MSDN, which is referenced in the Appendix Input Scope is a fairly advanced feature, which is exactly why it exists on the Advanced tab The Advanced tabs for some other properties dialogs do contain a few other items besides what we ve talked about so far, such as the Merging forms and Code sections We will talk about these properties in s 12 and 15, respectively

100.7 92.3

fv(dx)

V8 K (k)-(27T)d 8(k)

NOTE: Data are from Reynolds et al. (1987).

When designing a browser-enabled form, most controls have a Browser forms tab adjacent to the Advanced tab This tab configures settings specific to forms running in the browser We ll explore the details in 17

(17.9)

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laborers or operatives Education was also an important variable in this elderly sample, as it accounted for 30% to 43% of the variance in the WAIS-R IQs Similar to results with younger adults, there were substantial differences (1705 points) between those with the most education (12 or more years) and those with less formal schooling (0 to 11 years) As the relationship between education and occupation is known to be quite strong, Ryan et al (1995) performed analyses to determine whether preretirement occupation would explain an additional amount of variance in IQ over and above age and education Occupation did, in fact, contribute significantly to all WAIS-R IQs, explaining an additional 3% to 6% of the variance in the Verbal, Performance, and Full Scale IQs, beyond that of age and education When IQs are provided for specific jobs instead of general categories, even wider discrepancies emerge between diverse occupations.

where 8K (k) is a Kronecker 8. The Fourier component m(k) is complex. For real m(x) we must require m(k)* = m( -k). In that case only the vectors in a hemisphere of k space (say, the "upper" hemisphere) are independent. The following can be easily shown using (17.8). For generality they are stated for a complex field m(x):

.

For example, Matarazzo (1972, pp 178 180) cites numerous studies and his own considerable clinical experience to show that physicians, medical students, dentists, university professors, psychiatrists, executives in industry, scientists, and attorneys have consistently averaged IQs of 125 on the Wechsler-Bellevue and WAIS In a study of 35 medical students, Mitchell, Grandy, and Lupo (1986) reported mean Full Scale IQs in the same range on both the WAIS (1245) and WAIS-R (1208) The wide range of mean scores by people in different occupations is further illustrated by a comprehensive (N = 39,600) 1970 US Department of Labor study cited by Jensen (1980, pp 341 342) Mean IQs on the GATB General Intelligence scale were provided for 444 specific occupations, and ranged from 55 for Tomato Peeler to 143 for Mathematician Although the GATB General Intelligence score correlated .

(dx)lV'm(x) 12 = - I)2 m*(k)m(k)

!(dx)m(x)H*(x) = ~ Lm(k)H*(k) V ! (dx)lm(x)1 = ~ Lm*(k)m(k) 1 (dx)lm(x) I = V3 L 8 (k 1 + k !

89 with the WAIS (Jensen, 1980), the two scales have different standard deviations When the GATB scores for Tomato Peelers and Mathematicians are converted to the Wechsler metric, the means become 66 and 132, respectively This discrepancy is not as impressive as the 88-point.

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