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Throughout this book, we ll be learning about a variety of patterns, a number of which are known as reversal patterns. They are called this because they forecast a reversal in price direction. One of the most basic and powerful reversal patterns is called the head and shoulders. These formations are pretty easy to spot: on the left side is a hump in prices (gradually moving up and then moving down again to a certain supporting price). In the middle is a taller hump, again, slowly moving up and then down again to support. This is the head. Finally, there is another hump, the smallest of the three (ideally), which is the right shoulder. The support line is what s key here. It even has a special name in the context of this pattern; instead of being called the support line, it s called the neckline. If prices break beneath the neckline, there are three general possibilities:

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.

Vague hedges introduce more "fuzziness" into the set. Probabilistic hedges, which express probabilities, e.g. likely, not very likely, probably, etc.

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difference on the GATB scale (mean of 100, SD of 20), but it nonetheless provides additional evidence of the IQ construct s validity Figure 11, adapted from Matarazzo (1972, p 178) and Jensen (1980, p 113) and modified based on WAIS-R data reported by Reynolds et al (1987), presents graphically the educational or occupational referents of different IQ levels However, these values are just the averages for different jobs or educational accomplishments As Matarazzo (1972) and Jensen (1980) stress, adults in each occupation or educational category vary considerably in IQ range Table 45 presents pertinent data that reveal the fairly wide range of IQs for individuals from the same occupational category (as mentioned previously, this same table shows the wide IQ ranges for people with different levels of education).

For occupational groups, the range is relatively small for people employed in routine, menial jobs usually reserved for the mentally retarded, but substantial IQ ranges characterize members in jobs as diverse as physicians or policemen or even unskilled construction workers The strong relationship depicted here between IQ and occupation may be an artifact of the even stronger relationship described previously between IQ and educational attainment Occupation and education correlate substantially, particularly because advanced formal education is frequently a prerequisite for many high-prestige occupations Gottfredson and Brown (1981) observed an interesting age-related finding in the occupation education relationship in their largescale longitudinal study Occupational status correlated a modest 17 20 with years of schooling at ages 18 20 years, but increased at age 22 (45) and age 24 (60) before plateauing in the mid-60s for 26- and 28-year-olds.

Gottfredson and Brown interpreted these age-related findings as a function of the facts that (1) the later entrants into the work force are brighter and better educated, and (2) among those already employed, the smarter and more educated adults advance from low-level to high-level positions Crawford and Allan (1997), studying a group of 200 adults ages 16 to 83 (M = 443 years) from.

Comparison of education levels characterizing the total standardization samples of the W-B I, WAIS, WAIS-R, and WAIS-III Education level (Years of School Completed) 16 or more (college graduate) 13 15 (some college) 12 years (high school graduate) 9 11 years (some high school) 8 or less Percent in W-B I Sample 5.1 3.8 10.8 18.8 61.6 Percent in WAIS Sample 4.9 8.6 23.3 27.8 35.5 Percent in WAIS-R Sample 11.4 13.4 34.7 25.1 15.5 Percent in WAIS-III Sample 17.8 22.9 34.4 12.1 12.8

NOTE: Data for the W-B I and WAIS are from Wechsler (1958, Tables 9 and 10). Data for the WAIS-R are based on sample sizes for the total standardization group provided in Table 1 by Reynolds et al. (1987). Data for the WAIS-III are from the WAIS-III/WMS-III Technical Manual (Psychologi-

1. The prices will sink from there. 2. Prices will sink brie y, recover to touch the underside of what used to

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