Compared the Wechsler Intelligence Scale for Children (Revised) (WISC-R) and the Leiter International Performance Scale with 40 average and above average students. Results indicated a curvilinear relationship between the WISC-R and the Leiter, which correlates higher at the mean and deviates as the Full Scale varies from the mean. (JAC)

The scores of elementary school students on the Quick Test were compared with scores on the Full Scale Wechsler Intelligence Scale for Children-Revised. The relationship between the two tests varied significantly with age and intelligence levels. (Author/CP)

A major criticism of standardized intelligence tests is their improper use in measuring the intellectual competence of culturally diverse children. Factors which complicate the issue are the definition of intelligence, content bias in intelligence tests, and the interpretation of test scores between white middle class children and children of…

Compared the performance of 56 children on the 11 subscales of the Luria-Nebraska Neuropsychological Battery-Children's Revision. Results revealed significant differences on Receptive Speech and Expressive Language subscales, suggesting a possible differential sensitivity of the children's Luria-Nebraska to verbal and nonverbal cognitive deficits.…

Performance on the Wechsler Intelligence Scale for Children-Revised was compared for reflective and impulsive children, aged 8-11. Reflective children scored higher on the attention-concentration and visual organization subtests. There were no significant differences in verbal comprehension. (Author/GDC)

The vocabulary and block design short forms of the Wechsler Intelligence Scale for Children-Third Edition were administered to 63 children with attention deficit hyperactivity disorder (ADHD), 69 children with reading difficulties (RD), and 68 children with comorbid ADHD and RD. No significant differences were found. (Contains references.)…

Reports a study using meta-analytical procedures to compare WISC-R subtest performance patterns of 29 samples of retarded, average, and above average intelligence children. Shows how the study results in distinct WISC-R profiles for each group and demonstrates how the subtest performance patterns are strongly related to overall intellectual level.…

Factor analyzed Wechsler Intelligence Scale for Children-Revised scores of low-IQ youths aged 9-11 and 14-16. Extracted Verbal Comprehension, Perceptual Organization and Freedom From Distractibility dimensions for each group. Coefficients of congruence indicated the two age groups were not similar on the Freedom From Distractibility factor.…

Determined if Wechsler Intelligence Scale for Children-Revised subtest patterns would differentiate the performance of emotionally disturbed and learning-disabled children. Subtests differentiated significantly between diagnostic categories. Learning-disabled children performed predictively poorer on block design, picture arrangement, and object…

WISC-III scores of 233 students (ages 9 to 13) with mental retardation were examined. Boys had higher Full Scale, Verbal, and Performance IQs than did girls. Boys also had higher scores on six of the 10 subtests. In addition, all of the statistically significant differences were in favor of boys. (Author/CR)

In addition to ethnic origin, the subjects were further grouped by social class, middle and lower only. Social Class was a more important factor than ethnic origin in WISC differences; and, nonverbal ability differences (Cohen factors) were found to relate only to S's membership in a particular social class." (DB)

The usefulness of the Peabody Individual Achievement Test General Information subtest as a general screening instrument with non-retarded subjects is shown in a study of concurrent validity between the subtest and the Wechsler Intelligence Scale for Children-Revised. Correlations between the instruments in two intelligence groups are discussed.…

Compared the WISC-R Verbal-Performance IQ discrepancies of learning-disabled children and of the normative sample. It was concluded that without clinical evidence to suggest otherwise, it cannot be assumed automatically that a child's discrepancy score, unless of extreme magnitude, is related to the learning disability itself. (Author)