Weiss, Keith, Zhu, and Chen (2013a) and Weiss, Keith, Zhu, and Chen (2013b), this issue, report examinations of the factor structure of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), respectively; comparing Wechsler Hierarchical Model (W-HM) and…

The practice of individual assessment has been moving toward the empirically derived Cattell-Horn-Carroll (CHC) theory of intellectual ability, which offers a hierarchical taxonomy of cognitive abilities. Current assessment tools provide varying adherence to operationalizing CHC theory, making clinical inference difficult. Expert consensus…

In this study only bias in scoring, controlling for the effect of actual administration, was investigated. Results indicated that scoring the WISC was biased by scorers' expectations, and that the bias effect exists independent of actual administration of the test. (Author)

The paper reviews factor analytic studies concerning the Wechsler Intelligence Scale for Children-Revised (WISC-R) profiles of children with learning disabilities (LD). Considered are the following topics: subtest profiles of backward readers, a sex difference in coding, and derivation and use of grouped subtest scores in profile analysis. The…

The Devereux Short Form and the standard Wechsler Intelligence Scale for Children were administered in counterbalanced order to 26 mentally retarded children (mean age 12 years, mean IQ 50). (Author)

Mentally retarded youngsters (N=80) aged 6 to 16, were tested on the WISC-R, primarily to assess the continuity of measurement between the old and new WISCs. There was evidence to support the continuity of the WISC-R with its predecessor for retarded populations. (Author)

Judges (N=10) scored items from the Comprehension, Similarities, and Vocabulary subtests of the WISC-R. Five were inexperienced undergraduates and five were experienced Phds. Overall, there were no appreciable differences in the percentages of agreement between the two groups. (Author)

WISC performance of Jewish children has revealed a highly consistent and stable pattern, characterized by relatively low scores on Picture Completion, Picture Arrangement, Block Design, and Object Assembly. Some of these findings might be understood by reference to relative weakness of Jewish subjects on tasks related to psychological…

Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. The results suggest that, even with the improved WISC-R manual, scoring remains a difficult and challenging task. (Author)

Forty-four educable mentally retarded students (12-16 years old) were given the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wechsler Intelligence Scale for Children (WISC). (CL)