The issues of construct validity, predictive validity, and item content bias on the Wechsler Intelligence Scale for Children-Revised (WISC-R) are examined. The review concludes that most objective data have not supported the issue of bias of the WISC-R when used with children of different ethnic backgrounds. (JDD)

Examines the incremental validity of Differential Ability Scales (DAS) factor scores in predicting standardized achievement scores in Word Reading, Basic Number Skills, and Spelling by using a nationally representative sample stratified on gender, ethnicity, geographic region, parental education, and educational classification. Results show that…

Analyzed published data on the Wechsler Adult Intelligence Scale (WAIS) to ascertain whether the Information and Vocabulary subtests can function as measures of intelligence. Concluded that the addition of more WAIS subtests will not result in any increase in predictive validity and these additional tests, therefore, lack incremental validity.…

Reviews findings on the predictive validity of psychometric tests of intelligence. Concludes that conventional tests of intelligence can be useful but only if they are interpreted very carefully, taking into account the factors that can affect them, and in conjunction with other measures. (Author)

Experimental results indicated that verbal intelligence was the best predictor of childrens' overall performance on a paired-associate learning task. Teachers' ratings provided a surprising degree of predictive efficiency for abstract recall which was redundant with verbal intelligence. (Author/JAC)

Reviews some approaches to test bias and considers its fundamental causes. Suggests that because test validity is consistently high, the cultural bias of schooling is responsible. Proposes that because schooling reflects social values, resolution lies in social-political action, not psychological or psychometric advances. Discusses implications.…

The use of regression equations to predict the expected achievement levels of five- and six-year-old children on the Wide Range Achievement Test are discussed. Problems are found in identifying underachievement for children in the lower primary grades. Implications for the early identification of specific learning disabilities are described.…

The relationship between general cognitive ability and both training and job performance is reviewed. Existing scientific data show that there are large differences in training achievement and in job performance. Consequently, any good predictor of achievement or performance can yield a large gain in workforce productivity. General cognitive…