Examined the appropriateness and fairness of the WISC-R for four sociocultural groups in terms of comparability of factor structures, and construct validity. Groups were similar in proportion of variance. The verbal-performance scale distinction appeared appropriate for all groups. Conclusions provide increased confidence in construct validity of…

Principal factor solutions to the WISC-R were compared across race for Anglo and Chicano children. Additional comparisons of factor solutions were made with those for Anglo, Chicano, Black, and Papago students and the WISC-R standardization sample. Substantial congruence occurred across race. The two-factor solution was most appropriate for this…

Addresses the difficulties in assessing the receptive capacity and learning style of a child and matching it to the instructional aspects of schooling. Describes a teacher sensitization course that has been developed to make such matching possible. (WD)

The authors review problems associated with currently practiced matrix methods of identifying gifted students, describe an aggregation method utilizing a statistical approach involving standard scores, and relate the method to specific program examples. (SB)

Reports a study of the correlation between intellectual development and students' understanding of scientific concepts and science processes. Results are reported concerning the reliability and validity of Piagetian or Piagetian-like tasks as measures of students' level of formal reasoning. (Author/SA)

Stimulating work, interpersonal satisfaction, economic security, responsible autonomy, comfortable existence, and esthetic concerns provide a summary of clients' work motivation at a higher level of generality. They are independent of age, education, and intelligence and can be hand-scored. (Author)

Results show that Peabody Picture Vocabulary Test (PPVT) IQs are not interchangeable with Wechsler Intelligence Scale for Children-Revised (WISC-R) IQs in a sample of reading disabled children. The PPVT yielded higher IQs on the average than did the WISC-R, supporting results obtained with learning disabled students. (Author/BEF)

The majority of the differences favor the males. The abilities measured by the coding subtest are present to a greater extent in females, regardless of the level of intelligence. Gifted boys manifest a higher level of verbal intelligence than do gifted girls. (Author)

Very close age spacing was an obstacle to high academic performance for later borns. In family relations and self-esteem, first borns scored better and performed in school as well as their potentially much more able younger siblings, regardless of age spacing. (Author)

This study tested Piaget's claims that the transition from objective to subjective responsibility occurs by age 12 and that peer interaction facilitates the transition. Results indicated that the development of moral judgment continues into late adolescence. (Author/DB)

Experiments demonstrate that in bilingual subjects, Welsh digits take longer to articulate than their English equivalents, explaining why norms for Welsh children on the digit span test of the Welsh Children's Intelligence Scale are less than those for the same age American children. (Author/KC)

Both the latency and errors dimensions of the Matching Familiar Figures Test (MFF) proved to have comparatively little association with social status; age and intelligence demonstrated much stronger correlations with sociometric scores. (Author)

Reports and discusses the findings of a study which analyzed the relationships between the television viewing, IQ (intelligence quotient), and academic achievement of 625 students in the sixth through ninth grades of a public school in suburban-rural New Jersey. Statistical data are tabulated. (Author/JD)

Forty trainable mentally retarded students were concurrently administered the Stanford Scale and the Wide Range Achievement Test (WRAT). WRAT reading, spelling and arithmetic subtests were regressed on Stanford intelligence quotients. Predictions were statistically valid. Derived regression equations are reported. (Author/CP)

Developed as part of the British Ability Scales for ages 2-17, the Social Reasoning Scale was initially based on Kohlberg's invariant moral development stages, although substantial modifications were later introduced. In its standardization, an age progression was noted. Administration procedures, scoring criteria, and an illustrative example are…