This study attempts to use a subtest grouping approach to analyze the WISC-R performance of a representative sample of severely emotionally disturbed children. A pattern of performance on the WISC-R would aid greatly in diagnosis. A similar approach has obtained significant results for other specific diagnostic groups. (Author)

This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. For this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. (Author)

The concurrent validity and reliability of abbreviated versions of the WISC-R were estimated for a group of one hundred children between six and sixteen years of age. These abridged scales offered satisfactory estimates of reliability and validity. (Author/JKS)

Results show that the achievement test is as valid a predictor as the verbal intelligence test and that both tests are more valid than the nonverbal intelligence test and nearly as valid as previous grades for predicting later grades. (Author/DEP)

The role of trait anxiety as opposed to state anxiety was studied in its impact on digit span performance. It was predicted and found that only the congruent aspect of trait anxiety (the concentration factor of the children's Manifest Anxiety Scale) lead to lowered digit span performance. (NG)

Examines the finding that correlations between scores on repeated administrations of intelligence tests are higher for retarded children than they are for normal children. Discusses the developmental and educational implications of this finding. (BD)

Discussed is the use of profile analysis of subtest scores on the Wechsler Intelligence Scale for Children-Revised as a basis for educational programing for learning disabled students, and noted is the lack of evidence suggesting the use of these profile analyses in planning remedial programs. (IM)

The Token Test and the Wechsler Intelligence Scale for Children were administered to 46 nonretarded children (6-17 years old) with learning problems. (Author)

Discrepancies between the mental age (MA) scores and the mean performance of chronological age (CA) groups in the latest revision of the Stanford-Binet Intelligence Scale are noted. A table is presented for converting published Stanford-Binet MA scores into MA scores that are congruent with the above definition. (Author)

The present study was undertaken with two related goals: (a) to examine the relationships between the WRAT and CAT, and (b) to examine the relationships which may exist between these academic achievement tests -nd a standard intelligence battery such as the Wechsler Scale. (Author)

Timed performance measures from a coincidence timing task taking about 10 minutes are shown to have significant correlations with psychometric general intelligence in a group of 56 children. The mean absolute error across three conditions correlated -.294 with Raven's Standard Progressive Matrices scores but was sex-biased, with girls being less…

To examine participant and examiner bias, graduate students posing as disabled examiners in a wheelchair administered the Wechsler Adult Intelligence Scale - Revised to 101 nondisabled college students. In terms of bias operating to influence subtest scores, only participant gender had a significant effect. Men scored higher than women on both the…

Discusses the cognitive behavior of young children as it applies to the concept of cognitive styles. Encompasses the field-dependence-independence dimension of cognitive style theory and the intellectual aspects and modifiability of cognitive style. (RJC)

Found subjects of varying levels of neuropsychological impairment, administered revised Wechsler Adult Intelligence Scale (WAIS-R), obtained significantly lower Full Scale, Verbal, and Performance Intelligence Quotients (IQs) than did subjects administered original, full version WAIS. Indicated significant main effects for level of impairment for…

Describes how Intelligence Quotient (I.Q.) testing came to be used in the Los Angeles, California public schools. Argues that the test generated more confusion and frustration among teachers and administrators than previously believed. Concludes that, despite pressure to use I.Q. scores exclusively for student classification, individual teachers…