Canonical analysis is used in this study to identify the number and nature of orthogonal components shared by the WISC and the ITPA and to assess the degree to which the subtests of the two instruments are redundant. (Author)

So as to compare the results of the WISC and WISC-R, instruments were administered to 58 children. All IQs were significantly higher on the WISC, with the Performance difference being greater than the verbal difference. Regression equations were obtained to predict WISC-R IQs from WISC scores. (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)

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)

The study compared differences and similarities between WISC and WISC-R scores for 48 ten- and thirteen-year-old educable mentally retarded students, who were matched according to sex and race. Results suggest that many children classified as "Borderline" or slightly above the WISC will be classified as "Mentally Deficient" by…

Wechsler Intelligence Scale for Children data were obtained from 18 violent juvenile offenders. The similarities ratio was computed and compared with the score from a random subsample of 18 juveniles from a larger population of 200 offenders. There was a significantly lower similarities ratio for the violent group. (Author)

Children (N=30) ages 6-10 were selected who had been referred for psychological evaluation from the public schools. WISC-R was significantly lower than WISC FS IQ's and similar to S-B L&M IQ's. The use of the WISC-R over the WISC will result in greater numbers of children being classified as retarded. (Author)

Both the WISC and the WISC-R were administered to 54 children, with one half taking the WISC first and the other 27 taking the WISC-R first. Differences between mean subtest scaled scores and mean IQs were found to be influenced by the sequence of the tests. (Author)

The Wechsler Intelligence Scale for Children was administered to 80 retarded youngsters from ages 6 to 16 years. The factors found for the retarded children are similar to those found for normal children. This similarity suggests there may be no qualitative differences in intelligence structure for normal and retarded children. (Author/SJL)

Compared two- and three-factor solutions for the 12 subtests of WISC and WISC-R for 164 black, white, and Latino children aged seven to 15 referred to school psychologists because of concerns about their intellectual ability. Factor structures of WISC and WISC-R for same group of subjects are similar. (Author)

A total of 72 school psychologists administered both the WISC and WISC-R to 164 black, white and Latino children. These children had been referred to the school psychologist because of concerns about their intellectual ability. Significant WISC/WISC-R differences were found, with the WISC-R yielding lower results. (Author)

WISC and WISC-R IQs of two groups of normal 10-year-old children from divergent socioeconomic backgrounds were compared in a counter-balanced research design. Significantly higher WISC IQs were obtained on Verbal and Full Scales of low socioeconomic group and on Performance and Full Scales of high socioeconomic group. (Author)

Although authors have varied opinions, it is the general concensus that the WISC-R is superior to the WISC. This author concurs. However, serious consideration should be given to the research findings before the WISC-R is substituted freely for the WISC as a criterion for special education placement. (Author)

The validity of the SIT was investigated with 50 public school children in Grades 1 through 4; the WISC-R served as the congruent validating criterion. The SIT correlated significantly with the WISC-R and overestimated the WISC-R IQs. Statistical data for sexual and racial stratifications were also given. (Author)

The validity of Wechsler's (1949) comments concerning the addition of the supplementary WISC subtests was investigated for a sample of 20 fifth-grade students. The study was designed to investigate whether or not the addition of one or both of the supplementary WISC sub-tests, Digit Span and Mazes, affected obtained IQs of high achieving…