Seeking to compare the original Wechler Intelligence Scale (WISC) with its revised version, the WISC-R, this study compared WISC-R scores of 50 Black children with their WISC scores taken two years previously. Mean scores on the WISC-R were lower on the Verbal Scale, Performance Scale, and Full Scale. (DS)

Examination of the Intelligence Quotient of 46 Black children, half of whom had been adopted by White families and half by Black families, reveals that it is not just the ethnicity of the family of rearing that influences the development of the child's skills, but also the ethnic milieu that surrounds the family. (BJV)

The relationship between gender, Neuropsychological Test Performance, and specific Wechsler Intelligence Scale for Children-Revised (WISC-R) Verbal and Performance discrepancy score directions was examined with Black adolescents. Results indicated a need to use different normative data for male and female subjects on these tests. (Author/JD)

Normal black adolescents were given neuropsychological tests of brain damage, and the interpretation of these tests was reviewed with respect to culturally relevant data. Subjects were 50 male and 50 female black students, aged 12-13, with no history of central nervous system trauma, and average scores on the Wechsler Intelligence Scale for…

Examines the Eurocentric basis of the Wechsler Intelligence Scale for Children--Third Edition (WISC-III) and reveals its antagonistic and incompatible relationship to an Africentric conception of intellectual and mental health. Suggests that the WISC-III provides a measure of misorientation quotient rather than intelligence quotient, and notes…

Examined the Wechsler Intelligence Scale for Children (Revised) factorial similarity for a referred sample of Black (N=430) and White (N=274) students and compared the factor structure of each group with the pattern identified for the standardization sample. Results showed the patterns for Blacks and Whites were quite similar. (JAC)

The purpose of this cross-sectional study was to compare and contrast performances on the WPPSI and the WISC to determine the concurrent validity of the two instruments at three age levels among disadvantaged black children. (Author)

Investigates the relationship between the WISC IQ and academic achievement in regularily placed first-grade black children. (Author)

Results of recategorizing the Wechsler Intelligence Scale for Children (Revised) subtest scores of 159 black learning disabled primary grade children into spatial, conceptual, and sequential scales as recommended by A. Bannatyne led to the conclusion that the diagnostic utility of the Bannatyne recategorization is questionable. (Author/DB)

Administered the Wechsler Intelligence Scale for Children-Revised to 187 Black, 184 Hispanic, and 184 White children aged six to 11. The Verbal-Performance (V-P) IQ discrepancies were determined. The overall mean of 10.74 was similar to the V-P discrepancy found in the WISC-R standardization sample. (JAC)

Examined effects of types of reinforcement on performance of Black males on the Wechsler Intelligence Scale for Children-Revised. After correct responses, participants were given no reinforcement, candy rewards, traditional social reinforcement, or culturally relevant social reinforcement. Children given candy or culturally relevant social…

Forty-six Black children (seven- through ten-years-old) referred for learning or behavior problems were administered both the Wechsler Intelligence Scale for Children- Revised (WISC-R) and the WISC. Ss had significantly lower WISC-R than WISC score, supporting previous studies which suggest that the WISC-R norms are "tougher" than the…

Uses both exploratory (EFA) and confirmatory factor analyses (CFA) to examine the factor structure of the WISC-III among White and Black students from the WISC-III standardization sample and a sample of 348 Black students referred for psychological evaluation. Results of the EFA provided evidence of a large first principal factor as well as the…

Study was designed to assess the relative value of three sources of information in assigning parents to the occupational classifications employed in the standardization of the WISC. (Authors)

Concludes that where significant interaction between the child and the examiner took place, black children achieved their highest scores on the Wechsler Intelligence Scale for Children with a white examiner. (RB)