A normative typology was developed and applied using multivariate profile analysis of subtest scores of the Universal Nonverbal Intelligence Test (UNIT) standardization sample. The results yielded a seven-profile cluster solution for the Extended Battery, and a six-profile cluster solution for the Standard Battery. Additionally, the results lend…

The classification of intelligence has been a prime interest to many for over three-quarters of a century. The Wechsler scales of intelligence and the development of factor analysis have both played major roles in the shaping of psychometric thought. An examination of this joint history by means of a review of the factor analytic studies of the…

An historical overview of investigations concerned with delineating the structure and composition of infant intellectual activity is presented. Earlier conceptualizations characterized infant intelligence as a unitary trait or factor. Recent studies contend that infant intellectual activity is comprised of varied sets of relatively independent…

Major research findings relevant to use of the Wechsler Digit Span subtest in psychoeducational assessment are summarized. The cognitive processes and behavioral characteristics which determine performance on Digit Span are related to complex abilities. Recommendations and implications for research and assessment practice are presented.…

Validity studies conducted with the Stanford Binet Intelligence Scale: Fourth Edition (SB:FE) are reviewed. Results support its validity as a measure of general mental ability and that it can distinguish between groups of youngsters with differing intellectual abilities. Recommendations are made for use of the SB:FE. (SLD)

The construct of general intelligence is discussed in the context of factor models, differential validity of tests, Piagetian tasks, heritability, social class, and race. The general factor is an abstraction resulting from genes, environmental pressures, and neural structures involved in cognitive or intellectual human behavior. (Author/RD)

Examines whether individual intelligence tests such as the WISC-R are biased against Hispanic school-aged children. Discusses three common but faulty notions of test bias, and advances a psychometric definition of bias. Analyzes evidence regarding external and internal validity. Presents guidelines for intellectual assessment of bilingual…