Consideration of the influence of English language skills during testing is an understandable requirement for fair and valid cognitive test interpretation. Several professional standards and expert recommendations exist to guide psychologists as they attempt to engage in best practices when assessing English learners (ELs). Nonetheless, relatively…

Weiss, Keith, Zhu, and Chen (2013a) and Weiss, Keith, Zhu, and Chen (2013b), this issue, report examinations of the factor structure of the Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) and Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV), respectively; comparing Wechsler Hierarchical Model (W-HM) and…

Learning Disabilities (LDs) affect a significant number of students in elementary and secondary school. In order for these students, along with parents and teachers, to understand the nature of their specific difficulties, and have equal opportunity in academic settings, a comprehensive psychological report containing properly informed…

An investigation of three intelligence tests reveals that the Slosson shows signs of becoming a legitimate substitute for other intelligence tests, while the Columbia yielded erratic results for the mentally retarded participants in this study. (Author/KM)

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)

This study suggests that the Peabody Picture Vocabulary Test and the Slosson Intelligence Test measure different and limited aspects of a child's ability and are only rough estimates of his/her capability of what is generally termed intelligence. Scores from either should be interpreted with care and in light of other information about a child.…

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)

Navy enlisted personnel (N=60) were administered the Recall scale of the Kahn Intelligence Test (Experimental Form; KIT) and the Digit Span subtest of the Wechsler Adult Intelligence Scale (WAIS). Scores for the KIT tasks indicate a significant transfer of data to long-term memory. (Author)

It was predicted that there would be variable IQ discrepancies at different ages because of differential age adjustments on the norms of the Wechsler Adult Intelligence Scale (WAIS) and the WAIS-Revised (WAIS-R). The use of equivalent WAIS and WAIS-R sums of scaled scores demonstrated the predicted variable discrepancies. (Author/BW)

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)

Compared vocabulary and block design subtests of the Wechsler Adult Intelligence Scale (WAIS) and its Puerto Rican counterpart, the Escala de Inteligencia Wechsler para Adultos (EIWA), in hospitalized Latins and Trans-Caribbean Blacks. EIWA scores were significantly higher than WAIS scores. Equivalence of EIWA and WAIS estimates is questioned.…

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)

Three short forms of the Wechsler Adult Intelligence Scale-Revised (WAIS-R), developed in 1991, were cross-validated on 207 male and 133 female adolescent psychiatric inpatients and outpatients. Results show psychometric properties for the short forms that are comparable to those of the WAIS-R standardization sample. (SLD)

Administration of nonverbal IQ tests to 12 children with normal language and 12 with language impairments (ages 8-10) revealed that the children with language impairments had lower scores than controls, and that nonlinguistic deficits of children with language impairments adversely affected their responses to specific types of items on nonverbal…