Twins regularly score nearly a standard deviation below the population mean on standardized measures of cognitive development in infancy but recover to the population mean by early childhood, making rapid gains through the toddler years. To date, only polynomial growth models have been fit to model cognitive recovery across childhood, limiting the…

Intelligence has been defined in multiple ways throughout history. In the last 100 years a psychometric approach to define the concept of intelligence has come to dominate the concept. This Commentary provides a brief overview of the history and concepts of intelligence with an emphasis on intellectual assessment. Particular focus is placed on the…

The Sustainable Development Goals mandate that by 2030, all children should have access to quality early child development opportunities, healthcare and pre-primary education. Yet validated measures of ECD in low and middle income countries (LMICs) are rare. To address this gap, a Systematic Review (SR) of measures available to profile the…

Background: The aim of this study was to test the usefulness of the Cognitive and Language scales Bayley-III in the early assessment of cognitive and language functions in the context of an autism spectrum disorder (ASD) diagnosis. This paper focuses on the application of the Bayley-III and studies the predictive value of the test result in…

The Fullerton Longitudinal Study offers a unique opportunity to model the stability of intelligence and achievement and their relations from elementary through secondary school. Using latent variable modeling, we fit a cross-lagged panel model to examine the relations between intelligence and achievement in two academic domains: mathematics and…

Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more…

This study was designed to assess the comparility of the McCarthy and Binet tests. (Author)

Compared scores of 40 children on the McCarthy Scales of Children's Abilities when administered by a trained examiner or mechanically administered. The two administrations did not produce significant differences in performance except for the Words and Sentences subtest, which scored significantly higher when administered by examiner. (JAC)

The study involving 40 learning disabled children (6-8 years old) investigated the relationships between the various indexes of the McCarthy Scales of Children's Abilities (MSCA) and the scales of the Wechsler Intelligence Scale for Children-Revised (WISC-R), and the comparability between the MSCA General Cognitive Index and the WISC-R Full Scale…

The 1960 and 1972 revisions of the Stanford Binet, form LM are compared. The normative tables are examined in detail and the adequacy and usefulness of the 1972 revision is evaluated. The author concludes that the 1972 restandardization procedures reveal notable deficiencies which cause it to compare unfavorably with the McCarthy Scales and the…

The McCarthy Scales, which were designed to assess general intellectual abilities in the 2 1/2 to 8 1/2 age-range, are described and criticized on the basis of substantial experience in their use as a research instrument. It is concluded that they are particularly useful for the assessment of the preschooler. (Author)

First graders (N=26) completed the Wechsler Intelligence Scale for Children-Revised, McCarthy Scales, and Woodcock-Johnson Scales of Cognitive Ability. Two years later, their academic achievement was determined by Wide Range Achievement Test and teacher ratings. Results suggest that all three intellectual measures are appropriate for predicting…

It was found that the General Cognitive Index scores of the McCarthy Scales correlated well with the Stanford-Binet IQ scores. However, 40 of the 44 subjects scored higher on the Stanford-Binet than on the McCarthy Scales. (Author)

Scatter on the five specific scales in the McCarthy was examined to explore the types of ability profiles exhibited by normal children. Contrary to the common stereotype of "flat" profiles, normal children aged 2-1/2 to 8-1/2 years evidenced much variability in their performance on the various cognitive and motor dimensions. (Author)

Examines the test results of the Spanish McCarthy and the Spanish SESAT for two groups (50 children in Puerto Rico and 50 Puerto Rican children in Lancaster, PA) in order to determine if the Spanish version of the McCarthy provides a reliable and valid measure of the abilities of Spanish-speaking children. (EKN)