According to J. B. Carroll's (1993) 3-stratum theory, performance on any subtest reflects a mixture of both 2nd-order and 1st-order factors. To disentangle these influences, variance explained by the general factor should be extracted first. The 1st-order factors are then residualized, leaving them orthogonal to the general factor and each other.…

Provides new confidence intervals for Wechsler Intelligence Scale for Children-Revised (WISC-R) to improve accuracy over existing tables. Includes alternative confidence interval tables for WISC-R quotients at extreme levels where current tables are least accurate. New tables center confidence intervals on estimated true intelligence quotient and…

Investigated Kaufman's procedures for determining intersubtest scatter on the Wechsler Intelligence Scale for Children-Revised by means of Sattler's revised tables for determining significant subtest fluctuations. Results indicated that Sattler's revised tables yielded more conservative estimates of subtest scatter than those originally reported…

Presents four tables for the statistical interpretation of factor scores on the Wechsler Intelligence Scale for Children-Revised. Provides the percentile equivalents of factor scores; the significance of differences between factor scores; the frequency with which specified discrepancies occur; the significance of differences between a factor score…

Samples in research on individual and group differences may be selected based on whole scores which differ from the population mean. Children are diagnosed in clinical practice with a whole score. These procedures produce regression to the population mean which can affect accuracy and adequacy of part score interpretations. (Author/DWH)

Sternberg and Gastel have provided an example of a major principle of intelligence research--the relationship between a task's working memory demands and its sensitivity to individual differences in fluid intelligence and "g." There is no need to invoke additional constructs such as "novelty." (SLD)

It is asserted that the statistical arguments proposed by Humphreys are not supported by the formula he presents. The disagreement with Larson is with the contention that there exists one correct theoretical framework in which intelligence research should be posed. The respective viewpoints are seen as complementary, not competing. (SLD)

The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was factor analyzed at each of six age levels between four and six-plus years through the method of principal factors. Results substantially support Wechsler's division of the WPPSI subtests into a Verbal and a Performance scale at all age levels. (Author)

Investigates the general factor and uniqueness characteristics of the individual tests of the Woodcock-Johnson Test of Cognitive Ability-Revised (WJTCA-R). Only 2 of the 19 WJTCA-R tests examined had low general factor loadings, while 2 had low uniqueness. All other tests had medium or high uniqueness. Discusses implications for clinical…

This study was concerned with determining the validity of the Slosson Intelligence Test (SIT) using the Stanford-Binet Intelligence Scale (S-B), Form L-M as the validity criterion. The sample consisted of 724 students enrolled in 10 public school systems in northeastern Massachusetts. Using the Pearson-Product Moment formula a coefficient of…

The hypothesis that coping with novelty is a key aspect of intelligence is not supported by the data of Sternberg and Gastel. It is contended that these authors committed a common error by interpreting correlations involving difference scores without reference to the properties of the components of the difference. (SLD)

Metropolitan Achievement Tests (MAT) and Otis-Lennon Mental Ability Tests were administered to elementary school students of the Oklahoma City Public Schools. Results of the testing are presented in tables and consist of: elementary school test results as compared to the national means in reading, language, and mathematics; a comparison of scores…

The 1967 Invitational Conference on Testing Problems dealt with various aspects of change in education. Papers presented in Session I, Evaluation and Research in Curriculum Development, were: (1) "Adapting the Elementary School Curriculum to Individual Performance" by Robert Glaser, and (2) "An Evaluation Model for Professional…

The stability and change of verbal, non-verbal, and total IQ scores from group tests were investigated for students tested at Grades 1, 2, 4, 7, 9, and 11. Conclusions are discussed in detail, and the following recommendations are made: (1) Group intelligence tests should not be routinely administered in Grades 1 and 2 unless the users and…