Reviews investigations of McCarthy Scales of Children's Abilities as applicable to Puerto Rican and Mexican American children. Information too limited to draw conclusions regarding Puerto Rican applicability. Scales show promise as intelligence test for Mexican Americans. Recommends further research, especially among special education students.…

A study investigated 261 Mexican American mothers' estimations of their preschool children's cognitive performance. Existing literature on parental estimations was reviewed. The McCarthy Scales of Children's Abilities (MSCA) were administered to 107 boys and 154 girls, ranging from 32 to 75 months of age. The children's mothers were then asked how…

Investigated cultural bias in the 46 verbal items of the McCarthy Scales of Children's Abilities (MSCA) in 59 Anglo- and 59 Mexican-American children. Analysis of the data revealed that the majority of the verbal items of the MSCA are free from cultural bias. (JAC)

The relationship of family constellation and sociocultural variables to intellectual performance was examined. A language/schooling factor consisting of language of child and parents, parents' schooling attainment, and country of parents' education was the best predictor of intellectual performance. (Author/GK)

Content bias of the McCarthy Scales of Children's Abilities (MSCA) was investigated with dominant English- and dominant Spanish-speaking Mexican American preschoolers. The identified item bias (mostly against the Spanish language group) is discussed in terms of information overload on memory as influenced by language differences in word length and…

The concurrent validity of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was assessed against the McCarthy Scales of Children's Abilities in a sample of 39 Mexican-American preschool children from low socioeconomic status background. Results indicated some specific support for the WPPSI's concurrent validity. (Author/BS)

Data reported in this paper were collected as part of a larger longitudinal study of the development of young Chicano or Mexican American children and their families. The measures completed by the children included the McCarthy Scales of Children's Abilities, a standardized instrument that measures general intellectual level. The first three…

Examine the predictive validity of Kaufman's short form of the McCarthy Scales of Children's Abilities for 74 Mexican-American children. Comparisons between the McCarthy General Cognitive Index (GCI) and Kaufman's estimated CGI with academic achievement showed that the conventional McCarthy and Kaufman's short form predicted achievement about…

The concurrent validity and reliability of Kaufman's short-form version of the McCarthy Scales of Children's Abilities were examined for a sample of 342 Mexican-American preschool and kindergarten age children. The results showed that generally the positive psychometric properties of the Kaufman short form were also noted for the children in this…

The McCarthy Scales of Children's Abilities (MSCA) appears to be an effective predictor of school achievement for 31 English-speaking second-grade Mexican-American children. High Pearson product-moment correlations were obtained between MSCA and the Comprehensive Tests of Basic Skills. (Author/PN)

Chicano and non-Hispanic White Children (n=171, age two and one-half years) from diverse backgrounds were tested using the McCarthy Scales of Children's Abilities. Mothers were interviewed for family data. Ethnic group performance differences were explained (statistically) by a combination of effects associated with ethnic differences in…

Found that the McCarthy Scales of Children's Abilities factor structure was highly similar for Anglo and Mexican American children. Factors emerging for Anglos and Mexican Americans were consistent with scales constituting the McCarthy Scales. Suggests additional research is needed to increase the generalizability of results for subjects with…

A study investigated cultural bias in the McCarthy Scales of Children's Abilities, using 50 Anglo and 50 Mexican American University of Arizona education graduate students to rate all 46 verbal items. Results showed significant differences in the group ratings of 16 items on the opportunity-to-learn dimension. (MH)