A large part of the empirical research in the field of visual attention has focused on various concrete paradigms. However, as yet, there has been no clear demonstration of whether or not these paradigms are indeed measuring the same underlying construct. We collected a very large data set (nearly 1.3 million trials) to address this question. We…

Content analysis of the Columbia Mental Maturity Scale and the Test of Nonverbal Intelligence (TONI) revealed differences in the nature of perceptual and conceptual items. Both language-impaired and normal-language children performed significantly better on perceptual-type than conceptual-type items. The predominance of perceptual items was…

Scales and tests for evaluating children with learning disorders are listed by type of test and by characteristics investigated. Types of tests listed are individual intelligence tests, developmental charts, readiness tests, and language evaluation instruments. Tests are also included for investigating visual motor development and functioning,…

Inspection times for both auditory and visual stimuli were correlated with verbal and nonverbal intelligence. Correlations were -.3188 and -.0929 for auditory and visual inspection times with verbal intelligence, and -.2322 and -.2676 with nonverbal intelligence. Results do not support claims that inspection time is closely related to…

The field dependency/independency construct (FDI) was measured using tests of perception of the upright such as the Rod and Frame Test (RFT) and tests of cognitive restructuring such as the Hidden Figures Test (HFT); relationships between cognitive restructing and perception of the upright were investigated. High school seniors received 34 tests…

Two studies were carried out to measure the difficulties in visual perception which affect the reading abilities of disadvantaged children. The first study involved children in the first grades of eight poverty-area schools. Results reinforced earlier findings that urban disadvantaged children scored poorly on tests of visual perception.…

The hypothesis that racial differences in IQ stem from differences in components of executive systems including knowledge base, control processes, and metacognition was investigated. Group differences in metamemory, strategy use, and general knowledge, but not perceptual efficiency, were observed. Metamemory predicted crystallized but not fluid…

THE JOHNS HOPKINS PERCEPTUAL TEST (JHPT), REVIEWED IN THIS PAPER, WAS DESIGNED TO MEET THE NEED FOR A BRIEF, EASILY ADMINISTERED, NON-VERBAL INSTRUMENT TO ASSESS THE INTELLECTUAL FUNCTIONING OF CHILDREN. THE DATA ON THIS INSTRUMENT INDICATES THAT IT IS RELATIVELY CULTURE FAIR AND USEFUL FOR TESTING CHILDREN WHOSE PHYSICAL HANDICAPS PRECLUDE THE…

A Wherry-Wherry hierarchical factor analysis was performed on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) subtest intercorrelations for each of six age groups. A hierarchical arrangement of abilities highly congruent with Vernon's structure of intellect theory was obtained. The findings support the construct validity of the…

The purpose of this article was to summarize information on the use of tests as devices for assessing men and women for positions in business and industrial establishments. (Author/RK)

Field dependence and spatial ability are examined as different labels for a common underlying dimension. Sixty college students completed two tests of field dependence and two tests of spatial ability. Results of an analysis of covariance found no evidence to view the two traits as distinct from each other. (Author/LMO)

Relationships between intelligence test scores and measures derived from reaction time and perceptual speed procedures were investigated. Only three reaction time measures produced correlations greater than .25 with a general intelligence factor. Test-retest reliability of reaction time measures was low. The reaction time-intelligence relationship…

Evaluated were factors differentiating behavior problems in a study of 47 third grade boys identified by their regular teachers as either uncooperative (Type I), easily flustered (Type II), or uncooperative and easily flustered (Type III). (PT)