This study examines the relationship between perceived stress, nonverbal cognitive functioning, and statewide academic scores in both Latinx and European American elementary students in rural school districts. A total of 44 third graders participated in the study, including 13 Latinx students and 31 European American (EA) students. Perceived…

There is significant debate over the value and ethics of IQ testing for children, including those from diverse cultural groups, particularly in light of studies examining performance on various subtests that are uncovering important processing differences between cultural and linguistic groups (Sotelo-Dynega, Ortiz, Flanagan, & Chaplin, 2013).…

This study was conducted based on the limited availability of research comparing the KABC-II and WISC-IV. The study included 30 Caucasian students between the ages of 6 years, 7 months to 16 years 11 months who attend rural school districts in Ohio and West Virginia and were referred due to academic concerns; the sample consisted of 19 females and…

Examined the Wechsler Intelligence Scale for Children (Revised) factorial similarity for a referred sample of Black (N=430) and White (N=274) students and compared the factor structure of each group with the pattern identified for the standardization sample. Results showed the patterns for Blacks and Whites were quite similar. (JAC)

A factor analysis was conducted for a sample of 200 white and Hispanic children (ages 6-11) using the Wechsler Intelligence Scale for Children-Revised. Results indicated that the two-factor solution was similar for the two groups, but there were notable differences for the three-factor solution, relative measures of "g," and subtest…

Both sides of a long standing and apparently still heated argument are reviewed and presented. Are males more variable in intelligence than females? In an attempt to answer the question the author employed data from a longitudinal growth study. Results indicated that sex differences in variability on individual subtests of the Wechsler…

Examines the effects of token rewards on the Weschler Intelligence Scale for Children-Revised performance of white, first, second, fourth, and fifth grade students of low socioeconomic status. Results indicated that the experimental group scored significantly higher than the control group. A significant difference was also found for grade level,…

A study of 59 deaf children indicates that the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Hiskey-Nebraska Test of Learning Aptitude (HNTLA) have little or no value for predicting the achievement levels of either White or Black deaf children. (Author/EB)

The Revised Wechsler Intelligence Scale for Children appears significantly to widen the gap between Black and White performance, increasing the likelihood of unjustified negative social and educational consequences. (Author/EB)

Item bias in the Wechsler Intelligence Scale for Children (Revised) was investigated using black, white, and Hispanic learning disabled children. Samples of 112 blacks, 126 whites, and 117 Hispanics were matched on subtest raw score and sex. An item-by-group analysis of variance was computed on delta transformed item means for each of nine…

Spearman's general intelligence, or "g" factor, was investigated in a sample of 189 Black, 184 Hispanic, and 187 White children aged 6-11. The magnitude and loadings of factors on the Wechsler Intelligence Scale for Children (Revised) were similar for all three groups. (Author/GDC)

Groups of 270 Black and 270 White children drawn from the national stratified random sample used in the standardization of the Wechsler Intelligence Scale for Children-Revised (WISC-R) were matched on age, sex, and WISC-R Full-Scale Intelligence Quotient to facilitate investigation of the patterns of specific cognitive abilities. (Author)

This study evaluated the construct validity of the Wechsler Intelligence Scale for Children, Third Edition (WISC-III) with children (ages 8 to 13) having learning disabilities who were either Hispanic (N=120) or Non-Hispanic white (N=120). Factor analyses found that the WISC III has a three factor structure consisting of verbal comprehension,…

A multiple regression analysis was conducted using teacher rating items as criterion variables and age, sex, race, weight, height, physical dexterity, and intelligence quotient (IQ) as predictor variables. Moderate correlations were noted. Implications of the results are discussed regarding relative bias of psychometric instruments and teacher…