Examined whether common factor structure was evident in Wechsler Intelligence Scale for Children-Revised and Adaptive Behavior Scale-School Edition for 171 children referred for evaluation of learning and behavior problems. Results indicated no common factor structure in instruments, Verbal Comprehension, Perceptual Organization, Independent…

The relationships between the Gesell School Readiness Test and standarized achievement and intelligence measures were examined. Children were tested before kindergarten, at the end of kindergarten, and at the end of first grade. Correlation coefficients varied from grade to grade, but did not show a higher correlation between related measures.…

The five studies reported on in this article investigated the effects of testing schemes on end-of-course achievement. Variables were frequency of testing, repeated or non-repeated tests, and single-unit or cumulative tests. Results are discussed. (Author/MT)

Investigated the external validity of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) in learning disabled (LD) elementary school children (N=60). Results suggested that the WJTCA's achievement emphasis jeopardizes its validity for assessing and classifying LD students within the currently accepted and mandated ability-achievement…

Explored the relationship between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Peabody Individual Achievement Test (PIAT) administered to a sample of 29 mentally retarded children. Findings indicated that the PPVT-R predicted achievement as measured by the PIAT only moderately; and that PPVT-R scores correlated with achievement…

Examined the relationship between the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) and Wechsler Intelligence Scale for Children-Revised (WISC-R) in a referral sample of 52 elementary students. Results showed comparable WJTCA/WISC-R global ability estimates, contrary to lower WJTCA scores found in recent studies with learning disabled…

Compared 16 professional and 16 nonprofessional instructors of "Coping with Depression" classes for elders (N=68) on several outcome measures (including depression, life satisfaction, and frequency of negative thinking). Improvement occurred over time, and no significant differences were found between participants, grouped by leader status. (JAC)

This study offers one bit of evidence that quizzes written to require reasoning are more effective in attaining thinking" objectives than are recall quizzes. (Author)