This study, involving 64 students with specific learning disabilities, found positive correlations between the Wechsler Intelligence Scale for Children-III (WISC-III) and the Arithmetic subtest of the Wide Range Achievement Test-Revised (WRAT-R), the KeyMath-Revised, and the Peabody Picture Vocabulary Test-Revised, but not between the WISC-III and…

Administered 1930s version of Pintner General Ability Tests: Verbal Series to 138 fifth grade students. Compared to scores from current intelligence and achievement tests, Pintner means were similar. Correlations of Pintner with other tests were of same order as those typically reported among contemporary measures. Item difficulty appeared similar…

This study examined patterns of nonverbal intelligence test performance of 11 preschool children with and 12 without specific language impairments. The study found group differences in relations among nonverbal cognitive skills. Results suggest caution in using nonverbal intelligence tests normed on nondisabled children with children having…

Two structural laws for intelligence tests are discussed: one law concerns the sign of correlation coefficients and gives conditions under which all correlations between test items will be positive; and one law concerns the relative sizes of the correlation coefficients between intelligence items. A cylindrical structure extends these laws. (SLD)

Examined factor structure of Wechsler Intelligence Scale for Children-Revised in 829 children and young adolescents with Full Scale Intelligence Quotients greater than or equal to 120. Most parsimonious interpretation of congruence analyses favored one-factor solution over two-factor solution conforming to verbal-performance dichotomy. One-factor…

Investigated most frequent types of examiner errors made by graduate students (n=26) in administering Wechsler Intelligence Scale for Children-Revised (WISC-R) and examined on which items these mistakes were most likely to occur. Findings identified deficiencies in traditional methods of teaching students how to administer the WISC-R. Students…

Presents a table that may be used to determine the probability of obtaining various Verbal Performance Scale discrepancies on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R). The table of differences is age referenced and should be used to determine the reliability of differences between Verbal and Performance Scale…

Fifty gifted students, aged 9-17, were tested with the gifted identification battery from Stanford-Binet IV and the SRA Educational Ability Series (EAS). The EAS was found to be a feasible test for screening gifted students. The discrepancies between the standard scores of the two tests were low and favored the EAS. (Author/JDD)

Scores of 38 learning-disabled college students on the revised Wechsler Adult Intelligence Scale (WAIS-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) were compared. Results indicated significant correlations between the tests, though subjects tended to obtain higher scores on the WISC-R than on the WAIS-R. (Author/DB)

Factors described by Horn as affected by aging were hypothesized to physiologically define functional intelligence. Fifty older women, grouped as either Independent or Partially Dependent, completed tasks to assess cognitive status. Tasks were more often sensitive to increased dependence than to chronological age and generally supported nomination…

Investigated optimal two-, three-, four-, and five-test short forms of the Escala de Inteligencia Wechsler para Adultos (EIWA), the Spanish form of the Wechsler Adult Intelligence Scale (D. Wechsler, 1956). Results with 616 adults suggest that use of the EIWA should be limited to research and tracking cognitive changes over time. (SLD)

The correlations of test scores between the Woodcock-Johnson-Revised (WJ-R) and the Kaufman Adolescent and Adults Intelligence Test (KAIT) were factor analyzed to test the replicability of the contemporary Horn-Cattell Gf-Gc model in a non-White sample. Results provided support for the use of the Gf-Gc theory in a non-White sample and interpreting…

Throughout its history, IQ testing has been at the center of controversy; that role continues to the present. The future of IQ testing for school psychology probably rests on the resolution of these controversies as well as on the ultimate interface of clinical assessment and computer technology. (Author/MKA)

Studied the efficacy of the triarchic theory of intelligence as a basis for predicting adaptive functioning in a rapidly changing society, that of Russia. Results of intelligence measures administered to 452 women and 293 men show that analytical, practical, and creative intelligence all relate in some degree to self-reported everyday adaptive…

Examines the concurrent validity of the General Ability Measure for Adults (GAMA) and the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III). A comparison of the sample's mean scores indicates similar GAMA and WAIS-III Performance IQ scores. In contrast, the sample's mean GAMA IQ score was significantly lower than the sample's mean Full…