Two college of education experts present a system which trains university students to administer and interpret standardized tests such as the Wechsler Intelligence Scale for Children-Revised (WISC-R), thus easing time demands upon their instructors. (JN)

Nine questions that link performance on the Kaufman Assessment Battery for Children to classroom teaching and pupil learning were posed. Results revealed the absence of empirical validation for linking K-ABC scores and altered teaching methods to known and desirable outcomes. (Author/CL)

The Kaufman Assessment Battery for Children is examined with particular attention to evolution of current psychometric concepts and methods, as well as the historical sources of popular misconceptions. The K-ABC reveals sophisticated applications of current test construction methodology but requires knowledgeable examiners. (Author/CL)

Computed correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) in behavior disordered male adolescents (N=100). Results indicated that all WISC-R subtests correlated with the W-J Broad Cognitive Ability score. (LLL)

Compared the Revised Peabody Picture Vocabulary Test (PPVT-R) and the Wechsler Intelligence Scale for Children (Revised) for 53 rural children. The PPVT-R was highly correlated with WISC-R scale and subtest scores. Examination of a subsample of developmentally handicapped students revealed substantial reduction in correlational relationships. (JAC)

Examines some of the computer based literacy projects designed to combat illiteracy in the military and discusses some of the nonmilitary applications of these efforts. (HOD)

Examines the structure of human abilities from a hierarchial viewpoint. Findings provided a description of the abilities that children may use in responding to the tasks included in the Wechsler Intelligence Scale for Children-Revised and provided a framework to generate clinical hypotheses about any child's performance. (LLL)

Factor-analyzed the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) scores of emotionally disturbed children (N=181). The results suggested that the structure of intelligence for emotionally disturbed children is similar to that for normal children. WPPSI profile analysis that uses subtest scores may be invalid in clinical settings.…

Metaanalytical procedures examined the Wechsler Intelligence Scale-Revised subtest performance patterns of 36 samples of below average, normal average, learning disabled average, and above average IQ children from research. Relative patterning of WISC-R subtests as reflected in children's Bannatyne-recategorized performance profiles appeared to be…

The article focuses on the nature of language problems in learning disabled children, including a study of sensory acuity, intelligence, and experience. All symbol systems including oral language, reading, and written language are evaluated to study interrelationships between areas. Nonverbal processes as well as verbal functions are assessed to…

Reviews the Kaufman Assessment Battery for Children, an individually administered test of intelligence and achievement. Finds it to be of high overall quality. (FL)

The fact that males outperform females on specific spatial tests is not generally disputed, but the explanations for these differences are controversial. This paper highlights unresolved issues, such as definitions of space and measurement of abilities, and illustrates problems of interpretation of research regarding sex differences. (Author/HS)

The 1960 and 1972 revisions of the Stanford Binet, form LM are compared. The normative tables are examined in detail and the adequacy and usefulness of the 1972 revision is evaluated. The author concludes that the 1972 restandardization procedures reveal notable deficiencies which cause it to compare unfavorably with the McCarthy Scales and the…

Ten variables involved in learning a second language are listed and discussed and a bibliography on the subject given. (RM)