This research investigated the possibility that there exists a systematic difference in WAIS verbal and performance IQ indices. It was hypothesized that VIQ (verbal) scores on the WAIS tend to be significantly higher than PIQ (performance ability) scores. (Author/RK)

This study describes the developmental function and cross-age pattern of individual differences in mental test behavior during the first 5 years of life. Accompanying the study are brief commentaries by Ina C. Uzgiris and Earl S. Schaefer and a reply by the authors. (JMB)

The cumulative deficit hypothesis with respect to age decrement in IQ between the ages of 5 and 18 was investigated in large samples of white and black school children in rural Georgia. An environmental interpretation of the age decrement in IQ found for the black sample was offered. (Author/JMB)

The author examines the development of theories and practices of intelligence testing during the early years of the twentieth century. (MB)

The process of moving away from a simplistic reliance on intelligence test ratings to more sophisticated models of assessment and service is more advanced in systems where the school psychologist is given real professional status and is allowed to shape the nature of services offered. (MB)

The author discusses (1) societal views toward the question of IQ measurements, (2) the actual parameters that IQ test instruments measure and their relationship to "intelligence," and (3) the use of IQ levels as an equalizing force in society. (MB)

To clarify the roles of IQ and mental age (MA) in hypotheses behavior, MA-matched subjects at three levels of IQ and three levels of MA received blank trial discrimination learning problems using procedures designed to discourage position-oriented responding. (Author/BD)

Although authors have varied opinions, it is the general concensus that the WISC-R is superior to the WISC. This author concurs. However, serious consideration should be given to the research findings before the WISC-R is substituted freely for the WISC as a criterion for special education placement. (Author)

Discusses a study in which analyses of a set of data relating to the reading achievement of 202 second-grade children showed that both IQ and the amount of reading activity had significant influence on reading ability (as measured by a standardized test). (JM)

Evaluates facets of the Weschler Intelligence Scale for Children. (KS)

Scores from 94 psychiatric and neurological patients on the 11 subtests of the Wechsler Adult Intelligence Scale and the Halstead-Reitan Category and Finger Tapping tests were used in a factor analysis. The Category Test is not particularly sensitive to all types of brain pathology. (Author)

Two measures of "breadth" and three measures of "depth" were derived, based on special administration and scoring of the Wechsler Similarities subscale. Factor analyses indicated that breadth and depth can be distinguished statistically, and multiple regression analyses revealed that the derived measures contributed to improved…

This study compared the three scales of the WISC and the WISC-R for degree of intercorrelation. Results included significant correlations in all cases, no systematic changes in variance, and significantly lower IQs on the WISC-R for all children in the sample, except the EMRs. (Author)

Reports results of an experimental study of the impact of instrumental enrichment (IE) on Piagetian operations and a measure of information processing. Instrumental enrichment addresses process deficits which are presumed to underly inadequate skill development in slow learners. Concludes the positive results found on fluid intelligence indicate…

Mothers' use of true (non-controlling) and limiting (controlling) questions with 26 developmentally delayed and 26 nondelayed preschool children were examined. More true questions were asked with 4- than 2-year-olds, and with nondelayed than delayed children. Limiting questions decreased as nondelayed children grew older, but increased as delayed…