One must be extremely careful about reaching decisions concerning the state of a child's cognitive development on the basis of the results of tests that are highly unreliable in their present form. (CK)

Supports, generally, results of Walker and Spence study of 1964. Also demonstrates that subjects who are affected negatively by experimental procedure are likely to perform poorly on a variety of tasks. (Author/CJ)

Under positive referral conditions testers obtained higher IQ scores, rated the child more favorably on Factors Affecting Test Performance and made more favorable recommendations than under negative referral conditions, thus supporting the hypothesis that the referral agent does influence the testing situation. (Author)

Reprints of an extended report based on an MA thesis from: M.L. Meltzer, Dept. of Psychology, George Washington University, Washington, D. C. 20006.

Traditional psychological testing programs and the role of the teacher in providing individualized instruction are typical of the problems and prospects for integrating our knowledge of how brain damage influences intellectual abilities with common problems in educational practice. (CH)

The four items on the scale that favored the Down syndrome Ss all involved figural content and visual-motor ability. The five items that favored the non-Down syndrome Ss generally involved semantic content, social intelligence, general comprehension, and/or judgment and reasoning. (Author/SB)