Presentation at a one-day symposium on the History of Intelligence Testing and Its Public Policy Implications, March 23, 1973, Southern Regional Council, Atlanta, Ga. (RJ)

This study investigated patterns of WISC performance of children with serious school learning and adjustment problems. WISC scores of mentally retarded, learning disordered, and hyperactive learning disordered children were analyzed in terms of three categories of subtests to reflect process or functional aspects of intellectual performance.…

While stepwise regression analyses revealed that the demographic variables of sex, school ability, age, and father's occupation increased the power of prediction the LTIT alone was judged to be a valid predictor of academic achievement. (Author)

Presented is a rationale for producing intelligent behavior through operant conditioning rather than predicting it by means of standardized intelligence tests which are said to require circumstances explicitly precluding intervention. (GW)

The findings suggest that objective tests of motivation add considerably to the prediction of achievement. (Author)

The main effects and interactions of different methods of giving student IQ information to teachers (including the self-fulfilling prophesy hypothesis of Rosenthal's "Pygmalion in the Classroom"), sex of teacher, teacher opinion of IQ testing, and student socioeconomic level are investigated. (DG)

After administration of the Wechsler Adult Intelligence Scale (WAIS) and the Wechsler Intelligence Scale for Children (WISC) to 120 adolescents, it was found that higher scores were produced on the WAIS in the group with less than average intelligence, and by the WISC in the other groups. (Author/KJ)

It was hypothesized that WISC subtests lend themselves to highly objective scoring and therefore ratings would be highly comparable. Results revealed discrepancies between raters. (Author)