So as to compare the results of the WISC and WISC-R, instruments were administered to 58 children. All IQs were significantly higher on the WISC, with the Performance difference being greater than the verbal difference. Regression equations were obtained to predict WISC-R IQs from WISC scores. (Author)

An experimental study was undertaken with 120 educable mentally retarded students to examine the effect on performance of three types of test item response reinforcers (token, verbal praise, verbal neutral), and two levels of reinforcement schedule (fixed and continuous ratio). (Author)

To identify cognitive process concomitants of reading comprehension, a Structure of Intellect (SOI) interpretation is proposed. (Author)

Presented are the results of a national study in which the Performance Scale of the Wechsler Intelligence Scale for Children-Revised was standardized on a national sample of 1,228 deaf children between the ages of 6 and 16 years. (DLS)

The magnitude of differences between the intelligence quotients (IQs) obtained from the Wechsler Intelligence Scale for Children-Revised (WISC-R) and those from the original WISC was estimated. Results showed the WISC-R to yield slightly lower estimates. The particular sub-scale used, age, and ability level affected results. (Author/JKS)

The Slosson Intelligence Test and the Shipley Institute of Living Scale were administered in a test-retest fashion to a sample of undergraduates. Correlations between the instruments were moderate and reliabilities for the instruments were moderate to low. (JKS)

Subjects were randomly assigned to one of three groups: standard WAIS administration; a praise condition with praise for each correct WAIS response; and a self-monitoring condition with direct feedback on response accuracy. Results indicated that specific feedback is effective in inducing IQ test performance change in normal adults. (NG)

Evaluates specific characteristics of two forms of the Weschler Intelligence Scale for Children. (KS)

Presents four tables for the statistical interpretation of factor scores on the Wechsler Intelligence Scale for Children-Revised. Provides the percentile equivalents of factor scores; the significance of differences between factor scores; the frequency with which specified discrepancies occur; the significance of differences between a factor score…

Assesses proposed new demographic information formulas for estimating premorbid Wechsler Adult Intelligence Scales-Revised Intelligence Quotient scores. Investigated cross-validation of this index on a neurologically normal but clinically relevant criterion group and determined the neuropsychological utility of the formulas to discriminate between…

Presents results of confirmatory factor analysis of the Kaufman Assessment Battery for children which is based on the underlying theoretical model of sequential, simultaneous, and achievement factors. Found support for the two-factor, simultaneous and sequential processing model. (MCF)

Provides initial information on the relationship of the Shipley-WAIS Conversion scores to the WAIS-R (Wechsler Adult Intelligence Scale). Results support the need for new conversion norms for Shipley to WAIS-R scores. The old Shipley to WAIS conversion scores overestimated the WAIS-R scores, particularly among lower-functioning inmates.…

Factor analyzed the Hong Kong Wechsler Intelligence Scale for Children (HK-WISC), across 11 age groups in the standardization sample of Chinese children (N=1,100). Results indicated that the three factors, Verbal Comprehension, Perceptual Organization, and Freedom from Distractibility, identified in the Wechsler Intelligence Scale for…

A conceptual alternative to intelligence tests is presented, consisting of assessment of a student's performance on defined criteria with known relevance to school learning. Eleven tests were developed that represent learning in three broad domains: information processing, language, and mathematics. Results of assessment can be interpreted…