Participants in a longitudinal study, selected according to Stanford-Binet Intelligence Test scores administered in the 1930s, and their occupations, took the Wechsler Adult Intelligence Scale. Data suggest persons increase in mental abilities over time while maintaining IQ positions relative to peers. Changes in IQ are not related to occupational…

Examined cultural bias of the Wechsler Intelligence Scale for Children-Revised (WISC-R) for Anglo-American, Black, and Mexican American children. Minority children responded in the same way as Anglo-American children. No clear pattern to items on the test that were more difficult for minority children appeared. The WISC-R appears to be nonbiased.…

Findings indicated that the judges were not able to determine accurately which items were more difficult for minority students and that there was no significant difference in accuracy between judges of the different ethnic backgrounds. (Author)

Martindale's assumption that Jews, Catholics, and Protestants are each homogeneous populations is criticized. His assumption that similar psychometric patterns found in brain-damaged and non-brain-damaged populations reflect similar brain organization is disputed. Martindale replies to this criticism. (Author/BEF)

Cultural bias and the clinical utility of the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the French Pictorial Test of Intelligence were evaluted using scores of 22 male and 22 female Navajo primary grade children. As expected, the verbal IQ and full scale IQ of the WISC-R and the deviation IQ of the French provided significantly…

Investigated the measurement properties and practical utility of Bannatyne's recategorized WISC-R scores. Analyses of the scores of Caucasian learning disabled children indicated that, as a group, these students were characterized by the predicted Spatial-Conceptual-Sequential pattern. This was not found to be true for Mexican-American learning…

The study was designed to determine not only the comparability of the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised (WISC-R) with 40 minimal brain dysfunction children (6-10 years old), but also to determine whether well-established, clinically useful configurations emerge in the WISC-R as they do in the WISC. (Author/SBH)

The Wechsler Adult Intelligence Scale (WAIS) and 20 tests from the French Kit were administered to over 100 undergraduates. Analyses revealed ten factors: verbal comprehension, visualization, memory span, syllogistic reasoning, general reasoning, induction, mechanical knowledge, number facility, spatial orientation, and associative memory.…

Research supports the reliability and validity of the McCarthy Scales of Children's Abilities (MSCA); but its concurrent validity with conventional intelligence tests suggests that the McCarthy General Cognitive Index and Intelligence Quotient are not comparable. The MCSA eliminates certain weaknesses found in similar tests: the Stanford-Binet and…

Seeking to compare the original Wechler Intelligence Scale (WISC) with its revised version, the WISC-R, this study compared WISC-R scores of 50 Black children with their WISC scores taken two years previously. Mean scores on the WISC-R were lower on the Verbal Scale, Performance Scale, and Full Scale. (DS)

This study attempted to identify the factors of intelligence associated with the solution of a Piagetian task. Liquid conservation and 18 psychometric tests which included subtests from the WISC, ITPA, Raven Matrices, Primary Mental Abilities, and others were administered to 133 first- and second-grade boys and girls. (MS)

Guilford's (1967) divergent production tests and Wallach and Kogan's (1965) associative creative thinking tests are designed to measure abilities central to the creative process. However, results with these two batteries have been used to support alternative conceptions of creative ability. This research makes a beginning at studying these tests…

Discusses latest trends in creativity research, including development of tests independent of I.Q., correlations of creativity with mental illness, physiological bases for creativity (brain wave comparisons), and follow-up research on successful physicians and scientists. The need for means to identify creatively "gifted" children is stressed. (CS)

Children (N=30) ages 6-10 were selected who had been referred for psychological evaluation from the public schools. WISC-R was significantly lower than WISC FS IQ's and similar to S-B L&M IQ's. The use of the WISC-R over the WISC will result in greater numbers of children being classified as retarded. (Author)