Suggests improper application of standardized IQ tests may misidentify or underrefer thousands of intellectually gifted students each year. Presents 10 hazards that can bias IQ scores of gifted children and cautions psychological examiners and consumers of IQ test information to be aware of these hazards. (Author/AH)

When administered to 87 boys and 53 girls in screening procedures, significant score correlations between Quick Test and Wechsler Intelligence Scale for Children-Revised intelligence quotients and between the Wide Range Achievement Test Reading scores indicated that Quick Test is an effective tool for making valid brief estimates of intelligence.…

To investigate the relationship of self-perceived intelligence to measured intelligence across age and instrumentation, two intelligence tests and two self-concept tests were administered to postgraduate students and to high school students. Intelligence and self-perceived intelligence were found to be independent of each other. (Author/CM)

Scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Wide Range Achievement Test (WRAT) from 250 children were factor analyzed. Results offered support for interpreting WISC-R scores in terms of verbal and performance scales and for interpreting WRAT scores as a separate achievement factor. (Author/HLM)

Examined the efficacy of the McCarthy Scales as a predictor of reading readiness and achievement in a kindergarten sample (N=33). Results confirmed the predictive validity of the McCarthy Scales and suggested that, for this sample, visual discrimination and sequential ability skills may have been more important factors than verbal abilities.…

Intellectually superior students were praised verbally after their responses to the WISC-R questions, or were given neutral comments. The verbal praise procedure generally was associated with weaker predictive power. Findings were discussed in light of academic functioning under normal classroom conditions and potential behavior in an optimal…

A study was done to examine whether certain observed play behaviors of young children might show relationships to scores of assessments of cognitive constructs. The investigation sought to determine the extent to which responses related to such behaviors as pretend play, sense of humor, acts of aggression, and talkativeness. (JN)

Examined the view that White examiners impair the intelligence-test performance of Black children. Research literature clearly refutes the existence of race-of-examiner effects and indicates Black children's performance is not enhanced by examinations in Black dialect. Reasons for the persistence of the race-of-examiner myth are discussed. (Author)

Wechsler Intelligence Scale for Children, Revised (WISC-R) Verbal, Performance, and Full Scale IQ's were compared with Bannatyne recategorized WISC-R scores for groups of non-handicapped, educationally disadvantaged, learning disabled, and regular classroom Navajo Indian children. No definitive evidence was found to support the use of the…

Investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test using the factor scores of the Wechsler Intelligence Scale for Children-Revised as potential predictors. Results indicated that the freedom from distractibility factor score significantly aided in the prediction of reading and spelling…

Compared performance of high- and low-education adults on traditional and meaningful space and reasoning measures. Separate analyses of variance for reasoning and space revealed main effects for education and age on both abilities. Results indicated highly educated older people performed more like their younger peers. (Author/JAC)

Challenges Jensen's arguments (set forth in the book "Bias in Mental Testing") that intelligence tests are scientifically unbiased and that IQ and other mental tests measure something called "intelligence" by refuting Jensen's reading of the psychometric research literature. (EF)

Patterns of intellectual ability of Arab children aged 6 to 16 years were examined using the new Arab WISC-R. As in prior work, a distinct profile emerged: relative superiority in Verbal over Performance IQ's which diminished with age as a flat profile emerged in adolescence. An environmental explanation is offered. (Author/RD)

Investigated the validity of the Vocabulary-Block Design short form as an estimate of Full Scale IQ in White male delinquents. The difference between the means of the short form and the Full Scale IQ was small and nonsignificant. Concluded the short form was useful as a screening device. (Author)

Analyzed summed scores of the Wechsler Intelligence Scale for Children (Revised) dyad, vocabulary, and Block Design, cross-tabulated with full scale scores of children (N=249) referred to a gifted program. Results indicated the Vocabulary-Block Design dyad could be useful in predicting full scale IQ for some children. (Author/JAC)