Higher WISC-R scores were achieved by high school students receiving positive nonverbal treatment than by those receiving neutral nonverbal treatment. (Author/RL)

A selective review of literature on the revised Wechsler Intelligence Scale for Children (WISC-R) is presented to relate research results to test interpretation. Included are inferences drawn from factor analyses, subtest specificity, subtest profiles for some exceptional populations assessment of minority group children, and IQ differences…

Discusses questions dealing with genetic aspects of the correlation between IQ and socioeconomic status (SES). Questions include: How does assortative mating affect the genetic variance of IQ? Is the relationship between an individual's IQ and adult SES a causal one? And how can IQ research improve schools and schooling? (Author/DB)

Presents Jerome Sattler's encouraging research on a nonverbal form of selected Stanford Binet and Weschler Intelligence Scale for Children subtests, to assess normal, mentally retarded, and cerebral-palsied children. Recommends future research on the predictive validity and multiple-choice modification of the tests. (CP)

Intellectual assessment of institutionalized delinquents is discussed as a social labeling process. A three step hierarchical evaluation schema is proposed to maximize the accuracy and efficiency of assessment procedures and minimize negative labeling. (Author)

A college level psychology course is described in which students were trained by both traditional and experimental methods to administer individual intelligence tests. Comparative analysis of performance by each group indicates that student motivation and performance is not greatly influenced by teaching method and that videotape demonstrations…

Wallach-Kogan Tests of Creativity were administered to 129 second-graders and fluency and uniqueness scores were computed for each of five subtests. Evidence was obtained for the construct validity of the Wallach-Kogan measures of creative thinking. (Author)

Available from: Journal of Pediatric Psychology, Child Study Center, 1100 N.E. 13th Street, Oklahoma City, Oklahoma 73117. The author reviews literature supporting the conclusion that IQ tests are of prognostic value with autistic children and recommends several behavioral techniques, such as positive reinforcement and ignoring interfering…

The factor structures of the 10 Wechsler Intelligence Scale for Children-III core subtests were studied with 161 black students receiving special education services. Results provide evidence of a large first principal factor as well as the expected verbal and performance factors. Implications for psychologists are discussed. (SLD)

Examines the Symbol, Search, Coding, Arithmetic, and Digit Span (SCAD) subtests of the Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III) by comparing 363 students with learning and emotional disabilities to the WISC-III normative sample. Results indicate that the SCAD profile is neither a valid diagnostic indicator nor an important…

This statement signed by 52 researchers outlines conclusions regarded as mainstream among researchers on intelligence, especially on the nature, origins, and practical consequences of individual and group differences in intelligence. The survey from which the statement was developed is described. (SLD)

Comparison of intelligence and achievement test scores of male and female deaf and hard-of-hearing school-age children found that boys scored almost a full standard deviation higher than girls on performance subtests of both the Wechsler Intelligence Scale for Children III and Revised scales. There were no mean differences between boys and girls…

This Swedish study sought to evaluate a touch-screen computer-based (CB) test administration system in a hospital setting in comparison with paper-and-pencil administrative routine. Patients were given psychometric tests (involving depression, mood, and intelligence measurement) in both formats. Patient pleasantness, activation, and calmness were…

Examined 128 children for contributions of biomedical risk conditions, SES, and HOME scores to prediction of intelligence, and association of extreme scores on HOME and SES to intelligence-test performance. Found home environment was the most important predictor of intelligence at all ages, with SES showing a smaller effect beginning at age 5.…