Using Otis-Lennon Mental Ability Test, Elementary II Level and WISC Verbal Performance and Full Scale IQs of 40 white children, correlations of .71, .57 and .73, respectively, were computed. Results suggest IQs and should be interpreted with caution when used as criterion for identifying mentally retarded white children. (Author)

The relationship between preschoolers' motivation and performance and observed paternal behavior is explored. (JMB)

This study is of a relatively small but unselected group of children and investigates the practical value of intelligence and personality tests in predicting attainment. (Author)

The purpose of this editorial is to formulate some reflections of a very general and introductory kind on the problem posed by the educational handicaps of large numbers of children from socially and economically deprived backgrounds, from the point of view of a developmental and clinical psychologist, rather than that of an educationist.…

Concludes that the hierarchical factor solution described in the present study should be considered as one of several alternative conceptual systems for considering performance on the "Wechsler Intelligence Scale for Children--Revised" (WISC-R). (RB)

The level of assigned reading in textbooks is compared with the measured reading ability of pupils in the elementary grades 1-5. Results identify problem areas in the implementation of individualized instruction. (CS)

In an investigation of racial differences on an "intelligence" test containing items specific to the Black environment, black subjects had a higher mean score than white subjects and there was no positive correlation between the Black Intelligence Test and the Shipley Institute of Living Scale, a traditional intelligence test. Thus, racial…

An examination of the limitations of I.Q. testing, the dangers of misclassification, the moral issues of testing as well as some of the legal consequences of such mishaps. Several alternatives and recommendations are offered. (EH)

The claim that tests of intelligence and abilities are the best predictors of academic success fails to examine closely the important moderator variable as test and criterion characteristics rather than as person characteristics. (EH)

The general ability factor (G), as enunciated by Charles Spearman in the model of cognitive functioning, has been the foundation of psychometric theory and test making practices for 80 years. Through these decades, some psychologists disagreed with this theory, especially Godfrey Thompson and E. L. Thorndike. Nevertheless, various aptitude tests…

A confirmatory factor analysis was used to determine the respective viability of factor structure models for the Wechsler Adult Intelligence Scale-Revised (WAIS-R) standardization data. The traditional verbal-performance split was compared to an alternative model proposed by Gutkin, Reynolds and Galvin. The confirmatory analysis indicated that the…

Thirty normal first-grade students with a mean age of 7.0 years were administered the Wechsler Intelligence Scale for Children-Revised, the McCarthy Scales of Children's Abilities, and the Woodcock-Johnson Tests of Cognitive Ability. Pearson intercorrelations among the summary indices of these cognitive measures were uniformly high, ranging from…

In two separate experiments, children (2nd and 7th graders) and adults generated oral descriptions of the picture stories in the WISC-R picture arrangement task. Comprehension of the stories was assessed by subjects' use of logical connectives and by mention of subtle themes in interpreting the more difficult stories. In both experiments and on…

The Kaufman-Assessment Battery for Children (K-ABC), a new individually administered intelligence and achievement instrument, includes several subtests on which the examiner may teach the task to the subject. The purpose of this study was to determine if teaching or training could influence the test outcome and thus, lower the reliability of the…