The present study examined the reliability of the WISC-R subtests and IQ scales when administered to Mexican-American children. In an effort to extrapolate these findings to the individual child, this study also attempted to ascertain the standard errors of measurement for each subtest and IQ scale. (Author)

The Wechsler Intelligence Scale for Children (excluding Mazes and Digit Span) was administered to 64 third-grade children, randomly selected for IQ. Female examiners elicited higher Full Scale IQ, Verbal IQ, Comprehension, Similarities, and Vocabulary scores from all children. (Author)

Profiles (Wechsler Intelligence Scale for Children - Revised) of 119 children in five learning disability programs were placed in six homogeneous groups using cluster analysis. One group showed superior intelligence quotient (IQ) with motor coordination deficits and severe emotional problems, while three groups represented children with low IQs…

Emic (culture-specific) and Western-type (imposed-etic) strategies were applied to the assessment of intelligence in 67 rural Filipino children. Imposed-etic tests measured a concept of intelligence that only partially overlaps emic conceptions, and were better predictors of school performance, which was not predicted by indigenous (emic)…

Argues that the typical psychometric model of human intelligence is limited because the database fails to take account of the many manifestations of intelligent behavior that are displayed in the world outside the testing room. Suggests that cognitive processes are influenced by test situation or setting and examiner's level of expertise. (PS)

The nonverbal Wechsler Intelligence Scale for Children-Revised can provide insight into students' learning characteristics, when diagnostic interpretations of subtest results offer meaningful information. Sample report statements are given for such subtests as picture completion and arrangement, block design, object assembly, coding, and puzzles,…

Covariance structure modeling by LISREL was used in an analysis of relations between intellectual ability, as measured by the Finnish version of the Illinois Test of Psycholinguistic Abilities (ITPA), and achievement in reading, writing, foreign language, and mathematics in longitudinal data on 234 Finnish school children. The validity of the ITPA…

An alternative way of studying group differences is proposed based on ordering analysis using item hierarchies as a basis of comparison between two groups. Subjects were sets of twins in elementary school. Results showed that blacks and whites and males and females had similar item hierarchies for complex items. (Author/LMO)

Full Wechsler Intelligence Scale for Children-Revised evaluations have become a drain on school resources. A screening formula for gifted students, utilizing three WISC-R subtests, was evaluated using traditional epidemiological techniques. The screen correctly detected the majority of gifted students and could have major implications in terms of…

Field dependence and spatial ability are examined as different labels for a common underlying dimension. Sixty college students completed two tests of field dependence and two tests of spatial ability. Results of an analysis of covariance found no evidence to view the two traits as distinct from each other. (Author/LMO)

WISC-R (Wechsler Intelligence Scale in Children-Revised) Verbal and Performance scores were correlated with WRAT-R Wide Range Achievement Test-Revised scores. The verbal score was found to predict reading, spelling, and arithmetic. The performance score did not add significantly to the predictions. Results were consistent with earlier studies.…

Relationships between intelligence test scores and measures derived from reaction time and perceptual speed procedures were investigated. Only three reaction time measures produced correlations greater than .25 with a general intelligence factor. Test-retest reliability of reaction time measures was low. The reaction time-intelligence relationship…

Recent research on the Woodcock-Johnson Psycho-Educational Battery (WJPEB) is reviewed as it related to three issues: the mean score discrepancy issue, the verbal/nonverbal composition of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA), and the WJTCA overlap with achievement and abundance of scores generated by the WJPEB. (DWH)

Defines test bias as a phenomenon in which test scores result in negative outcomes for certain groups, often lower socioeconomic groups and minorities. Discusses three manifestations of test bias including content, atmosphere, and use bias and presents recommendations for remedying bias problems in testing the culturally different. (JAC)

A number of models are proposed of the effects of demographic and environmental factors on IQ and its pattern of change over time. The proposed models are concerned with the determinants of an individual's true (but unobserved) IQ and the relationship between measured and true IQ's. (Author/RC)