Examines the diagnostic utility of subtest variability for identifying students with learning disabilities (LD) by surveying students (n=2,200) in a normative sample and students (n=684) identified as LD. Results indicated that LD students did not differ from normative sample students at levels above chance. Concludes that deviation of individual…

In this study, the role of need for cognition, achievement motivation, and conscientiousness on academic underachievement was investigated. Forty-seven male and 46 female students in Grades 7 to 10 participated in the study. Student attributes were assessed by self-report measures, school performance by academic grades, and intellectual abilities…

This paper compares the 1972 Norms Edition of the Stanford-Binet Intelligence Scale, Form LM, and the Weschler Intelligence Scale for Children, Revised (1974) from a practitioner's viewpoint. The instruments are compared in relation to (a) standardization data given in the manuals, (b) ease of administration and interpretation, (c) age-range…

Inspection of the 1972 revised norms for the Stanford-Binet demonstrate that the average mental age for a particular chronological age (CA) no longer numerically corresponds to that CA. Thus, mental ages derived from the test cannot any longer be interpreted as mental ages. A table of test ages based on the 1972 norms is provided. (Author)

The Quick Test, Form I (QT) and the Stanford-Binet Intelligence Scale, Form L-M (SB) were administered to 70 preschool children. Results raise serious doubt about the validity of the QT functioning. Further research is indicated. (Author)

The effects of reinforcement on four different intelligence test measures for 72 trainable mentally retarded children was investigated. The Lorge-Thorndike Vocabulary, WISC Arithmetic, Picture Arrangement, and Comprehension subtests were administered. Reinforced administration resulted in superior performance on all but the Comprehension test.…

Compared two- and three-factor solutions for the 12 subtests of WISC and WISC-R for 164 black, white, and Latino children aged seven to 15 referred to school psychologists because of concerns about their intellectual ability. Factor structures of WISC and WISC-R for same group of subjects are similar. (Author)

WISC and WISC-R IQs of two groups of normal 10-year-old children from divergent socioeconomic backgrounds were compared in a counter-balanced research design. Significantly higher WISC IQs were obtained on Verbal and Full Scales of low socioeconomic group and on Performance and Full Scales of high socioeconomic group. (Author)

This study compared the three scales of the WISC and the WISC-R for degree of intercorrelation. Results included significant correlations in all cases, no systematic changes in variance, and significantly lower IQs on the WISC-R for all children in the sample, except the EMRs. (Author)

Comparison of Stanford-Binet IQ scores obtained with the 1972 and 1960 norms of 228 children indicated that use of the 1972 norms resulted in substantially lower scores except at the lowest levels for functioning. The implications of these results were discussed. (Author)

Administered the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (WISC-R) to 60 female and 65 male hearing-impaired subjects. Found a significant sex difference on the Coding subtest, with females outperforming males. Deaf females possessed significantly better visual-motor coordination and speed, while males demonstrated…

Explored the relations of the Concept Assessment Kit-Conservation to the Stanford-Binet and the Wide Range Achievement Test in a sample of 155 educable mentally retarded children. Results suggest that Piagetian intelligence is somewhat distinct from psychometric intelligence but suggest that the latter is the better predictor of academic…

Investigated the validity of the Kaufman Assessment Battery for Children (K-ABC) with a sample of preschool-age children. The K-ABC did not differentiate between age or sex groups, but blacks scored lower than whites. The findings are supportive of previous validity students and two-factor theories of intelligence. (Author/ABB)

The Slosson Intelligence Test (revised norms) (SIT) and the WISC-R (Wechsler Intelligence Scale for Children-Revised) were compared. Results provide a moderate degree of support for the concurrent validity of the revised SIT norms, using the WISC-R as the criterion. However, the intelligence quotients on the two tests may not be interchangeable.…

Students referred for gifted programs or for evaluation of learning difficulties answered questions about their highest and lowest subtest scores on the Wechsler Intelligence Scale for Children-Revised. Both groups viewed performance subtests as best, and correlations between particular subtests perceived as best or worst and actual scores were…