Changes in the full scale reliability of the WISC-R were computed at three age levels when each subtest was omitted by itself. The same procedure was followed with those subtests which independently had the smallest effect in lowering full scale reliability. Cautions were noted concerning the exclusion of subtests. (Author)

Reanalysis of Wakefield and Carlson's data confirmed canonical correlations of .84 and .69, but analysis of redundancies revealed that only 34 percent of the total WISC subtest variance is redundant with the ITPA and 39 percent of the ITPA subtest variance is redundant with the WISC. (Author)

The present study investigated: (a) the relationship between IQ test scores and ability to follow specific instructions for solving matrices; and (b) the relationship between IQ test scores and the ability to follow strategy instructions for solving matrices. Findings from this investigation may clarify the relationship between intelligence and…

Comments on an article in a previous issue of this journal (v9 n3 1972). (CJ)

The results of this experiment clearly indicate that the presence of induced anxiety in a testing situation can depress the subject's level of performance on the WISC. (Author)

University instructors should provide more careful checks and feedback to students who are learning to do intelligence testing. It also is important for supervisors in service facilities to monitor tests that provide bases for crucial decisions about children. Intelligence test scores relate to many other variables. Improperly trained examiners…

The results suggest that inexperienced undergraduate examiners trained to administer WISC subtests under anxious and nonanxious roles do not differ significantly either on the overall scores they obtain or on the scores obtained in a standard administration condition and one designed to convey anxiety. (Author)

Testing in English of bilingual children does not necessarily handicap them and the results achieved reflect and accurate level of performance. Once a relationship between addisocioeconomic and performance levels is established, a rise in socioeconomic status could mean a rise in performance. (Author)

Examined the extent of examiner error during administration of the Wechsler Adult Intelligence Scale (WAIS) by practicing school psychologists and school psychology students eligible for state certification as psychometrists. A number of examiner item scoring and administration errors were observed for numerous subtests. (RC)

Investigated the relationship between subtest scatter on the Wechsler Intelligence Scale for Children and higher intellectual potential as indicated by subsequent reexamination and grouping of children. Results indicated that scatter on the initial examinations is a poor indicator of the presence of higher intellectual potential. (Author/RC)

Compared the WISC-R performance of children ranging in age from 6-6 to 15-10, referred to a university center for suspected learning disabilities, with that of clinically-defined groups of learning disabled children. The university center children were bound to have WISC-R profiles similar to those of the learning disabled children. (Author)

The purpose of this study was to measure the relationship between the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) IQs and subtest scaled scores of preschool children and their reading achievement in grade one. Further study of the predictive power of the Geometric Designs and Arithmetic subtests was suggested. (Author)

Evaluated relation of performance on the Stanford-Binet Intelligence Scale: Fourth Edition to performance on the Wide Range Achievement Test-Revised and Woodcock-Johnson Psychoeducational Battery: Tests of Achievement for 31 normal, elementary-aged students using both the area score and Sattler's factor score approaches. (Author/ABL)

Compared Wechsler Intelligence Scale for Children-Revised (WISC-R) and Stanford-Binet Intelligence Scale-Fourth Edition (SB:FE) in identification and assessment of 48 intellectually gifted students. Findings suggest that scores of SB:FE and WISC-R, while both measuring 'g' factor, produce varying scores for gifted; many children currently in…

Compared high-risk (n=20) versus low-risk (n=15) children in their performance on Wechsler Preschool Primary Intelligence Scale at pre- and postkindergarten levels. High-risk group had, at birth, experienced prematurity and/or illness. Both groups demonstrated increases in performance: high-risk children showed increases predominantly in…