The statistical ramifications of using equal weights, as compared to regression-based differential weights, in the estimation of Wechsler Adult Intelligence Scale--Revised (WAIS-R) factor scores were explored using WAIS standardization data, based on 1,880 adults. Differences resulting from the two approaches were substantial, as is discussed.…

Studied the interpretation of scores on the Kaufman Ability Battery for Children(K-ABC) (Kaufman and Kaufman, 1983) as a measure of "Pure" intelligence in the Israeli standardization sample of 1,600 students in kindergarten through grade 8. Schooling was found to affect raw scores on all K-ABC mental processing scores, and the effects of…

The Universal Nonverbal Intelligence Test (UNIT) is an individually administered, nonverbal intelligence test designed for use with non-English-speaking, limited English proficient, or deaf children. The aim of this study was to assess the factor structure invariance of the UNIT across deaf and standardization samples through the use of…

The relationship between intelligence and personality has been of scientific interest for over 100 years. However, most contemporary estimates of these relationships are limited because they do not separate the variance due to general and narrow cognitive abilities. This study demonstrates that this methodological oversight can distort estimates…

The general ("g") factor is the most general and relevant cognitive ability. This factor is considered to be one of the most important predictors of academic achievement and of many other socially relevant behavioral outcomes. In the last decades, many researchers have investigated the possible changes in the relevance of the…

Bias in testing has been of interest to psychologists and other test users since the origin of testing. New or revised tests often are subject to analyses that help examine the degree of bias in reference to group membership based on gender, language use, and race/ethnicity. The pervasive use of intelligence test data when making critical and, at…

Major reasons for the continuing divergency of opinion as regards the nature and meaning of intelligence are examined. An appraisal of intelligence as a relative concept is proposed which advocates the necessity of specifying the reference systems to which a statement about intelligence refers. (EH)

An earlier version of this paper was presented at the American Psychological Association Convention, San Francisco, California, August 30-September 3, 1968.

The Peabody Picture Vocabulary Test (PPVT) was compared to the Wechsler Intelligence Scale for Children, Revised (WISC-R) in a sample of 30 children with reading disabilities who had been referred to a university clinic. All the children completed the WISC-R; nineteen children completed Form A and eleven children completed Form B of the PPVT. All…

Twenty-five English speaking and twenty-five non-English speaking Canadian children equated on sex and chronological age were given the Ontario School Ability (OSA) test and the performance section of the Wechsler Intelligence Scale for Children (WISC). The pilot study was conducted to compare the ability of the two tests to assess the…

The purpose of this bulletin is to acquaint the reading teacher with the organization and administration of the Wechsler Intelligence Scale for Children (WISC). Procedures are suggested for analyzing WISC scores in ways that may yield valuable information for teachers who seek to remediate the student's reading disability. The bulletin contains…

This report gives estimates of the intellectual maturity based on the Goodenough-Harris Drawing Test (GHDT). The data were collected in Cycle III of the Health Examination Survey of noninstitutionalized U.S. youths during 1966-70. The GHDT instructions were modified for use in the survey to require each youth to draw two figures--a…

The current controversy over standardized tests is not an effort to abandon assessment, rather it is an effort to develop assessment procedures that are more in keeping with a new set of educational and social assumptions. (Author/IRT)