This monograph describes the third edition of the Wechsler Intelligence Scale for Children (WISC-III) and its relationship to reading/learning disabilities. It is designed for educators and students in education who want to go beyond the numerical values of the WISC-III intelligence quotients and understand the implications of the scores for the…

This study analyzed and tested the equivalence of Forms A and B of the California Critical Thinking Skills Test (CCTST). In designing the CCTST, Form A was composed of 34 items from a bank of 200. To develop a parallel measure, Form B was developed by rewriting 28 of the 34 items and rearranging their order. Study participants were all entering…

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…

The study, involving 379 students (6-20 years old), investigated the 3-year performance stability of handicapped children from four racial groups (Anglo, Black, Mexican American, and Native American). Data were collected from the Wechsler Intelligence Scale for Children--Revised (WISC-R) and the Wide Range Achievement Test (WRAT). Results…

A Spanish translation of the Wechsler Intelligence Scale for Children (WISC) was tested for reliability among kindergarten to ninth grade Puerto Rican children. The study was prompted by the concern expressed in previous studies that translated and adapted intelligence tests, which have been standardized primarily with children of one culture, do…

Investigated the efficacy of various WAIS short forms among outpatients. Results favor Pauker's (1963) short form but also show a decrease in correspondence between short-form and Full Scale scores when the short forms are administered separately. (Author/EJT)

This study determined the degree to which the Non-Language Test of Verbal Intelligence, developed to measure verbal ability through a nonlanguage medium, could measure verbal intelligence. Correlation with the Differential Aptitude Test-Verbal suggested the existence of some common, as well as some uncommon, factors between the two tests.…

This investigation examined the three-year stability of WISC-R IQs for a balanced sample of Anglo, Black, and Mexican-American handicapped children. No significant differences in mean IQs were found across the three ethnic groups, although WISC-R Verbal and Performance IQs varied significantly over the test-retest period. (Author/BS)

Argues that from a black perspective, the real concern is not merely that of defining intelligence, about which there is lacking a consensus among psychologists, but one which challenges the basic scientific considerations of validity, reliability, and standardization of intelligence tests. (Author/JM)

IQ tests are used to judge the mental capacities of black Americans, a fact which places a tremendous ethical responsibility on those involved in IQ test research and administration: most IQ test developers and administrators have abrogated this responsibility. (Author/JM)

Reappraises the validity and reliability of Vocabulary and Block Design (V-VD) as a short form of the Wechsler Adult Intelligence Scale (WAIS), the Wechsler Intelligence Scale for Children (WISC), and the Wechsler Preschool and Primary Scale of Intelligence (WPPI). Presents a table for converting the sum of scaled scores into an estimate of Full…

Discusses four ubiquitous major sources of measurement error for individual intelligence scales. Argues that where these sources cannot be directly investigated, they should be estimated rather than ignored. Estimated the typical magnitude of error arising from each of content sampling, time sampling, scoring, and administration. (Author)

An item analysis profile sheet to accompany the Slosson Intelligence Test (SIT) is helpful in providing a functional test interpretation. The lack of recorded technical and statistical information is a serious concern. Without such information, a practitioner could not use the Item Analysis of SIT with confidence. (Author)

Investigated test-retest reliability of the Test of Nonverbal Intelligence (TONI). Administered Form A and Form B of the TONI on two occasions 3 weeks apart to 50 students randomly selected from first and second grades. Results showed high test-retest reliability; correlation coefficients were .89 (Form A) and .83 (Form B). Found high parallel…