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Ipsen, Shyla M.; And Others – Diagnostique, 1983
Reported discrepancies between the WJTCA (Woodcock-Johnson Tests of Cognitive Ability) and Wechsler Intelligence Test for Children-Revised (WISC-R), scores of normal, learning disabled, and emotionally disturbed children (n=60) were analyzed. Results confirmed the validity of the WJTCA general cognitive ability score and indicated subscale…
Descriptors: Elementary Secondary Education, Emotional Disturbances, Intelligence Tests, Learning Disabilities
Peer reviewedMehrens, William A. – Journal of Special Education, 1984
The Kaufman Assessment Battery for Children is reviewed with respect to manuals, test construction, and norming procedures; reliability; and validity; evidence administration and scoring procedures; types of scores and interpretative guidelines; and the bias issue. (Author/CL)
Descriptors: Elementary Secondary Education, Intelligence Tests, Test Construction, Test Reliability
Peer reviewedBracken, Bruce A. – Journal for the Education of the Gifted, 1983
The McCarthy Scales of Children's Abilities and the Stanford-Binet were compared as instruments for identifying and assessing intellectually gifted preschool and primary aged children. The McCarthy Scales consistently produced lower scores than the Binet. Low to moderate correlations existed between the two scales. (Author/CL)
Descriptors: Gifted, Intelligence Tests, Preschool Education, Primary Education
Peer reviewedPielstick, N. L.; Thorndike, Robert M. – Psychology in the Schools, 1976
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)
Descriptors: Comparative Testing, Intelligence Tests, Statistical Analysis, Test Reliability
Peer reviewedSattler, Jerome M.; Anderson, Nancy E. – Journal of Special Education, 1973
Descriptors: Exceptional Child Research, Handicapped Children, Intelligence Tests, Test Validity
Peer reviewedOros, James A.; And Others – Psychology in the Schools, 1972
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)
Descriptors: Anxiety, Children, Intelligence Tests, Psychological Patterns
Peer reviewedDurrett, Marry Ellen; Henman, James – Educational and Psychological Measurement, 1972
Descriptors: Correlation, Intelligence Tests, Preschool Children, Social Differences
Hammill, Donald D.; and others – Except Children, 1970
Descriptors: Exceptional Child Research, Intelligence Tests, Test Reliability, Test Validity
Fitzpartick, Thomas; And Others – Orbit, 1971
Descriptors: Cross Cultural Studies, Intelligence Tests, Test Bias, Test Construction
Peer reviewedRuschival, M. Lena; Way, John Gilbert – Journal of Consulting and Clinical Psychology, 1971
The purpose of the study was to determine whether WPPSI is a valid and reliable instrument for the measurement of the intelligence of children whose scores fall within the upper range as measured by the Stanford-Binet. The results of this study indicated that there was only a moderate relationship between the two. (Author)
Descriptors: Exceptional Child Research, Gifted, Intelligence, Intelligence Tests
Peer reviewedPasewark, Richard A.; And Others – Journal of School Psychology, 1971
Using 72 lower class children, concurrent validity of the WPPSI was studied using the Stanford-Binet as the criterion. Correlations between SB and WPPSI were moderately high. Among the WPPSI subtests, Vocabulary was significantly lower than all other subtests. The only significant sexual difference favored females on Similarities. (Author)
Descriptors: Intelligence, Intelligence Tests, Lower Class, Preschool Children
Simpson, Robert L. – J Consult Clin Psychol, 1970
Subtests of the two instruments were administered in randomized order to 120 16 year old students. Analysis of variance revealed higher WAIS than WISC Verbal (p is less than .001), Performance (p is less than .01), and Full Scales (p is less than .001) IQs. The WISC and WAIS are not comparable for below average intelligence students. Reprints from…
Descriptors: Comparative Analysis, Evaluation Methods, Intelligence Tests, Low Ability Students
Silverstein, A. B. – J Consult Clin Psychol, 1970
Data from the WAIS, WISC, and WPPSI Standardization samples were used to reappraise validity of all short forms of two, three, four, and five subtests. Results were compared with those given by McNemar's formula. The corrected formula gave lower values and selected "best short forms that differed from McNemar's formula. (Author)
Descriptors: Intelligence Tests, Research, Test Reliability, Test Results
Thumin, Fred J. – Percept Mot Skills, 1970
Descriptors: Ability, College Students, Intelligence Tests, Test Construction
Peer reviewedSpitz, Herman H. – Journal of Special Education, 1983
The reliability and stability of the Full Scale IQ scores of retarded adolescents and young adults of three Wechsler Scales were measured. (Author)
Descriptors: Adolescents, Intelligence Tests, Mental Retardation, Test Reliability
