[EN] Under the view of artificial intelligence, an intelligent agent is an autonomous entity which interacts in an environment through observations and actions, trying to achieve one or more goals with the aid of several signals called rewards. The creation of intelligent agents is proliferating during the last decades, and the evaluation of their intelligence is a fundamental issue for their understanding, construction and improvement. Social intelligence is recently obtaining special attention in the creation of intelligent agents due to the current view of human intelligence as highly social. Social intelligence in natural and artificial systems is usually measured by the evaluation of associated traits or tasks that are deemed to represent some facets of social behaviour. The amalgamation of these traits or tasks is then used to configure an operative notion of social intelligence. However, this operative notion does not truly represent what social intelligence is and a definition following this principle will not be precise. Instead, in this thesis we investigate the evaluation of social intelligence in a more formal and general way, by actually considering the evaluee's interaction with other agents. In this thesis we analyse the implications of evaluating social intelligence using a test that evaluates general intelligence. For this purpose, we include other agents into an initially single-agent environment to figure out the issues that appear when evaluating an agent in the context of other agents. From this analysis we obtain useful information for the evaluation of social intelligence. From the lessons learned, we identify the components that should be considered in order to measure social intelligence, and we provide a formal and parametrised definition of social intelligence. This definition calculates an agent's social intelligence as its expected performance in a set of environments with a set of other agents arranged in teams and participating in line-ups, with rewards being re-understood appropriately. This is conceived as a tool to define social intelligence testbeds where we can generate several degrees of competitive and cooperative behaviours. We test this definition by experimentally analysing the influence of teams and agent line-ups for several multi-agent systems with variants of Q-learning agents. However, not all testbeds are appropriate for the evaluation of social intelligence. To facilitate the analysis of a social intelligence testbed, we provide some formal property models about social intelligence in order to characterise the testbed and thus assess its suitability. Finally, we use the presented properties to characterise some social games and multi-agent environments, we make a comparison between them and discuss their strengths and weaknesses in order to evaluate social intelligence. / [ES] Bajo la visión de la inteligencia artificial, un agente inteligente es una entidad autónoma la cual interactúa en un entorno a través de observaciones y acciones, tratando de lograr uno o más objetivos con la ayuda de varias señales llamadas recompensas. La creación de agentes inteligentes está proliferando durante las últimas décadas, y la evaluación de su inteligencia es un asunto fundamental para su entendimiento, construcción y mejora. Recientemente la inteligencia social está obteniendo especial atención en la creación de agentes inteligentes debido a la visión actual de la inteligencia humana como altamente social. Normalmente la inteligencia social en sistemas naturales y artificiales se mide mediante la evaluación de rasgos asociados o tareas que se consideran que representan algunas facetas del comportamiento social. La agrupación de estos rasgos o tareas se utiliza entonces para configurar una noción operacional de inteligencia social. Sin embargo, esta noción operacional no representa fielmente a la inteligencia social y no sería posible una definición siguiendo este principio. En su lugar, en esta tesis investigamos la evaluación de la inteligencia social de un modo más formal y general, considerando la interacción del agente a evaluar con otros agentes. En esta tesis analizamos las implicaciones de evaluar la inteligencia social utilizando un test que evalúe la inteligencia general. Con este objetivo incluimos otros agentes en un entorno inicialmente diseñado para un único agente con el fin de averiguar qué cuestiones aparecen cuando evaluamos a un agente en un contexto con otros agentes. A partir de este análisis obtenemos información útil para la evaluación de la inteligencia social. A partir de las lecciones aprendidas identificamos los componentes que deberían considerarse al medir la inteligencia social y proporcionamos una definición formal y parametrizada de esta inteligencia social. Esta definición calcula la inteligencia social de un agente como su rendimiento esperado en un conjunto de entornos y con un conjunto de otros agentes organizados en equipos y distribuidos en alineaciones, reinterpretando apropiadamente las recompensas. Esto se concibe como una herramienta para definir bancos de prueba de inteligencia social donde podamos generar varios grados de comportamientos competitivos y cooperativos. Probamos esta definición analizando experimentalmente la influencia de los equipos y las alineaciones de agentes en varios sistemas multiagente con variantes de agentes Q-learning. Sin embargo, no todos los bancos de prueba son apropiados para la evaluación de la inteligencia social. Para facilitar el análisis de un banco de pruebas de inteligencia social, proporcionamos algunos modelos de propiedades formales sobre la inteligencia social con el objetivo de caracterizar el banco de pruebas y así valorar su idoneidad. Finalmente, usamos las propiedades presentadas para caracterizar algunos juegos sociales y entornos multiagente, hacemos una comparación entre ellos y discutimos sus puntos fuertes y débiles para ser usados en la evaluación de la inteligencia social. / [CA] Davall la visió de la intel·ligència artificial, un agent intel·ligent és una entitat autònoma la qual interactua en un entorn a través d'observacions i accions, tractant d'aconseguir un o més objectius amb l'ajuda de diverses senyals anomenades recompenses. La creació d'agents intel·ligents està proliferant durant les últimes dècades, i l'avaluació de la seua intel·ligència és un assumpte fonamental per al seu enteniment, construcció i millora. Recentment la intel·ligència social està obtenint especial atenció en la creació d'agents intel·ligents a causa de la visió actual de la intel·ligència humana com altament social. Normalment la intel·ligència social en sistemes naturals i artificials es mesura per mitjà de l'avaluació de trets associats o tasques que es consideren que representen algunes facetes del comportament social. L'agrupació d'aquests trets o tasques s'utilitza llavors per a configurar una noció operacional d'intel·ligència social. No obstant això, aquesta noció operacional no representa fidelment a la intel·ligència social i no seria possible una definició seguint aquest principi. En el seu lloc, en aquesta tesi investiguem l'avaluació de la intel·ligència social d'una manera més formal i general, considerant la interacció de l'agent a avaluar amb altres agents. En aquesta tesi analitzem les implicacions d'avaluar la intel·ligència social utilitzant un test que avalue la intel·ligència general. Amb aquest objectiu incloem altres agents en un entorn inicialment dissenyat per a un únic agent amb la finalitat d'esbrinar quines qüestions apareixen quan avaluem un agent en un context amb altres agents. A partir d'aquesta anàlisi obtenim informació útil per a l'avaluació de la intel·ligència social. A partir de les lliçons apreses identifiquem els components que haurien de considerar-se al mesurar la intel·ligència social i proporcionem una definició formal i parametrizada d'aquesta intel·ligència social. Aquesta definició calcula la intel·ligència social d'un agent com el seu rendiment esperat en un conjunt d'entorns i amb un conjunt d'altres agents organitzats en equips i distribuïts en alineacions, reinterpretant apropiadament les recompenses. Açò es concep com una ferramenta per a definir bancs de prova d'intel·ligència social on podem generar diversos graus de comportaments competitius i cooperatius. Provem aquesta definició analitzant experimentalment la influència dels equips i les alineacions d'agents en diversos sistemes multiagent amb variants d'agents Q-learning. No obstant això, no tots els bancs de prova són apropiats per a l'avaluació de la intel·ligència social. Per a facilitar l'anàlisi d'un banc de proves d'intel·ligència social, proporcionem alguns models de propietats formals sobre la intel·ligència social amb l'objectiu de caracteritzar el banc de proves i així valorar la seua idoneïtat. Finalment, usem les propietats presentades per a caracteritzar alguns jocs socials i entorns multiagent, fem una comparació entre ells i discutim els seus punts forts i dèbils per a ser usats en l'avaluació de la intel·ligència social. / Insa Cabrera, J. (2016). Towards a Universal Test of Social Intelligence [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/66080

This study at hand has two main purposes: (1) a survey of the constancy of the results of four years of group intelligence testing in three schools of Denton, Texas: the Robert E. Lee School, the Sam Houston School, and the Teachers College Demonstration School; and (2) a study of the variability of academic and social growth in one elementary school grade.

Researchers have described the special education identification process for students with specific learning disabilities (SLD) as "muddled and confused" (Bocian, Beebe, MacMillan, & Gresham, 1999) and "haphazard" and "capricious" (Shinn, 2007, p. 603). Bocian, Beebe, MacMillan, and Gresham (1999) proposed the theory of competing paradigms as a way to explain why researchers and school-based eligibility teams identify different groups of students as SLD. This qualitative study had two research questions: a) To what extent did interviews of secondary resource teachers reveal the concepts of relativity, acceptability, and profitability as they reflect on the SLD process? and b) What other themes regarding SLD eligibility determination emerged from interviews with secondary resource teachers? Utilizing the modified constant comparative method (Lincoln & Guba, 1985), the author revealed that there was moderate support for the paradigms of relativity and acceptability, but less support for the paradigm of profitability. In addition, the author identified other themes, such as difficulties with evaluating English language learners and the benefit of case management, that can be used to expand Bocian’s theory. The author also argued that the paradigms overlap with one another during the special education identification process, rather than proceeding in a sequential order. Finally, the author discussed the implications of her findings in terms of improving school-based and policy practices.

PROJECT I – Questionnaires answered by a number of suitably experienced Indian teachers revealed that there was a wide-spread conviction that pupils in Indian afternoon schools did not and could not work at their full mental potential because they had lost their morning freshness and were tired and unfit for school work in the afternoon. To check this, 144 pupils of an afternoon school were tested on intellectual tasks in the morning and in the afternoon in order to ascertain whether there were any significant differences in performance between the two sessions. Tests of vocabulary, intelligence, mechanical arithmetic, and paragraph comprehension were used. Performance during the two sessions was compared in respect of actual scores, accuracy, gross output, and variability on the four tests, The data was broken down in several ways on the bases of age, intelligence, and educational level of the pupils for the purpose of making detailed comparisons. In all, 168 tests of statistical significance were carried out. It was found that on none of the measures did morning work show superiority over afternoon work at the .01 level of significance. On the contrary, six of the differences significantly favoured the afternoon. It was concluded that neither the morning nor the afternoon possesses any inherent advantage over the other for work of an intellectual nature in school. The apparent superiority of the afternoon on six of the differences (eleven, if the .05 level of significance was used) was attributed to the fact that the pupils used in the study were conditioned to schooling in the afternoon. It was stressed that motivation was of crucial importance in studies of this kind. It was suggested also that the drawing of a clear-cut distinction between fatigue and impairment would do much to clear the confusion that has characterised work in this field previously. PROJECT II – The purpose of this project was to investigate the relationship between bilingualism in Indian standard six students and their efficiency in English, on the one hand, and their performance in intelligence and scholastic tests, on the other. The following three working hypotheses were formulated:- (1) Indian pupils would score relatively lower than English-speaking Europeans in intelligence and scholastic tests that demanded a greater degree of familiarity with English than in intelligence and scholastic tests that did not require such a high standard of English. (2) Since Indian pupils varied in the amount of English they used in the home vis a vis the mother tongue (i.e., in bilinguality), those children who had a richer background of English would tend to score relatively higher in tests that demanded a high degree of acquaintance with English than those children with a poorer background. (3) Apart from the influence of the home, the varying levels of actual individual achievement of Indian children in scholastic tests of English (i.e., their "achieved" English) would, to some extent, be related to their performance in intelligence and scholastic tests which required knowledge of English. The sample consisted of 697 boys and 355 girls from 20 Government and Government-Aided Indian schools in Durban. A bilingualism scale revealed that degree of bilinguality was associated basically with the religious - mother tongue affiliation of the pupils, with the level of western education of their parents (negatively), and with the level of mother-tongue education of their parents (positively). Hypothesis (1) was consistently borne out. The Indian subjects scored significantly lower in the verbal section of the New South African Group Test than in its non-verbal section, by English-speaking European norms. The gap increased consistently as one went down to standards below six but closed at levels above standard six. In the scholastic tests also the Indian students scored lower in vocabulary and reading comprehension by English-speaking European standards than in problem and mechanical arithmetic, subjects which involved English less directly. Hypothesis (2) was consistently negatived. With age and socio-economic status neutralised, there appeared no significant correlation between either non-verbal, verbal or combined intelligence test scores and degree of bilingualism in both sexes. Similarly, with age, socio-economic status and sex neutralised, no significant correlation was discovered between scores in all the four scholastic tests used and degree of bilinguality. The conclusion was that though the Indian standard six pupils were retarded in English by English-speaking European standards (as indicated in the testing of Hypothesis (1)), their degree of bilingualism had little or nothing to do with such retardation. Hypothesis (3) was confirmed. Ability in vocabulary and in reading comprehension was found to be significantly associated with goodness of performance in intelligence and scholastic tests, suggesting that schools would do well to pay special attention to the development of a good vocabulary and skill in reading comprehension. It was suggested that the reason for the grossly inferior showing of the Indian pupils by European standards in both the intelligence and scholastic tests must be sought in directions other than bilinguality.Figures were quoted to suggest that the key to the problem probably lay in the school-entrance age of the pupils. A full-scale investigation of this possibility forms the subject of the next project. A noteworthy feature of this project was that many items of incidental information of a social, cultural, educational and psychological nature came to light, that were as thought-provoking as the original problem undertaken, if not more so. Some of these certainly merit detailed study in the future. Examples of such findings are:-(1) The girls of the sample appeared to be a more highly selected group than the boys. They were younger in age, higher in socio-economic status, and their parents were more advanced in education both by western and eastern standards than the parents of the boys. (2) Matched for age and socio-economic status, significant sex differences appeared in the non-verbal, verbal and combined intelligence test scores, in favour of the boys. In the scholastic tests also, the sex differences that proved to be significant favoured the boys. (3) The most conservative Indian groups in respect of the adoption of English as the home language and in the provision of western education for their females were the Hindu-Gujurati, the Moslem-Gujurati and the Moslem-Urdu. These three were also the highest in socio-economic status. The most "progressive" were the Christian groups. (4) In spite of the restricted occupational range among Durban Indians, socio-economic status differences were reflected in both intelligence and scholastic test scores. (5) Performance in all the four scholastic tests was more highly correlated with scores in the verbal section of the New South African Group Test than in its non-verbal section, indicating that the former is a superior instrument of educational prognosis in the Indian situation than the latter. PROJECT III – A study of the relationship between the performance level of Indian pupils in intelligence and scholastic tests and their age of school entrance was the subject of Project III. The sample consisted of 1,693 boys from 12 schools in the alluvial flats area of Durban. In socio-economic status, this is one of the poorer Indian localities of Durban. The pupils ranged in age from 8.0 to 20.5 years and were spread out from standard two to six. None of them had ever failed a class before, so that any overageness-for-grade was due solely to the fact that schooling had been delayed because of failure to find accommodation in the congested schools of the area. Besides its immediate, practical relevance for Indian education, the study had a theoretical aspect as well. It was concerned with the nature - nurture problem and sought to show the extent to which a single environmental factor, namely, schooling, could influence performance in intelligence and attainment tests within the same ethnic group. The investigation was undertaken from three angles, each with its own working hypothesis. They were labelled (a) the study of relative retardation, (b) the study of relative educability, and (c) the study of relative progress. The hypotheses, respectively, were as follows:- (a) Of a group of pupils of the same age but varying in school standard, those in the upper grades will achieve higher raw scores in mental and scholastic tests than those in the lower grades, other things equal. (b) Of a group of pupils in the same school standard but varying in age, the older, presumably more advanced in mental age and experience, will achieve higher raw scores in mental and scholastic tests than the younger other things equal. (c) Given a group of late-(older children) and a group of early-starters (younger children) in standard two, the older, by virtue of their advantage in chronological and, presumably, mental age, will show greater progress from grade to grade and finish at standard six at a significantly higher level of mental and scholastic attainment than the younger, other things equal. Hypothesis (a) was tested by the technique of partial correlation and Hypothesis (b) by means of chi-square tests and one-way analyses of variance. It was not found necessary to apply any test of statistical significance in the study of Hypothesis (c). The instruments used were a questionnaire, the Progressive Matrices Test of intelligence, the New South African Group Test of intelligence (non-verbal and verbal), and scholastic tests of vocabulary, problem arithmetic and mechanical arithmetic. A scale for the measurement of socio-economic status was also designed to match pupils for home background (and, indirectly therefore, for parental intellectual level). Hypothesis (a) was confirmed consistently at three age levels. Pupils in the upper grades scored progressively higher in terms of I.Q.'s, raw intelligence-test scores and raw attainment-test scores than those in the lower grades but of the same age. The powerful effect of schooling as a factor in determining performance level in both intelligence and attainment tests was brought out in clear-cut terms. Hypothesis (b) was disproved almost consistently through all the four grades studied, the solitary exception occurring at the standard two level where the older pupils surpassed the younger in problem arithmetic. In many cases, the results were the reverse of what was hypothesized, the younger surpassing the older at significant levels of confidence. In the Matrices Test, no significant differences between the younger and older students appeared throughout all four grades. In non-verbal, verbal and combined I.Q.’S on the South African Group Test, the early-school-starters were consistently and significantly ahead of the late-starters in all the standards. With educational level fixed for all, chronological age became a handicap to the older. What was unexpected, however, was the fact that the younger students proved to be significantly superior to the older even in raw scores in the Group Test at the standard six and five levels from a position of more or less equality at standards four and two. In the scholastic tests also, the younger children in standard six scored significantly better than the older in vocabulary and problem arithmetic, and, in standard five, in vocabulary. There were no notable differences in performance in the other subjects at any grade level except that in standard two, the older boys headed the younger in problem arithmetic, as mentioned above. This evidence, in terms of raw scores, was interpreted as indicating not only that the older pupils were not superior to the younger in educability but that they were actually inferior in this respect in the upper grades of the primary school; that, in fact, the older, because of their delay in schooling, were stunted in mental growth and that this impairment became more and more evident with the growing challenge to the intellect of the higher grades; and that, therefore, the damage must be regarded as permanent. The results of Hypothesis (c) confirmed the conclusions of the first two hypotheses. The early-school-starters, after being somewhat behind the older in standards two and three went on to surpass the older boys by the time standard six was reached. There is some evidence that, below the standard two level, the older pupils are superior in intelligence and scholastic tests to the younger (in raw scores, not quotients) and that this superiority increases as one goes further down the grade scale. The crucial point seems to be standard four. It is at about this stage that the younger children seem to achieve stable parity with the older after which they draw ahead. In the sample of Project III, it was found that although parents higher in socio-economic status secured school places for their children at earlier ages than those of lower status, this factor was not significant in the determination of test scores when matched against the factor of age at school entrance. The investigation revealed that weakness in English was a significant factor, though not as important as believed in the past, in depressing Indian scores relative to Europeans in the upper grades. As one goes down the grades from standard six to standard two, the discrepancy between scores in non-verbal and verbal tests of intelligence becomes greater as command of English decreases. Nevertheless, even at the standard two level where mastery of English is weakest, grossly delayed schooling plays a more important role in lowering intelligence-test scores than does handicap in the language medium of Indian schools. The research confirmed two outstanding generalisations that have appeared in the past as a result of investigations among less-privileged groups, namely, an intelligence level below the national norm and a decline in intelligence quotients with increasing chronological age. It was pointed out that failure of the Natal educational authorities to provide sufficient school buildings to accommodate all Indian children of 5 plus years and above was causing serious and permanent damage to the intellectual growth of those affected and that, in the light of this finding, nothing less than an immediate regularising of the situation would be satisfactory. The study also brought to light how misleading results of interracial comparisons of intelligence levels could be if the factor of schooling, particularly of age of school entrance, is not taken into careful account. It was predicted that if Indian and European school children were matched for age of school entry, quality of educational facilities, language and socio-economic status, all alleged innate, racial differences in intelligence-test scores would disappear. / Thesis (Ph.D.)-University of Natal, Durban, 1961.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure different, equally important aspects of intelligence. As both tests used are relatively new, the current findings should be considered one step in the accumulation of knowledge about the usefulness of the WPPSI-R.

M.A. / Intelligence testing in cross-cultural assessment settings where traditional intelligence tests are used, often reveals inappropriate test content and invalid test scores for various cultures, language or socio-economic groups (SES). This moved some test users to conclude that traditional intelligence tests are not culture fair and are not suitably constructed for use across different cultures. As a result, these traditional intelligence tests often show invalid score variability when used across different socio-economic groups and culture. The purpose of this study was to investigate the suitability of the Snijders-Oomen Non-verbal Intelligence Test-Revised (SON-R) on a group of primary school learners from different language, socio-economic status (SES) and gender groups and grade levels in the Johannesburg metropolitan area. The aim of the study was to establish psychometric properties of the SON-R and to demonstrate that the SON-R can minimise the influence of home language, SES, age, grade level and gender on sub-test scores. Five postulates and four specific hypotheses were formulated for the purpose of the study. The sample of this study consisted of 400 primary school children from schools in Roodepoort and Melville. The test was administered to all subjects individually in their respective home languages within their school premises. Various statistical procedures, e.g. multiple analysis of variance (MANOVA), analysis of variance (ANOVA), Principal Axis Factoring, Pearson Correlation coefficients, Cronbach alpha internal consistency coefficients and post-hoc tests (Scheffe and Dunnett T3) were used to analyse the data. The findings on item difficulty analysis, in terms of the first and second mistakes committed on each sub-test, shows that items of the SON-R generally correspond to the theory of item difficulty underlying the items of the SON-R. Furthermore, the difficulty levels of the sub-test items appeared to be compatible with the cognitive levels of the subjects. The findings on the relationship of socio-economic status, age, as well as gender, with the sub-test scores were not statistically significant, indicating that sub-test scores of the SON-R were not influenced by those variables. The relationship between home language as well as grade evel with sub-test scores was statistically significant. The two variables have caused significant differences on sub-test scores of the SON-R. Cronbach alpha internal consistency coefficients were relatively high. In general, the correlation coefficients between sub-test scores and academic performance in school subjects were high, indicating significant predictive ability of the SON-R for scholastic purposes. A single factor solution for the combined group data, indicated one general factor of non-verbal intelligence for all four language groups. The study has raised research questions, which should be considered for future research on the SON-R. In general, the data has successfully supported the postulates and the specific hypotheses of the study.

M.Ed. (Educational Psychology) / This research inquiry employs the Rasch model of measurement to assess the contemporary quality of the items that constitute an intelligence test developed in South Africa during the 1980s. The Rasch model of measurement will be used as an analytical tool for exploring the quality of items constituting the performance scales of a translated version of the Junior South African Intelligence Scales (JSAIS). The JSAIS was translated into Sesotho and was used to assess grade 1 Sesotho home language learners. This study is part of the Soweto Panel Research Programme (SPRP), which aims to investigate the development of children in a specific Soweto school from preschool (grade R, age 5 and 6) to the end of the Foundation Phase (grade 3). Within this school, the research projects include the assessment of cognitive abilities, numeracy, literacy and the households of the children. I am involved in assessing the cognitive abilities of these children and work in collaboration with three Educational Psychology Master’s students from the University of Johannesburg. The cognitive abilities project aims to assess and track the cognitive development of young children from grade R to grade 3 over a period of four years. Cognitive development focuses on how children learn, process information and attain a veridical view of the world (Gopnik & Meltzoff, 1997), it entails the development of the thinking and organizing systems of the mind, and is composed of language, thinking, reasoning, problem solving, and memory development (Oakley, 2004).

The purpose of this study was to compare the WISC-R subtest score scatter patterns and obtain preliminary normative data on the WISC-R Adjunctive tests (Digit Span Forward; Digit Span Backward; Digit Supraspan; Coding Immediate Recall and Coding Delayed Recall) on a non-clinical population of South African English (n= 15) and Xhosa (n= 12) speaking, standard six children, studying in English medium schools. Tests were administered to 27 subjects, both male (n=19) and female (n=8), with a mean age of 14.1 years (range = 13.3-15.3). The results show that White English speaking children outperform Black Xhosa speaking children on Verbal, Performance and Full Scale IQs and all subtests, but that these differences tended to disappear when Full Scale IQ and school grade average were controlled for. No subtest score scatter was present for either group although more specific test items appeared to be more difficult for Xhosa speaking subjects and may have contributed to generally lowered scores. Results suggest that caution must be employed in assigning Xhosa speaking South African children to absolute IQ categories. However, the WISC-R has validity for diagnostic use on both White English speaking and Black Xhosa speaking South African children as there was no evidence of a significant Verbal IQ/Performance IQ discrepancy, or significant low subtest scatter for either group. Normative tables are presented for the use of WISC-R Adjunctive tests. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in

The purpose of this study was two-fold. First, this study compared the performance of children on the WPPSI-R with their performance on the Slosson Intelligence Test. Secondly, this study explored the comparability of minority and non-minority students' scores on the WPPSI-R. Seventy five children between 3 and 7 years of age were administered the WPPSI-R and Slosson. Of this sample, 25 children were White, 25 children were Black, and 25 children were Mexican American. Low, but significant correlations were found between WPPSI-R and Slosson scores. The Vocabulary subscale of the WPPSI-R correlated highest, while the Geometric Design subscale correlated the lowest with the Slosson test scores. Further analyses indicated that White children obtained significantly higher scores on the WPPSI-R than both Black and Mexican American children.