Correlational comparisons were made between the Stanford-Binet, Form L-M, and the Wechsler Preschool and Primary Scale of Intelligence using children enrolled in a Head-Start program. The study was concerned with three hypotheses: 1.The correlations found between the I.Q. scores obtained on the WPPSI full scale, verbal, and performance scales and those obtained on the Stanford-Binet using Head-Start children as subjects would be significant at the .01 level. 2. The correlation between the WPPSI and the Stanford-Binet utilizing Head-Start children would not be significantly different from the correlation reported by Wechsler in the WPPSI manual. 3. Scores on the WPPSI verbal scale and the Stanford-Binet would correlate higher than would the WPPSI performance scale scores with the Stanford-Binet. All correlations run relating to the three hypotheses chosen for this study were found to be significant at the .01 level. The results, therefore, lead to the acceptance of all three hypotheses.

Studien undersökte relationen mellan förskolebarns kognitiva förmåga och vilken typ av rörligmedia och mobila spel som barnen ägnade sig åt, samt relationen mellan föräldrarnas användningav mobila enheter och barnens kognitiva förmåga. Kognitiv förmåga undersöktes medtestbatteriet WPPSI-IV och medievariablerna undersöktes med en webbaserad enkät. Sammantaget visade resultaten att det fanns positiva samband mellan pojkars kognitiva förmågoroch att titta på viss typ av rörlig media, medan det för flickor fanns negativa sambandför viss rörlig media respektive spelande på mobila enheter. Gällande förälderns användningav mobila enheter hade flickorna bättre generell kognitiv förmåga och språklig förmåga omföräldern använde sådana i närvaro av barnet. Resultaten gick delvis mot och delvis i linje med tidigare forskning. Eftersom studien fannolika resultat för flickor och pojkar, bör detta undersökas mer noggrant i kommande studierför att bättre kunna uttala sig om relationen mellan digital media och barns kognitiva förmåga.

Studies indicate the educational needs of highly gifted students are best met through accelerated learning. It is difficult to recognize very young children that are suited for an accelerated curriculum because younger students frequently lack school records or portfolios used to identify gifted students. This study examined the accuracy of cognitive ability and achievement tests in predicting academic achievement by the end of second grade, correlating test results and final grade averages collected from sixteen children ages five to six who entered a public school program for high-ability learners in kindergarten. A multiple regression analysis indicated the Wechsler Preschool and Primary Scale of Intelligence produced the highest mean IQ score and a strong correlation with reading achievement. The Wechsler Individual Achievement Test contributed in small part to the prediction of academic achievement. The Naglieri Nonverbal Ability Test and the Kaufman Brief Intelligence Test-Second Edition had negative correlations with final grade averages, indicating they are not predictors of academic achievement for these students.

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.